Thursday, December 22, 2005

Ed-Tech List Information

Thu, 22 Dec 2005 06:00:05

You are subscribed to the Ed-Tech list at the University of Miami. I
created this list to distribute information about Educational Technology.

Here are a few reminders.

1. If you want to unsubscribe you can do it a number of ways. A. Send me
an e-mail and I will remove you from the list. B. Go to
http://listserv.miami.edu/archives/ed-tech.html, click on the "Join or
leave the list" link, and follow the instructions. C. Send the message
"UNSUBSCRIBE ED-TECH" (in the body of the list, not the subject) to
listserv@listserv.miami.edu. (This will only work if sent from the
address that you are subscribed as.)

2. If you know someone who would like to subscribe tell them to do one of
the following. A. Send me an e-mail and I will add them to the list. Tell
me if they want to be on this list (Ed-Tech) and/or the Blackboard
Announcements list (Bb). B. Go to http://www.snurl.com/bbforms and fill
out the "Mailing List" form. B. Go to
http://listserv.miami.edu/archives/ed-tech.html, click on the "Join or
leave the list" link, and follow the instructions. C. Send the message
"SUBSCRIBE ED-TECH" (in the body of the list, not the subject) to
listserv@listserv.miami.edu.

3. Searchable archives of the list are available at
http://listserv.miami.edu/archives/ed-tech.html.

Bill Vilberg bill.vilberg@miami.edu Home: 305-255-9138 Work: 305-284-3949
Cell: 786-218-3052

Tuesday, December 13, 2005

[ED-TECH] Podcasting in the classroom - materials

On November 30th UM participated in a webinar entitled "Podcasting in the Classroom."  The session dealt with the system used at Purdue University to (audio) record, convert, and publish classroom sessions.  The materials from that session are now available from the www.miami.edu/iac "Lunch and Learn Series" page for Fall 2005, or from the links below.
 
Complete recording of session, including audio and screen: (This will only be available until January 19, 2006.)
 
PowerPoint slides: 
 
Q&A transcript:
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Tuesday, December 06, 2005

[ED-TECH] 2006 Excellence in Teaching Awards - Nominations Open

Ed-Tech List Members,
 
Nominations are now being accepted for the 2006 Excellence in Teaching Awards.  All full-time faculty members who have been teaching undergraduate or graduate students, excluding law and medical school students, at the University of Miami for at least three years are eligible. Nominations may be made by students, alumni, administrators, or other faculty members and must be received by TuesdayJanuary 31, 2006.
 
You can find the nomination form on the www.miami.edu/iac web site in the "Excellence in Teaching Awards" area, or by going directly to https://www.miami.edu/UMH/CDA/UMH_Main/0,1770,2666-1;2786-2;43128-3,00.html.  The list of previous award winners, including links to the outstanding practices submitted by the 2005 award winners, can be found at the http://www.snurl.com/excellence web page.
 
Please let your students know that we strongly encourage student nominations.  Please consider nominating a worthy colleague. It will only take a few moments to describe the teacher's outstanding qualities and what features in particular distinguish their approach to teaching.
 
Bill Vilberg
Associate Director, Instructional Advancement Center
University of Miami, Coral Gables, FL

Monday, November 28, 2005

[ED-TECH] End phone system nightmares by getting to a human

Do you every call support numbers and navigate through the menus, knowing that your question will require human intervention?  Print out http://paulenglish.com/ivr/ and keep it handy if you want to know the secrets to get to a human as quickly as possible.  No guarantee it will still work when you need it, but if it does it can reduce your frustration and not waste as much of your valuable time.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Tuesday, November 22, 2005

[ED-TECH] Podcasting in the Classroom - Lunch and Learn announcement

On Wednesday, Nov. 30, 1:00-2:30 PM the Instructional Advancement Center will be hosting a webinar on "Implementing Podcasting in the Classroom."  The "BoilerCast" system at Purdue University (http://boilercast.itap.purdue.edu:1013/Boilercast/) records and distributes the lectures of more than 50 courses.  This session will describe (I hope) why they set it up as well as how they set it up.  The webinar is described on the https://www.academicimpressions.com/web_conferences/1105_podcasting.php web page. 
 
The session will be held in the Cuban Heritage Collection Conference Room of the Richter Library.  Lunch will be provided, registration is required.  Go to http://www.snurl.com/podcasts to register.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Thursday, November 17, 2005

[ED-TECH] Digital Textbooks - Friday, 11/18

Just a quick reminder that the Digital Textbook webinar will be presented on Friday, 11/18, 2:00-3:30 PM
 
This will be a presentation from some people in Colorado who have studied the electronic textbook situation.  I hope it will provide a full SWOT analysis with weaknesses and threats as well as strengths and opportunities.  Sometimes a presentation like this can paint too rosy a picture.  My expectation is that textbooks are going to change over the next 10 years, but we don't know what they will change into.  A session like this can help us prepare, even during a time of uncertainty.
 
To take part in this presentation, please go to http://www.snurl.com/textbooks and register.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Monday, November 14, 2005

[ED-TECH] Mac Users: Apple Tech Update - 12/1

Apple Computer, Inc., will be on campus December 1 for a lunch-time presentation.  Lunch will start at 11:30 AM and the Tech Update will begin at noon and last until 2:00 PM.  The event is open to all University of Miami faculty, students, and staff.
 
The content seems to range from general to technical.  At a general level there will be a demo of Tiger, the new OS, iTunes with Podcasting, and the new iPods. At a technical level there will be a presentation on Tiger Server, Grid, and xSan and Cluster, as well as an update on the current hardware and new ProApps products.
 
Registration is required and can be completed on-line at http://seminars.apple.com/goToEvent.html?id=40483
 
This event is not being sponsored by the Instructional Advancement Center.  I heard about it and thought it worthwhile to distribute.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Friday, November 11, 2005

[ED-TECH] Electronic Textbooks - Lunch and Learn session

On Friday, November 18, the IAC will host a Webinar on Electronic Textbooks.  The description leans toward on-line courses, but the material should be valuable to anyone interested in eBooks, I think.  Note that this webinar begins at 2:00 PM, so we will provide refreshments, but not a complete meal.
 
