Tuesday, May 31, 2005

Suggestions for Department Head orientation sessions


Chairs of departments enter a gray world between faculty and
administration. They need training, in many cases, if they are to
succeed. Here are some suggested books and a Web page with resources.

Bill Vilberg

-----Original Message-----
From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of Holton, Susan
Sent: Saturday, May 28, 2005 2:49 PM
To: POD@listserv.nd.edu
Subject: Re: [POD] Suggestions for Department Head orientation sessions

Anything written by Walt Gmelch is magnificent. There are two specific
books I'd recommend, one is Life Cycle of the Department Chair (New
Dimensions in Higher Education # 126) and Chairing an Academic
Department by Walt Gmelch.

There are also wonderful resources on the American Council on
Education's department chair page:
http://www.acenet.edu/AM/Template.cfm?Section=DeptChairs

Susan

Susan A Holton, Ph.D.
Department of Communication Studies & Theatre Arts Bridgewater State
College Bridgewater, MA 02325 508-531-1750 sholton@bridgew.edu;
http://webhost.bridgew.edu/sholton

________________________________

From: Professional & Organization Development Network in Higher
Education on behalf of Alton J. Banks
Sent: Fri 5/20/2005 1:30 PM
To: POD@listserv.nd.edu
Subject: [POD] Suggestions for Department Head orientation sessions

I am being given an opportunity to conduct some (# as yet unknown)
sessions with department heads on campus (with attention to NEW
department heads).
Does anyone have a suggested text/booklet/? for providing guidance to
this group?
To add a bit of context-this is a research I institution.

A few possible topics for discussion at this point are:
- legal affairs
- faculty mentoring
- peer review of teaching

Thank you.
Alton

Alton J. Banks
Professor of Chemistry and
Director, Faculty Center for Teaching and Learning

Promoting excellent teaching
Enhancing student learning

413 Clark Hall
Campus Box 7227
NC State University
Raleigh, NC 27695

Phone: 919.513.2044
Fax:919.513.2442

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Monday, May 23, 2005

[POD] Educational Blogging Conference: Dowloadable Papers


Blogs are incredibly common these days, but are not being used widely in
education. Or, if they are being used, it is a bottom-up phenomenon.
This conference was all about blogs in higher education.

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 Ronald Ayers
Sent: Monday, May 23, 2005 4:29 AM
To: POD@listserv.nd.edu
Subject: [POD] Educational Blogging Conference: Dowloadable Papers

Hello all,

I discovered yesterday that the Blogtalk Downunder conference was held
May 19-22 in Sydney, Australia. While it's too late for us to attend,
there were some amazing paper presentations relating to blogging as an
educational tool. http://incsub.org/blogtalk/?page_id=38 will take
you to the page that has downloadable copies of the papers presented. I
especially recommend Gavin Sade's paper, which details his experiences
with student weblogs. I also was impressed with Dr. Lisa Wise's use of
student blogs, and her analysis of faculty reluctance to incorporate
blogging tools in their courses.

Ron

Ronald M. Ayers, Your Partner In Teaching Excellence

Creator of

EconoOpinion <http://econopinion.blogspot.com> The Royal Economics
Academy <http://economicsacademy.blogspot.com> Socrates Technological
University <http://socratestech.blogspot.com>

Coauthor of Prentice Hall texts

Economics: Explore & Apply <http://www.prenhall.com/ayers>
Microeconomics: Explore & Apply <http://www.prenhall.com/ayers>
Macroeconomics: Explore & Apply <http://www.prenhall.com/ayers>
Economics by Design <http://www.prenhall.com/ayers>

Associate Professor, Economics, UTSA, Ronald.Ayers@utsa.edu

So, a big challenge for me goes beyond what I know--it's how do I teach
what I know in a way that others will want to learn and apply?--Jeffrey
Gitomer

Tuesday, May 17, 2005

Drexel CoAS talks mp3 podcast

If you have some time and want to learn about educational-technology, take a look at these sessions. They are great example of Camtasia and mp3 captures of faculty training activities. The "Google Scholars" was superb.
Drexel CoAS talks mp3 podcast

Generation Gap or Learning Opportunity?