Registration is required.  To register, go to http://www.snurl.com/textbooks and fill out the on-line form.

Webinar: Using Digital Textbooks in Online Courses

Rhonda M. Epper, Director, Online Program Development, Community College of Denver
Lisa Cheney-Steen, Interim Director & Academic Dean, Colorado Community Colleges Online

The availability of learning materials in digital formats is growing rapidly. Libraries of digital learning objects, electronic course packs, and digital textbooks present new opportunities for faculty to enrich their online courses, while giving students the convenience of having course materials embedded into their online experiences. This session will provide an overview of the latest developments in digital textbooks, financial and hosting models being developed for pilot courses in Colorado, and explore the opportunities for expanding the use of digital textbooks in higher education.

Friday, November 18, 2005
2:00 PM - 3:30 PM
Cuban Heritage Collection Conference Room
Richter Library, 2nd Floor

Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

[ED-TECH] LillySouth

The LillySouth conference, Feb 17-19, has a call for proposals that closes 11/15, next Tuesday.  If you are doing anything with topics such as gender differences in learning, incorporating technology into teaching, encouraging critical thinking, using teaching and student portfolios, implementing group learning, or evaluating teaching, you might consider submitting a proposal, at least for a poster session.
 
 
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Friday, October 14, 2005

[ED-TECH] Lunch and Learn Announcement - Oct. 27 - Joy Beverly

On Thursday, October 27, at 12:30 PM, Joy Beverly, one of our 2005 Excellence in Teaching Award winners, will present some inexpensive and practical ways to increase academic and social integration within the classroom through highlighting individuality. Two particular techniques, interviewing and learning/using student names, will be highlighted during this session.  Lunch will be served.  Registration is required.  Go to http://www.snurl.com/individuality to register.
 
 
Pursuing Academic and Social Integration through Highlighting Individuality

2005 Excellence in Teaching Award Winner
Joy Beverly
College of Arts & Sciences, Mathematics

How can we encourage our students to have quality interaction, both academically and socially, in ways that help them to grow as scholars and individuals? This workshop will present inexpensive and practical ways to increase academic and social integration within the classroom through highlighting individuality. The two major components of this practice, name-calling and interviewing, will be outlined, as well as techniques for learning students' names. Some of the supporting research for this practice will be presented, as well as exploration of the possible benefits to both instructors and students, including better class interaction and discipline, more group study and better instructor evaluations.

Thursday, October 27, 2005
12:30 PM - 1:20 PM
Cuban Heritage Collection Conference Room
Richter Library, 2nd Floor

Lunch will be served. Registrations is required.

To register for this session, please fill out http://www.snurl.com/individuality on-line form.

 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

[ED-TECH] Internet responding

I am able to get out to my sites, including Blackboard, again.  Very responsive at the moment.  Typing quickly in case there are more problems.
 
By the way, I have no idea how to tell what is going on.  I couldn't get to our Blackboard system. I checked other systems and I could get to some but not others.  I called Telecomm and asked if there was some kind of network event taking place.  They said, "Yes."  I called my sister-in-law in Pennsylvania and her see if she could get to our Blackboard site.  She could.  I could get to my Google portal, but there was nothing in the tech news feeds about any network situation.
 
So I don't have any secret way of knowing what is going on outside of my experience.  Wish I did.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

[ED-TECH] Internet trouble

It appears that the Internet is not working well today.  I can reach some sites, but not others.  I checked with someone in Pennsylvania and she can reach the sites I can't, but cannot reach www.miami.edu.  I have no idea what is causing the trouble or how localized it is.  If you are experiencing problems, know that you are not alone and that the problems may be caused by the Internet, not your computer or connection.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Thursday, October 13, 2005

[ED-TECH] Recording of "Oral Presentations" Lunch and Learn - now available

I have uploaded the handouts and recording of last week's Lunch and Learn presentation by Gema Pérez-Sánchez, one of our 2005 Excellence in Teaching Award Winners.  Go to www.snurl.com/OralPresentations to access the materials. The recording is 45 minutes long and gives a clear description of how Gema has modified her oral presentation assignment to increase learning and resolve a number of issues she had encountered.  If you have the students get up in front of the class and speak, this is valuable information.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

[ED-TECH] Implementing Podcasting in the Classroom - Web Conference

A WebEx presentation on creating, using, and distributing audio files (podcasts) in the classroom will take place on Wednesday, November 30, 1:00-2:30 PM.  This is the last week of classes here at UM.  Are you interested in watching this?  If so I will consider setting things up so we can.  It would be a single license, for $350, so we would have to come together in one location.  Please let me know if you would attend, so I can determine whether there is enough interest to justify this, OK?
 
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 


From: Academic Impressions [mailto:ai-events@conferencesdirect.net]
Sent: Thursday, October 13, 2005 10:00 AM
To: Vilberg, William R.
Subject: Implementing Podcasting in the Classroom Web Conference

For more information, or if this email does not display properly, please visit
https://www.academicimpressions.com/web_conferences/1105_podcasting.php

Implementing Podcasting in the Classroom
Web Conference


November 30, 2005 : 1:00-2:30PM EST

For a full program and to register, please download the brochure or visit the website.

OVERVIEW
This online web conference will demonstrate how existing technology infrastructure can be used in conjunction with podcasting technology to reach students in new and meaningful ways. Join us to examine a fully-deployed classroom podcasting program and explore how this new technology could be deployed on your campus.

PROGRAM AGENDA
  • Podcasting as a valuable educational tool
  • How podcasting works
    • XML & RSS technology
  • Podcasting in a university setting
    • The approach
    • The implementation
    • Operation of the service
    • The public interface
  • Other options for institutions considering podcasting
  • Examples of other institutional implementations
  • Alternative approaches
  • Suggestions for budget-restrictive situations

INSTRUCTOR
Michael Gay - Purdue University
Michael currently serves as Manager of Broadcast Networks & Services for Information Technology at Purdue University (ITaP). He oversees advanced classroom technology, broadcast video and audio services, videoconferencing, Internet streaming, fiber-optic video services, satellite broadcast services, and distance learning facility design/integration.

WHO SHOULD ATTEND
The details, experiences, and specific data on existing implementations shared at this web conference will benefit any technology administrator deciding on how to launch a new podcasting program. This includes:
  • Vice presidents of instructional technology
  • Chief information officers
  • Distance learning support staff
  • Library technology administrators
  • Audio-visual and multimedia support staff

REGISTER
Please Register here or call 720-488-6800.

Please forward this invitation to colleagues who may benefit from attending

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UPCOMING CONFERENCES:
Planning, Managing And Leading Effective Capital Campaigns
October 26-28, 2005
Westminster, CO

Improving Energy Cost Efficiency And Environmental Performance
October 26-28, 2005
Westminster, CO

Crisis Communications Planning Institute
December 7-9, 2005
Scottsdale, AZ

Raising the Major Gift: Streamlining the Development Process
December 8-9, 2005
Miami, FL

Implementing an Integrated Brand Strategy on Your Campus
January 25-27, 2006
Austin, TX

Strategic Planning For Online Education
January 25-27, 2006
Austin, TX

Valuable Alumni Boards: Crafting an Institutional Asset
January 30 - February 1, 2006
Miami, FL

UPCOMING WEB CONFERENCES:
Ensuring Clery Act Compliance
October 18 & 20, 2005 : 1-3PM EDT

Using Qualitative Market Research to Drive Decisions
October 19, 2005 : 1-3PM EDT

Best Practices in Recruiting and Retaining Diverse Faculty
October 25, 2005 : 1-3PM EDT

Creating a FERPA Friendly Campus
October 26, 2005 : 1-3PM EDT

Creating Successful Online Student Service Programs
November 3, 10 & 17, 2005 : 1-2:30PM EST

Ensuring Transfer Student Success
November 8, 2005 : 1-2:30PM EST

Best Practices in Developing Accessible Student Services
November 15, 2005 : 1-2:30PM EST

e-Personality: Hiring Web Authors and Online Instructors
November 18, 2005 : 1-2:30PM EST

Using Innovations in First Year Advising to Enhance Retention and Graduation
November 21, 2005 : 1-2:30PM EST

Developing a Home School-Friendly Admissions Office
November 29, 2005 : 1-2:30PM EST

Using Financial Literacy Programs as a Student Retention Tool
December 1, 2005 : 1-2:30PM EST

Using CRMs as Effective Enrollment Management Tools
December 8, 2005 : 1-2:30PM EST

Enhancing Alumni Relations through Educational Programming
December 2 & 9, 2005 : 1-3PM EST

Electronic Portfolios: Enhancing Teaching, Learning and Assessment
December 6, 2005 : 1-3PM EST

Implementing a Strong Alumni Admissions Program
December 5 & 12, 2005 : 1-3PM EST


To stop the receipt of announcements, please use the following stop link, or reply to this email with 'stop' in the subject line
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Monday, October 10, 2005

[ED-TECH] SGID announcement

[The following is an announcement of a process we have set up.  Please consider trying this.  It takes only 20 minutes of your class time and can make a positive difference.  Bill V.]
 
Most of us are constantly working at improving our teaching.  We are varying classroom experiences, changing homework activities, selecting new textbooks, incorporating technology, or doing other things that we think will improve our classes.  As reflective practitioners we think about it, try it, think about it, change it, and so on. The Instructional Advancement Center is announcing a student feedback process that can give you information that you can use to guide your reflection and improve your teaching practice. 
 
The data collection process takes 20 minutes at the end of a period. A facilitator (an instructor at UM trained in this process) will come into your class and place the students into small groups.  Each group will provide answers to three questions. The group must reach consensus on the answers.  The facilitator will bring the groups together and collect the answers. Any answers that don't have full consensus from the entire class are eliminated. One student, or even a group of students cannot skew the results. The information comes from the entire class.
 
The questions are:
-- When this course is offered again, what should remain essentially the same because it works so well?
-- When this course is offered again, what should be altered or removed from the course?
-- When this course is offered again, what should be added that isn't part of the course currently?
 
In a private meeting the facilitator presents the typed results to the instructor. Hopefully the results will provide information that can be used to improve the class. In most cases there is at least one change (low hanging fruit) that can be put into practice at once. The students will recognize this as a result of their feedback, thus completing and validating the process for them.
 
This process was developed at the University of Washington and is called a Small Group Instructional Diagnosis, or SGID. It is widely used throughout higher education as one way to obtain information for personal growth and improvement of teaching.  Since all instruction is designed to facilitate student learning, it is important to obtain the students' perceptions.
 
The optimum time to have an SGID done is midterm.  That gives the students enough time to have experienced your course and gives you enough time to try to implement at least one of the suggestions in the feedback.  For Fall 2005 SGIDs can be scheduled from October 17-November 11, 2005. Each instructor can request one SGID per semester.  I hope you will use an SGID in one of your classes this semester. 
 
To sign up for an SGID fill out the http://www.snurl.com/sgids on-line form.  To get more information about the SGID process at UM, go to http://www.miami.edu/iac and look in the "Student Feedback Process - SGID" area.  The complete protocol and policies are listed. To see how this is used at other institutions, go to http://del.icio.us/wvilberg/SGID for a number of links.
 
I view this as a win-win-win situation. The students win by being asked for their perceptions in a very specific form and seeing the results acted upon. The instructor wins by getting useful feedback to reflect on and perhaps put into practice. The institution wins by increasing (slightly) the amount of talk and thought about teaching. If you have any questions feel free to contact me.
 
And if you have previous experience with this process and would like to become one of the facilitators, please let me know. The goal is to have a group of instructors willing to provide this service to other instructors, reviewing and reflecting on the results together to advance instruction at the University of Miami.
 
Best day.
 
Bill Vilberg
Instructional Advancement Center
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Wednesday, October 05, 2005

[ED-TECH] Millennial Generation materials now online

The material from the Lunch and Learn presentation on the Millennial Generation is now online.  you can go directly to them at www.snurl.com/millennials or go to the bottom of the Lunch and Learn Series page on the Instructional Advancement Center web page at www.miami.edu/iac.  For this presentation you can access the PowerPoint handout or slides, the Beloit College Mindset List for the class of 2009, a recording (audio and computer screen) of the 50 minute presentation in both large and small screens, and a picture of the presenters.
 