According to Pew internet Project, as cited in PC Magazine, Bits & Bites v24n9, 50% of people who are 18-28 have downloaded a podcast compared to 20% of those 29+. Podcasts have been tried by half the people who are of college age. I see a real potential here to record lectures and pod cast them.

Saturday, May 14, 2005

The love of teaching

Dr. Glaser spoke at the Excellence in Teaching awards ceremony about the love of teaching that we share at this university. Here is a quote from someone else about love (passion?).

  • Have you seen inside your students?
  • Are you excited about your students beginning their adventure after commencement and you beginning to ignite a new group of students?

"I have the secret to success in life. The secret to success is to stay in love. Staying in love gives you the fire to really ignite other people, to see inside other people, to have a greater desire to get things done than other people. A person who is not in love doesn't really feel the kind of excitement that helps them to get ahead and to lead others and to achieve. I don't know any other fire, other thing in life that is more exhilarating and is more positive a feeling than love is."

Major-General John H. Stanford as quoted at http://seattletimes.nwsource.com/stanford/thoughts/comments1.html

Ocotillo Central

How are the leaders in educational technology forming work groups and keeping them going? Take a look at how Maricopa's Ocotillo Central is doing it with blogs, wikis, rss feeds, and discussion boards. Watch their League of Innovation presentation for details of the technology they use to support their faculty learning communities.

Thursday, May 12, 2005

Clickers in the Classroom - Turning Technologies

Turning Technologies provides Turning Point, a product that can be used
with almost all the clickers. It is part of Thompson Learning.

http://www.turningtechnologies.com

[ED-TECH] Breeze 5 released

New Breeze 5 released. I found the new features very impressive.

http://www.kolabora.com/news/2005/05/03/the_new_breeze_upgrade_its.htm

-Kim

Clickers in the classroom


More about the use of clickers, including LOTS of references. wrv

-----Original Message-----
From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of Richard Hake
Sent: Wednesday, May 11, 2005 3:41 PM
To: POD@listserv.nd.edu
Subject: [POD] Story about clickers in BusinessWeek Online

In his POD post of 10 May 2005 13:15:55-0500 titled "Story about
clickers in BusinessWeek Online" , Ronald Ayers (2005) wrote:

"The May 7 BusinessWeek Online has an article on classroom response
systems. What's nice about the article is that it mentions the need for
faculty using clickers to adapt their course design and pedagogy to make
the most effective use of the technology. The article can be found at
<http://www.businessweek.com/ap/tech/D89UDJI00.htm?campaign_id=3Dapn_tec
h_=
down>."

The BusinessWeek report mentions "clicker" use in classes in "Ethics and
Public Policy" by Ross Cheit of Brown, in Chemistry by Stephen Bradford
of the Univ. of Southern California, and in Physics by Eric Mazur of
Harvard [see Crouch & Mazur (2003)].

As Ayers indicates, Business Week's "clickers" are also know as
"Classroom Response Systems" (CRS). Other popular designations are
"Classroom Communication Systems" (CCS) and "Student Response Systems"
(SRS).

In a post [Hake (2004a)] titled "Classroom Communication Systems," I
made five points regarding the use of CCS and listed 62 references to
the relevant literature. That was followed by a post "Classroom
Communication Systems - Additional References" [Hake (2004b)] that
contained 11 more CCS reference given by David Meltzer in a post to
PhysLrnR [Meltzer (2004)].

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367 <rrhake@earthlink.net>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>

REFERENCES
Ayers, R. "Story about clickers in BusinessWeek Online," POD post of 10
May 2005 13:15:55-0500, online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0505&L=pod&O=D&P=7411>.