Feel free to share this information with others.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Monday, October 03, 2005

[ED-TECH] The Millennial Generation - Resources

Last week the IAC Faculty Lunch and Learn was about the Millennial generation.  It had a profound impact on me, as the parent of two Millennials.  If you are interested in thinking about how this generation is affecting our experience as teachers, there are two sources I wanted to bring to your attention. 

 

The first one is a national online discussion scheduled for Wednesday at 2:00 PM.  Go to http://chronicle.com/colloquy/ for a description of the discussion, a link to submit questions in advance, a link to follow the discussion on Wednesday, and a link to an article in the October 7th Chronicle of Higher Education, "The Net Generation Goes to College."

Article: http://chronicle.com/free/v52/i07/07a03401.htm

 

The second one is an article in the September/October Educause Review, ""If Higher Education Listened to Me."  While it tends to focus on technology, it consists of interviews with a Baby Boomer, a Generation Xer, and two Millennials.  I found it interesting to read their words and reflect on the differences.

Article:  http://www.educause.edu/apps/er/erm05/erm0550.asp

 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

[ED-TECH] FW: [POD] Random Thought: In Memoriam


Louis Schmier posts his "Random Thoughts" to a number of mailing lists.
I am forwarding this message to the Ed-Tech list because of what he says
about valuing students. About 2/3 down he says, "every student--every
student--regardless of major, GPA, SAT score, scholarship, physical
condition, tattooing, athletic ability, gender, body piercing, skin
color, accent, sexual preference, ethnicity, sorority or fraternity,
special needs, etc is a sacred, unique human being. He or she is an
invaluable piece of the future that is entitled to be treated with
respect and dignity and consideration. And, nothing--not fund raising,
sports records, research, publication, curriculum, institutional renown,
title, reputation, resume--is more important in academia for the
administrator, staff person, faculty member, and student than that
realization."

Best day.

Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)

-----Original Message-----
From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of Louis Schmier
Sent: Monday, October 03, 2005 8:02 AM
To: POD@listserv.nd.edu
Subject: [POD] Random Thought: In Memoriam

I lost a dear colleague and friend last week to the ravages of
pancreatic cancer.
His name is Fred Morris. Very few of you know of him. You should
have. For me, he was
a fellow traveler and kindred spirit. He tooled about in a motorized
wheel chair, but stood so tall I really never noticed it. Sometimes
he'd hobble around on crutches, but there was no hobbling of his spirit.
I regret I could not be at the "Celebrationof a Life" memorial service
on campus. At the time I was hosting a presentation in the "Witness To
The Holocaust" program I had put together to compliment my course on the
same dismal subject. Fred would not have wanted it to be any other way.
I wrote a few words to him and sent them on for someone to read in my
stead. Had I been there, I would have said how much he was an
inspiration to me and how much my memory of him will continue to be a
benediction to him.

We talked often. I'd bounce into his office to bounce teaching
ideas off him; he would bounce ideas off me. We'd celebrate when a
struggling student made a small, giant step and cry the loss when one
stumbled and refused to get up and go on. We'd cheer each other on and
encourage each other when the going got rocky for either one of us.
We'd shore the other up when we weakened. Our conversations were often
interruption by a faint knock, a slow opening of the door, a few fingers
appearing that weakly griped the door's edge, a single, hesitant,
peeking in eye of a student in need, and a needy, inquiring "You busy?"
The student would be met by an inviting twinkle in his eye and
compassionate smile on his face. Our focus immediately would shift.
Nothing was more important to Fred at that moment--or any other moment
for that matter--than that student. We'd look at each other. There was
no "wait a minute" or "I'll be with you in a few minutes." Be it
mid-paragraph, mid-sentence, or mid-word, I would quickly get out of my
chair and leave with a "Later." And, would return in a day or two and
pick up where we had left off.
Now, there are no more "laters." Now, there's a hole in my day's
schedule and in my soul.

I did not have that one last "later," that one last conversation
we both so desperately wanted. We had agreed it was to be a celebration
of life, not a bemoaning of death; a joy of what had been, not a sadness
of what would have been. We scheduled to have at discussion at his
bedside in his home, but had to reschedule, and reschedule again, and
again, and again until there were no more "and agains." It was not to
be. Both the cancer, advancing at a blindly rapid pace, and the equally
ravaging chemo therapy constantly and successfully conspired to deny us.
I will miss our searching talks about each other, teaching, students,
and life. I will miss his laughter and his smiles. I will miss his
"ugly puss" and his beautiful heart. I will miss his love of life. I
will miss his good counsel. I will miss his support and encouragement.
I will miss our loving bantering in the hall:

"When are you going to play some good music on that boom box of
yours? You'll chase the students out of the classroom with that noise,"
he'd yell out with a guffaw.

"Hell, you'll kill them before they have a chance to hear these
great tunes if you don't stop racing down the halls in that dragster
wheelchair of yours," I'll yell out in a laughing retort.

Now, there will be no more of that.

I will miss his unconditional love of each and every student and
his endless faith in each and every one of them and his boundless
optimism for each and every one of them.
Though our styles of teaching were different, our visions were not. We
always agreed about what was at the core, or should be at the core, of
we academics do. We agreed that if there is one central reality in all
of education, it is this: every student--every student--regardless of
major, GPA, SAT score, scholarship, physical condition, tattooing,
athletic ability, gender, body piercing, skin color, accent, sexual
preference, ethnicity, sorority or fraternity, special needs, etc is a
sacred, unique human being. He or she is an invaluable piece of the
future that is entitled to be treated with respect and dignity and
consideration. And, nothing--not fund raising, sports records,
research, publication, curriculum, institutional renown, title,
reputation, resume--is more important in academia for the administrator,
staff person, faculty member, and student than that realization.

We always talked about how it's so easy to find fault with
students. It's easy to treat them as an annoyance and intrusion. It's
easy to dismiss them. It's easy to cast them aside. It's easy to
criticize them and make them feel incapable and unwanted.
Anyone can do it. It doesn't take much effort to do it. You don't need
any training for that. What takes effort and skill, what takes patience
and kindness, what takes perseverance and commitment, what takes empathy
and faith, what takes a lot of hard work and dedication, what takes
consuming time and effort, what takes hope and love, what takes
awareness and "otherness," what takes heart and soul is picking each
student up and making him or her feel good about where he or she is, who
he or she is, and what he or she is capable of doing, and who he or she
is uniquely capable of being.

Many, far too many, academics don't understand that; many, far
too few, do. Fred Morris did.

Fred was one of those rare people who left the world a better
place than he found it and who has defeated the cancer by continuing to
live on in the souls he touched. He will in mine.

Damn, I'll miss him.

Make it a good day.

--Louis--

Louis Schmier www.therandomthoughts.com
Department of History
www.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, Georgia 31698
(229-333-5947)

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Office of Information Technologies at the University of Notre Dame.
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Wednesday, September 28, 2005

[ED-TECH] Lunch and Learn - Fri, Oct. 7 [ANNOUNCEMENT]

Attend the IAC Faculty Lunch and Learn on Friday, Oct. 7 at 12:20 PM and hear how 2005 Excellence in Teaching Award Winner Gema Pérez-Sánchez turned boring student presentations into valuable and engaging classroom activities.

To register for this Lunch and Learn session, please use the http://www.snurl.com/OralPresentations web form.
 

Oral Presentations, the Internet, and Blackboard

2005 Excellence in Teaching Award Winner
Gema Pérez-Sánchez
College of Arts & Sciences, Foreign Languages and Literatures

How can we encourage students to convey information orally to their classmates in a concise yet effective manner that helps students learn new material through a personal connection to it? This workshop will explore different ways of productively enhancing student oral presentations through the use of the World Wide Web and Blackboard. Although most of the examples will be taken from the context of language and literature classes, we will discuss how to extrapolate these oral presentation techniques to other disciplines. In particular, we will discuss how to teach students to develop their creative agency by giving them the opportunity to supplement the syllabus with an oral presentation on a topic of their choice, within parameters carefully crafted by the professor; to have students use technology to teach the class in a controlled fashion; and to encourage those students listening to the presentation to participate actively in making it a successful, collective learning event.

Friday, October 7, 2005
12:20 PM - 1:10 PM
Cuban Heritage Collection Conference Room
Richter Library, 2nd Floor

 
If you would like to read the complete description of Gema's technique, use the  "The Focused Five-minute Student Oral Presentation Enhanced with the World Wide Web and Blackboard" link on the http://www.snurl.com/excellence web page.
 
To register for this Lunch and Learn session, please use the http://www.snurl.com/OralPresentations web form.
 
Bill Vilberg
 
 

Wednesday, September 21, 2005

[ED-TECH] Facilitator Training for Student Feedback Process

We are inviting instructors at UM to be trained in a student feedback process.  These trained facilitators will then be paid to perform this service for other instructors who request it. Sign up for one of the training sessions by filling out the form at http://www.snurl.com/facilitators web page. The sessions will be held on Tuesday, October 4 and Wednesday, October 5, 3:30-4:30 PM, in the University Center, Florida Ballroom - A, and you can attend either one.
 
One way to improve our teaching is to ask our students for their feedback.  There is a widely used system that seems to provide useful feedback.  With 20 minutes left in a class period the instructor leaves and a facilitor asks the students three questions: What is going well in this class?  What part of this class should be removed or improved?  What could be added to this class in order to improve it?  A series of steps are performed to assure consensus and on the feedback.  The results are given to the instructor for consideration. The instructor is usually able to find at least one suggestion that can be immediately implemented. This closes the feedback loop for the students and lets the instructor try out the suggestion at once.  For best effect this feedback process takes place around the middle of the term.
 
This is an opportunity to interact with other faculty who are interested in improving their teaching.  I hope you will join us for the training if you can.  I hope you will request this service in your own classes when it is announced.
 
To register for one of the training sessions, please fill out the form on the http://www.snurl.com/facilitators web page.
 
Bill Vilberg
Instructional Advancement Center
 

[ED-TECH] Lunch and Learn - Sept. 29 - Experiencing the Millennial Generation

There will be Lunch and Learn session next Thursday, September 29, 2005, on the Millennial Generation.  Alison Grewe and V. Chunoo, from the Toppel Career Center, will be presenting some very interesting information about the students that we are seeing now in our classes.  Come and hear how they differ from previous generations and what that means as we teach and advise them.

To sign up for this session, please go to the http://www.snurl.com/millennials web page.

Issues in Teaching and Advising: Experiencing the Millennial Generation

This presentation takes a multi-generational approach to understanding our current student body. Comprised of four distinct generations, today's college campuses face unique challenges concerning generational perceptions of work attitudes, management expectations and communication patterns. Understanding the history, strengths and differences of these generations can serve faculty and administrators in anticipating the issues likely to affect our current student body and in developing strategies for working effectively with them to improve our undergraduate education and teaching.
Alison Grewe and V. Chunoo, Academic and Career Advisors in Residence, Toppel Career Center

Thursday, September 29, 2005
12:30 PM - 1:30 PM
Cuban Heritage Collection Conference Room
Richter Library, 2nd Floor

To sign up for this session, please go to the http://www.snurl.com/millennials web page.

Bill Vilberg
Instructional Advancement Center

Wednesday, September 07, 2005

[ED-TECH] Maple site license

The University of Miami is in the process of entering into a site license agreement for Maple, a mathematics instruction package that has amazing graphics and visualization capabilities.  This license would allow Maple to be installed on all UM computers and on faculty/instructor computers at home, I believe.  Maple is already being used in some Math and Engineering courses at UM.  Other courses and disciplines might be interested in the software, since there will be no additional charges.
 
On Friday, September 9, at 3:00-5:00 PM there will be a WebEx online demonstration of Maple.  I encourage interested faculty to participate.  To sign up go to this web page:
 
Other information about Maple, including online demos, can be found at:
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Wednesday, August 31, 2005

[POD] Call for Proposals: GA Conference on College & UNiversity Teaching


-----Original Message-----
From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of Bill Hill
Sent: Wednesday, August 31, 2005 12:10 PM
To: POD@listserv.nd.edu
Subject: [POD] Call for Proposals: GA Conference on College & UNiversity
Teaching

PLEASE DISTRIBUTE TO COLLEAGUES

13th Annual Georgia Conference of College & University Teaching March
24-25, 2006 Kennesaw State University

The Georgia Conference on College & University Teaching is an
interdisciplinary conference designed to provide college and university
faculty with the opportunity to discuss and share experiences and
innovative teaching techniques.