Crouch, C.H. & E. Mazur. 2001. "Peer Instruction: Ten years of
experience and results," Am. J. Phys. 69: 970-977; online at
<http://mazur-www.harvard.edu/library.php>, search "All Education Areas"
for author "Crouch" (without the quotes).

Hake, R.R. 2004a. "Classroom Communication Systems," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0412&L=pod&O=D&P=24855>.
Post of 18 Dec 2004 15:00:07-0800 to POD, AERA-C, AERA-D, AERA-J,
AERA-K, ASSESS, DrEd, EvalTalk, PhysLrnR, and STLHE-L.

Hake, R.R. 2004b. "Classroom Communication Systems - Additional
References," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0412&L=pod&P=R22831&I=-3>.
Post of 22 Dec 2004 11:03:41 -0800 to POD, AERA-C, AERA-D, AERA-J,
AERA-K, ASSESS, DrEd, EvalTalk, PhysLrnR, and STLHE-L.

Meltzer, D. 2004. Re: Classroom Communication Systems." PhysLrnR post of
18 Dec 2004 19:16:58-0600; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0412&L=physlrnr&F=&S=
&X=0988E219B818270BC1&Y=rrhake@earthlink.net&P=3523>.
The encyclopedic URL indicates that PhysLrnR is one of the few
discussion lists whose archives are closed to non subscribers :-( - WHY
??. However, it takes only a few minutes to subscribe by following the
simple directions at
<http://listserv.boisestate.edu/archives/physlrnr.html> / "Join or leave
the list (or change settings)" where "/" means "click on." If you're
busy, then subscribe using the "NOMAIL" option under "Miscellaneous."
Then, as a subscriber, you may access the archives and/or post messages
at any time, while receiving NO MAIL from the list!

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[POD] Measuring Teaching Performance

Interesting reflection. Great citations. wrv

-----Original Message-----
From: Professional & Organization Development Network in Higher
Education [ mailto:POD@listserv.nd.edu ] On Behalf Of Richard Hake
Sent: Wednesday, May 11, 2005 6:30 PM
To: POD@listserv.nd.edu
Subject: Re: [POD] Measuring Teaching Performance

In a PsychTeacher post of 6 May 2005 titled "Re: Measuring Teaching
Performance," Jesse Owen wrote:

"I was wondering what, if any, evaluations have you used to measure
what professors are doing in class? Please note I am not interested
in measures that only examine student satisfaction or preference
(although these items on a measure would be helpful). I have looked
in the literature and have found some useful starting places; however, I
figured that this list would a great resource to help generate some
ideas and some insights about the practicality of these measures."

IMHO, psychology lists such as:

(a) PsychTeacher http://list.kennesaw.edu/archives/psychteacher.html ,

(b) TIPS http://www.mail-archive.com/tips%40acsun.frostburg.edu/, or

(c) TeachingEdPsych
http://listserv.temple.edu/archives/teaching_edpsych.html,

may not be the best forums to seek information on "Measuring Teaching
Performance." This even despite the fact that psychologists have
pioneered in educational research [see e.g., Berliner (1992), Lagemann
(2000)].

The reason is that present-day psychologists have, as far as I know, not
bothered to measure the effectiveness of their own introductory courses
with the rigor that characterizes measurement of teaching effectiveness
in disciplines such as astronomy, biology, chemistry, computer science,
economics, physics, and engineering [Hake (2004)].

Nevertheless, much of the funding for educational research is currently
being transferred from the NSF (primarily controlled by scientists and
mathematicians) to the US Dept. of Education (primarily controlled by
psychologists and psychometricians) - see, e..g., Mervis (2005).

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367 rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi

REFERENCES
Berliner, 1993. "The 100-Year Journey of Educational Psychology From
Interest, to Disdain, to Respect for Practice," in Fagan & VandenBos
(1993); online at
http://courses.ed.asu.edu/berliner/readings//journey.htm. See also
Berliner (2002).