We invite you to submit proposals for workshops, symposia, and paper or
poster presentations for the 13th annual conference. Proposal topics
might include: Innovative Pedagogy, Course and Program Assessment,
Teaching Ethnic and Cross-Cultural Diversity, Teaching with Technology,
Interdisciplinary Teaching, and Mentoring of Students and Faculty.

Proposals are invited from all areas of post secondary teaching. We are
seeking interactive, lively presentations that exemplify rather than
simply talk about creative teaching and advancing student learning.
Preference will be given to proposals that emphasize practical
approaches that can be adapted by participants from a variety of
disciplines for immediate use in their classes or academic programs. We
do not encourage proposals that are solely focused on teaching and
learning in only one discipline and do not address adaptation across
disciplines.

Presenters of accepted proposals are offer a reduced registration rate
of $70, which includes lunch and a reception on Friday, refreshments
during the conference, and a continental breakfast on Saturday. For
additional conference information, including details on submitting
poster proposals, please visit the conference Web site at
http://www.kennesaw.edu/cetl/CETLconferences.htm or contact Bill Hill at
bhill@kennesaw.edu

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Bill Hill, Ph.D.
Director, Center for Excellence in Teaching & Learning and Professor of
Psychology Kennesaw State University 1000 Chastain Rd., Building 54
Mailbox #5400 Kennesaw GA 30144-5591
EMAIL: bhill@kennesaw.edu
PHONE: 770-423-6410
FAX: 770-499-3253

Director of Programming, Society for the Teaching of Psychology,
Division 2 of the American Psychological Association
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Tuesday, August 23, 2005

[ED-TECH] Changing your mindset

What is it like to look our from the eyes of your students?  What are there life experiences?  Take a look at the Mindset List from Beloit College to get an idea of what a student born around 1987 has and has not heard of.  Here are a few items from the list.  For your students:
  • The U.S.  has always been a Prozac nation.
  • Bill and Ted have always been on an excellent adventure.
  • Computers have always suffered from viruses.
  • Castro has always been an aging politician in a suit.
Beloit College has not yet released the list for students entering higher education in 2005, but the Class of 2008 list is still up, so you might want to take a look before meeting your classes for the first time this week.
 
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Thursday, August 18, 2005

[ED-TECH] Apple seeds

In a talk I heard this summer at the Chautauqua Institution it was mentioned that we can mathematically calculate the number of seeds in an apple, but there is no limit to the number of apples that can come from a single seed. As seeds are scattered some fall on rock and die, some wither and die for lack of water, some sit and wait for the right conditions, and some immediately take root, grow, and produce fruit containing more seeds.  As teachers we design experiences that plant seeds of thought in our students. They will not all take root immediately.  We will often not see the results of our work. But we trust in our task. May your year be fruitful.
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

Wednesday, August 17, 2005

The Teaching Professor Conference


From: The Teaching Professor Conference [mailto:magnapubs@p.mailzeen.com]
Sent: Wednesday, August 17, 2005 10:22 AM
To: Vilberg, William R.
Subject: New in 2006

You asked, and we deliver.

At the Teaching Professor Conference, we take attendee comments and suggestions to heart. Based on feedback from our 2005 event, we will be implementing the following initiatives for the 2006 Teaching Professor Conference:

A more in-depth, complex case study focusing on a topic that hits home for all of us … Straight Talk About Student Ratings. Hear first hand from a panel of students and veteran faculty members how student ratings can be used constructively and productively to improve teaching methodology.

  • This years’ case study will be provided to attendees in advance via our website
  • More structured discussions will be scheduled throughout conference for focused, in-depth discussions
  • Discussion sparks regarding the case will be provided for lunch discussions, at an “on your own” dinner sign-up, and at facilitated informal evening discussions

    All new workshops!
  • Over 50 brand-new workshops
  • More sessions
  • Larger rooms
  • More “How To” versus “This is What I’ve Done”
  • Topics that pertain to all disciplines
  • Programming relevant to community colleges and four-year institutions

    The Teaching Professor Conference
    Learning to Teach Across a Career
    May 19 – 21, 2006
    Gaylord Opryland™ Resort & Convention Center
    Nashville, TN

    Register today and save big! The Teaching Professor Conference offers seven topical areas with multiple concurrent sessions all presented by expert faculty geared up to challenge, motivate, and energize you. For complete conference information visit www.teachingprofessor.com or call 1-800-433-0499.

    Sincerely,

    Carrie Jensen
    Conference Director
    Magna Publications, 2718 Dryden Drive, Madison, WI 53704

    © Copyright 2005, Magna Publications

  • FW: [POD] personal response systems (clickers in the classroom)


    From: Professional & Organization Development Network in Higher
    Education [mailto:POD@listserv.nd.edu] On Behalf Of Evans, Ed
    Sent: Wednesday, August 17, 2005 8:58 AM
    To: POD@listserv.nd.edu
    Subject: Re: [POD] personal response systems

    Karen -

    Purdue has standardized system-wide on the CPSrf for Higher Education
    system from eInstruction (http://www.einstruction.com). We have a LOT
    of anecdotal evidence from both the faculty and students that the
    clickers have been helpful in improving comprehension and attendance.
    We have begun assessment on our deployment and I will provide an
    overview of that information this fall at Educause.

    One article you can look up on assessment of this effort is in the
    _Family Medicine_ journal, July/August 2004, p.496: "Audience Response
    Systems: Effect on Learning in Family Medicine Residents" by T. Eric
    Schackow, Milton Chavez, Lauren Loya, Michael Friedman

    My experience says that you'll find a good deal of research on the topic
    by Physics faculty. They have a history of embracing audience response
    and the Physics Education faculty have been good about writing this up.