Berliner, D. 2002. "Educational research: The hardest science of all,"
Educational Researcher 31(8): 18-20; online at
http://www.aera.net/publications/?id=438

Hake, R.R. 2004. "Re: Measuring Content Knowledge," online at
http://lsv.uky.edu/cgi-bin/wa.exe?A2=ind0403&L=assess&P=R21652&I=-3.
Post of 14 Mar 2004 16:29:47-0800 to ASSESS, Biop-L, Chemed-L, EvalTalk,
Physhare, PhysLrnR, POD, and STLHE-L.

Hake, R.R. 2005a. "Re: Why Don't Psychologists Research the
Effectiveness of their Own Introductory Courses?" online at
http://lists.asu.edu/cgi-bin/wa?A2=ind0501&L=aera-d&P=R4398&I=-3.
Post of 18 Jan 2005 20:57:2-0800 to AERA-D, EdStat, ASSESS, EvalTalk,
PhysLrnR, POD, PsychTeacher, TeachingEdPsych.

Hake, R.R. 2005b. "Forward from Joseph Merlino: NSF EHR '06 Funding,"
online at
http://lists.asu.edu/cgi-bin/wa?A2=ind0505&L=aera-l&T=0&F=&S=&P=382.
Post of 8/9 May 2005 to AERA-C, AERA-D, AERA-G, AERA-H, AERA-J, AERA-K,
AERA-L, ASSESS, Biopi-L, Chemed-L, EvalTalk, Math-Learn, Phys-L,
PhysLrnR, Physhare, POD, and TIPS.

Lagemann, E.C. 2000. "An Elusive Science: The troubling history of
education research." Univ. of Chicago Press.

Mervis, J. 2005. "Science Education Takes a Hit at NSF," Science 307:
832-833, 11 February; online to subscribers at
http://www.sciencemag.org/. Also placed online by the US House STEM
Caucus http://www.stemedcaucus.org/ in a newsletter at
http://www.stemedcaucus.org/newsletters/newsletter_2005_03.htm
(scroll to the bottom).

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Wednesday, May 11, 2005

[POD] International WAC Conference 2006


From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of Linda Nilson
Sent: Tuesday, May 10, 2005 4:41 PM
To: POD@listserv.nd.edu
Subject: [POD] International WAC Conference 2006

I am reissuing the announcement for the Eighth International Writing
Across the Curriculum Conference because the web site is now up:
http://virtual.clemson.edu/caah/Pearce/wac2006

In addition, the title of the conference has changed to "international"
to facilitate travel funding for non-Americans.

Please distribute this message to prospective faculty, administrators,
and graduate students across the disciplines. (This is not a conference
mainly for people in English or composition.) This conference addresses
not only writing but also oral and visual communication.

The Eighth International Writing Across the Curriculum Conference (WAC
2006) Clemson University
Clemson, South Carolina U.S.A. (Trust me; it's beautiful here.)
May 18-20, 2006 (Next year, not next week!)

Clemson University is pleased to invite proposals and participants for
this international conference. We encourage proposals from all
disciplines-and from cross-disciplinary teams-on a wide range of topics
of interest to faculty, graduate students, and administrators at two-
and four-year colleges. These topics include:
WAC: Writing Across the Curriculum;
WID: Writing in the Disciplines;
CAC: Communication Across the Curriculum, which includes oral, visual,
digital, and written communication; and
ECAC: Electronic Communication Across the Curriculum.

The keynote address will be delivered by Anne Herrington and Charles
Moran, both of the University of Massachusetts-Amherst.

Proposal Deadline: September 26, 2005.
Please submit proposals in one of five session types-individual
presentations; full panels; roundtable sessions; poster sessions; and
mpre-conference workshops-and in one of six broad themes-teaching;
research, history, and theory; politics; assessment and program
administration; technology; and topics that cross categories.

For program proposal forms and additional conference information, please
see our website at http://www.clemson.edu/pearce/wac2006. Please also
feel free to contact the conference planners by email at
wac2006-L@clemson.edu or by fax 864.656.1846. You may also contact the
conference co-directors:
Art Young (864.656.3062) or Kathi Yancey (864.656.5394), Department of
English, 616 Strode Tower, Clemson University, Clemson, SC U.S.A.
29634-0523.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Linda B. Nilson, Ph.D.
Director, Office of Teaching Effectiveness and Innovation
445 Brackett Hall, Clemson University
Clemson, SC 29634
Voice: (864) 656-4542 ^^^ FAX: 864-656-0750
nilson@clemson.edu *** www.clemson.edu/OTEI
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A teacher affects eternity; one can never tell where one's influence
stops. --Henry Brooks Adams

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Clickers in the news: Technology changes classroom dynamics

Article in Business Week about the use of clickers in classrooms.
Technology changes classroom dynamics

Response on POD:
From: Professional & Organization Development Network in Higher Education [mailto:POD@listserv.nd.edu] On Behalf Of McFann, Julie-Ann
Sent: Tuesday, May 10, 2005 2:30 PM
To: POD@listserv.nd.edu
Subject: Re: [POD] Story about clickers in BusinessWeek Online

Is Business Week a McGraw-Hill company? The M-H banner is at the bottom of the Business Week Online website. If so, then I must commend them for a rather subtle marketing system.

Our office is endorsing the use of eInstruction RF Classroom Response System and we're trying to conduct workshops on how to use the clickers, etc. from a pedagogy standpoint. McGraw-Hill is arranging demos all over campus and is confusing our faculty because the faculty think that the demo is sponsored by our office. They're expecting a workshop and will get a sales pitch instead. Still the same CRS, but M-H is really trying to push the bundled w/ textbook version and telling the faculty that they have to adopt the textbook in order to get the free software and receivers (not true--they just have to adopt eInstruction).

Can you tell I'm a little frustrated at the moment? Thanks for letting me vent.

Julie-Ann M. McFann
Faculty Development Coordinator
Office of Instructional Development
University of California, Los Angeles
jmcfann (at) oid.ucla.edu
310-825-9149

Tuesday, May 10, 2005

Blog rubric

Here is one educator's handout for both a filter style blog and a notebook style blog. Included are the assignments that he gives the students and the rubrics that he uses to score them.

http://dmc.umn.edu/kurtis/pod/blog_rubrics.doc


-----Original Message-----
From: Professional & Organization Development Network in Higher Education [mailto:POD@listserv.nd.edu] On Behalf Of Kurtis Scaletta
Sent: Tuesday, May 10, 2005 12:29 PM
To: POD@listserv.nd.edu
Subject: [POD] Blog Rubrics

Enough people have responded that I'll try sending this to the group.

As I feared, attachments don't work with the listserv, and my message was rejected. You can get the file here:

http://dmc.umn.edu/kurtis/pod/blog_rubrics.doc

One person asked to share them, "especially if they're good." I hesitate to make that claim, but hopefully these can generate discussion, and your feedback would help me improve them. :-)

A word or two about the assignments that accompany these rubrics: the two most common forms of blog are (to use the labels made popular in blogging circles by Rebecca Blood) "filters" (the annotated links that comprised the first blogs) and "notebooks" (the internet diaries that have overtaken the form). I see both of these as having educational value, so I've got an example of each, the "webliography" and the reflective learning journal. In each case, the assignments show unstructured vs. structured assignments, and give context to the rubric that follows. I've generally suggested that the less structured assignments are likely to fail, particularly with undergraduates, but this may have more to do with how well the students are prepared for the assignment than how the assignment is described. For example, a filter-style blog would require students to know how to do critical reading of the media, and class time could be given to developing that skill -- just telling them to be critical won't help. Also, with the notebook style blogs I tend to waffle a bit because of the tension between giving students a personal writing space and then imposing rules on it (this is a quandary for which I have no answer but it's one I find interesting and worth debating).