    I would be glad to share Purdue's experience in this arena with any
    interested parties. Over this summer, we have deployed almost 300
    receivers at our West Lafayette campus; we're predicting there will be
    close to 8000 students using the clickers this fall.

    regards,
    Ed

    ------------------------------------------------
    Ed Evans
    Director of Learning Spaces
    IT Teaching and Learning Technologies
    Information Technology at Purdue
    edevans@purdue.edu

    Friday, August 12, 2005

    [ED-TECH] Training opportunities

    Check out the technology training opportunities set up for this fall. Go to www.miami.edu/calendar, click on the Faculty / Staff Training link, and scroll down to view the scheduled events. You can view by day, week, or month by clicking on your choice at the top of the page. There is a "Next" link to view the next day, week, or month. Currently our Blackboard training sessions and the End User Support (EUS) training sessions in Microsoft and other products are listed.

    Here is the EUS blurb from their newsletter, The Inside Connection.

    End User Support's fall training schedule will begin on September 12th, 2005. To view the current course calendar, please visit http://www.miami.edu/user-support, click the "Training" link on the left side of the screen, and then click "Training Schedule." To view individual class descriptions, prerequisites and scheduled dates and times, visit http://www.miami.edu/user-support/class-descrip. To download a PDF version of the training schedule, please visit http://www.miami.edu/user-support, click the "Training" link, and then click the "Current Class Schedule" Quick Link.

    To submit an online registration request, please visit http://eustraining.miami.edu.

    Bill Vilberg

    Wednesday, August 10, 2005

    [ED-TECH] Student Technology Guide - www.snurl.com/sttech

    If your students have questions about technology at UM, particularly students new to UM, refer them to our www.snurl.com/sttech web site.  It is a "public" site on Blackboard that contains information on the most important and most common technology systems that students might ask about. 
     
    If a student asks you about some technology you don't know about, just refer them to the Student Technology site at www.snurl.com/sttech.  You might even want to mention it in your syllabus or put a link to this site in the External Links section of your courses.
     
    If you see anything in this site that is wrong, please let me know.
     
    Bill Vilberg
    305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
     

    Thursday, August 04, 2005

    FW: [POD] Problem Based Learning (was Teaching Methods, Fads, Time Spent on Mechanics, Etc.)

    -----Original Message-----
    From: Professional & Organization Development Network in Higher
    Education [mailto:POD@listserv.nd.edu] On Behalf Of Ed Nuhfer
    Sent: Thursday, August 04, 2005 1:29 PM
    To: POD@listserv.nd.edu
    Subject: Re: [POD] Problem Based Learning (was Teaching Methods, Fads,
    Time Spent on Mechanics, Etc.)

    > Also agreed. But I'm wondering what that "mindfulness" consists of.
    > I've been disturbed for some time about whether problem solving done
    > in consciousness of the fact that it's really about learning has
    > different consequences from problem solving done to solve problems
    > that need solving. It's about simulations, I guess, as opposed to
    > what we might call "authentic engagement." Researchers before Popper
    > learned, but I suspect few would have been mindful of the process, and

    > even fewer thought it was about learning something transferable
    > (though of course one _does_ learn that way).

    Thanks Russ--let me try to clear up the "wondering" issue. My
    "mindulfness"
    comments refer to a metacognitive reflection on the framework of
    reasoning that we are employing in the process of the research or
    learning that we are doing. I discovered about ten years ago to my
    horror that many practicing scientists and engineers are not able to
    articulate well what science is and how it works. When such people are
    professors, they can teach many facts and have students running all
    kinds of instruments gathering measurements and data without the mindful
    awareness of "What hypothesis are we really testing?" and "Is this the
    appropriate method of science to use in order to test it?" In education,
    an example might be, what hypothesis are we testing when we correlate
    exam performance of students with student evaluations of the teacher?
    People leap to conclude that it's about finding out how valid, useful,
    etc. student evaluations are to education. Perhaps this mechanistic
    approach only tests the hypothesis "How much are student evaluations
    like tests?" Next, although correlation coefficients are the standard
    and most often used methods to report relationships between evaluative
    ratings and other factors, does the nature of the data make correlation
    coefficients the best way to understand or express such a relationship?

    Science in general has been taught very mechanically even though the
    nature of science is a deep philosophical approach to understanding the
    physical world through very specific ways. Two nights ago on Fox News, I
    watched Bill O'Reilly unable to understand why science teachers do not
    want to teach intelligent design. He called all who opposed this
    "fascists." Watching him talk about science was probably an equivalent
    level to what I would look like talking about media
    broadcasting--clueless. He had no clue that intelligent design weds its
    explanation of the physical world by vesting its explanations with the
    untestable--it just isn't science. That's why it's unacceptable to
    science teachers who understand what science is--it has nothing to do
    with fascism, asinine politics, agnosticism, or atheism tendencies of
    scientists or science teachers.

    In Hake's focus on PBL, he notes we have been doing this in
    research--perhaps since the time of Thales. I agree with Hake that the
    fact we have been doing research and doing it well does not mean that we
    should act pejoratively toward a study of the processes ongoing through
    PBL. What I hoped to add is that as we learn what happens in the process
    of PBL, we share with our students those insights. In general, teachers
    don't do that--just as we have not done well graduating students with
    science degrees who really can articulate what science is. Similar
    things go on in the area of "critical thinking." If I'm trying to move
    students toward higher Perry levels, I find it useful to share with
    students what these Perry levels are, and get them to do a bit of
    metacognition along with their disciplinary content engagement.

    Hope this helps,
    Ed

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    Tuesday, August 02, 2005

    FW: seattletimes.com: "Somebodies" share their keys to success

    "the point is that the future is unpredictable, and should be approached
    with passion rather than career-minded worry"

    -----Original Message-----
    From: bill.vilberg@gmail.com [mailto:bill.vilberg@gmail.com]
    Sent: Monday, August 01, 2005 5:20 AM
    To: Vilberg, William R.
    Subject: seattletimes.com: "Somebodies" share their keys to success

    This message was sent to you by bill.vilberg@gmail.com, as a service of
    The Seattle Times (http://www.seattletimes.com).

    "Somebodies" share their keys to success Full story:
    http://seattletimes.nwsource.com/html/living/2002410355_peterhan01.html

    By Tyrone Beason
    Seattle Times staff reporter

    Physicist and Washington native Douglas Osherhoff never really had much
    self-confidence, but his work earned him a Nobel Prize anyway.

    Habitat for Humanity founder Millard Fuller was once obsessed with being
    rich but found his true mission after he decided to give away his
    fortune.

    And former Clinton cabinet member Donna Shalala originally wanted to be
    on the other side of the table, reporting the news rather than making
    it.

    If these great achievers can find their career groove and realize their
    calling in life, surely there's hope for the rest of us. That's the
    underlying message of Peter Han's new book, "Nobodies to Somebodies: How
    100 Great Careers Got Their Start" (Portfolio, $22.95).

    The book distills interviews Han conducted with 100 leaders from Fortune
    500 companies, politics, science, the arts and letters, as well as
    nonprofits. Among them are local dignitaries such as former Gov. Gary
    Locke, former U.S. Rep. Jennifer Dunn and former Sen. Slade Gorton.

    Han, a 31-year-old Microsoft licensing and pricing supervisor who lives
    in Seattle, said he wrote his first book in response to his growing
    sense that there was more to life than finding a good job, making money
    and sitting pretty, and that even those common markers of success
    required certain traits and habits.

    "I definitely wrote it for all of my friends looking around for the
    meaning of life," Han says. "I was really interested in what people
    who've made that journey have to share with young people."

    Interestingly, many of the subjects Han interviewed endured the
    self-doubt, rejection and false starts that can litter anyone's rise to
    the top. Random encounters, risky career switches and physically
    changing your environment can be just as pivotal as having good mentors,
    handing out business cards and following a strict life plan.

    Actor John Lithgow couldn't find work as an actor in New York City when
    he started out, so he accepted an associate art director position in
    Baltimore. Then two weeks after taking the job, he got an acting offer
    from a New York theater company and guiltily decided to scrap his
    Baltimore plans. Less than a year later, Lithgow won a Tony Award for
    "The Changing Room," just three weeks into his Broadway debut.

    As Nobel-winning physiologist John Sulston put it: "Science is a random
    walk, and I guess most things that are worth doing are the same -- the
    point is that the future is unpredictable, and should be approached with
    passion rather than career-minded worry."

    Gorton, for example, picked Seattle out of an atlas when the Illinois
    native and Columbia Law grad decided to practice law in the city.

    Sometimes, the book suggests, your values -- not just your job or your
    home base -- need to change.

    Fuller, of Habitat for Humanity, had been so obsessed with money that he
    used to estimate how much he made each minute of the day in his diary.
    But he told Han that his spirituality and his marriage suffered because
    of that fixation. As he thought about how to save his marriage, Fuller
    had an epiphany.

    "The decision was made one night in a taxicab. I just had this
    revelation to give our money away," Fuller says in the book.

    In the past three decades, Fuller has donated much of his fortune to
    charity and his organization has built homes for more than 180,000
    people.

    "I think some people do miss their calling!" Fuller tells Han. "And as a
    consequence, they go through their lives like Thoreau said, 'leading
    lives of quiet desperation.' Because if you miss your calling in life,
    you're never really totally happy."

    Early life experiences shaped other subjects in the book. Sierra Club
    President Larry Fahn remembers witnessing oil spills on the coastline
    around Santa Barbara, Calif., as a kid, and he knew even then he'd work
    in conservation.

    Former Health and Human Services Secretary Shalala finished two years in
    the Peace Corps and wanted to get a job as a journalist. "I couldn't get
    a job," she says. "The New York Times wasn't hiring. ... So I started
    out being an academic."

    But the diversity and unpredictability of the subjects' experiences in
    Han's book beg the question: How do these great achievers know they're
    currently doing their life's most meaningful work?

    Seattle native and Delta Airlines CEO Gerald Grinstein, for example, is
    presently struggling to steer his airline clear of potential bankruptcy.
    Was he better suited to his previous incarnation as a big-time Seattle
    attorney?

    Two of Han's role models are maverick CNN founder Ted Turner and former
    president George H.W. Bush, whose diverse background as a Navy pilot,
    businessman, diplomat, sportsman and leader of the free world has
    inspired Han.

    "The independence of spirit, the well-roundedness, those are things I
    look up to," Han says.

    Han, who grew up in Houston, describes himself as a Type-A personality
    ("I was president or vice president of six clubs!") who earned
    straight-As in high school and attended a Grade-A college, Harvard.

    In short, Han was very likely to succeed. And he did.

    Han was helping start high-tech ventures in Seattle while still in his
    20s.

    Since moving to Seattle seven years ago, he also has become fascinated
    with triathletes. Han's wife, Meredith FitzGerald Han, is an experienced
    long-distance runner and has competed in triathlons herself.

    Han is currently at work on a documentary profiling four triathletes as
    they compete around the world, called "What It Takes," which is due out
    early next year.

    He considers both the book and documentary projects "portraits of
    excellence," excellence being a pursuit unto itself in his world.

    "It's a curiosity about what makes these people tick," Han says. Han's
    wife said he barely sleeps, and she's given up trying to figure out what
    makes him tick, how he manages to coordinate a day job at Microsoft and
    all the outside work.

    Han says he isn't sure either, but he knows where he stands on the path
    to becoming a big shot.

    "I'm a long way from the people in my book," Han says with a laugh. "I'm
    an eager nobody trying to become somebody."

    Tyrone Beason: 206-464-2251 or tbeason@seattletimes.com

    ======================================================================

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    Copyright (c) 2005 The Seattle Times Company

    www.seattletimes.com
    Your Life. Your Times.

    Thursday, July 21, 2005

    [ED-TECH] Ideas for your courses

    Are you are designing your courses for this coming year? Here are two places to find ideas and materials.
     
    The MIT OpenCourseWare site (http://ocw.mit.edu) has material for 900 courses on-line, including items such as lecture notes, problems sets, exams, and video lectures.  Check your discipline and see if there is anything you can use.
     
    The Merlot collection of material (www.merlot.org) comes from a wide range of faculty members from many different institutions.  There are at least two items there from UM. (To find them do an advanced search for "miami" in the "Author's Email".)
     
    Bill Vilberg
    305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)