Now, about the rubrics. I've tried to keep the rubrics fairly general. The descriptions are especially general, and could be bolstered with specific content to each assignment. I think the dimensions of the rubric (research, engagement, participation, writing) are the right ones to assess, but how those are operationalized is debatable. By the way, the ordering of these are no accident -- I consider research to be the most important aspect of the "filter" style blog, and "engagement" to be the most important aspect of the "notebook" style blog. In the latter case, I want the interactions and connections to be stressed so that the difference between blogs and private journals are explicit.

I look forward to your feedback.

Best,

- Kurtis
--
Kurtis Scaletta
Digital Media Center
University of Minnesota
212 Walter Library
(612) 624-1323
http://dmc.umn.edu
http://www.tc.umn.edu/~kurtis

[ED-TECH] DISCLAIMER

Over the years a number of computer support people in the various units at UM have requested that I either quit sending out messages or include a disclaimer.  They feel that my messages about things like viruses, worms, software, and computer configuration do more harm than good.  They think that some users become overly concerned about problems that are not relevant.  Their users may do things such as install software or try to remove worms or viruses. These activities may have unintended side-effects.  Then the support people are called in to clean up the situation.

DISCLAIMER: If you have someone in your unit who is responsible for providing you with computer support, don't do ANYTHING to your computer without checking with that person first. Anytime you install software or make modifications to your computer there can be unintended side-effects. Better to have them deal with it from the start. Their job is to meet and exceed your needs.  Help them do it by letting them know what your needs are. If you don't know who your unit support person is, you should find out and tape the name, e-mail address and phone number on your computer monitor. They are there to help. 

I will continue to send out my messages as always.  I will try to insert the disclaimer when appropriate.  Consider it a standard procedure, whether it is on a message or not, OK?
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 
[If you wish to be removed from the Ed-Tech mailing list just let me know and I will quickly process your request.]

Monday, May 09, 2005

[ED-TECH] [POD] Teaching & Learning Books / POD Authors


[I KNOW THIS IS FROM A PUBLISHER, BUT THERE SEEM TO BE SOME INTERESTING
TITLES, AND THE AUTHORS ARE ALL POD MEMBERS. Wrv]

From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of James D. Anker
Sent: Friday, May 06, 2005 3:15 PM
To: POD@listserv.nd.edu
Subject: [POD] Teaching & Learning Books / POD Authors

Bestselling Teaching and Learning Resources by POD Authors From Anker
Publishing.

As the spring semester draws to a close, consider ordering your summer
reading for workshops, training, and faculty development.

BEST SELLING TITLES:
****************************

ALIGNING FOR LEARNING
Strategies for Teaching Effectiveness
Donald H. Wulff, Wayne H. Jacobson, Karen Freisem, Deborah H. Hatch,
Margaret Lawrence, Lana Rae Lenz, Editors ISBN 1-882982-82-7 / $39.95
Available summer 2005
https://secure.aidcvt.com/ank/ProdDetails.asp?ID=1882982827&PG=1&Type=BL

LEARNING AND MOTIVATION IN THE POSTSECONDARY CLASSROOM Marilla D.
Svinicki ISBN 1-882982-59-2 / $39.95
https://secure.aidcvt.com/ank/ProdDetails.asp?ID=1882982592&PG=1&Type=BL

TEACHING AT ITS BEST
A Research-Based Resource for College Instructors Second Edition Linda
B. Nilson ISBN 1-882982-64-9 / $37.95
https://secure.aidcvt.com/ank/ProdDetails.asp?ID=1882982649&PG=1&Type=BL

THE TEACHING PORTFOLIO
A Practical Guide to Improved Performance and Promotion/Tenure Decisions
Third Edition Peter Seldin ISBN 1-882982-69-X / $32.95
https://secure.aidcvt.com/ank/ProdDetails.asp?ID=188298269X&PG=1&Type=BL

THE LEARNING PORTFOLIO
Reflective Practice for Improving Student Learning John Zubizarreta ISBN
1-882982-66-5 / $32.95
https://secure.aidcvt.com/ank/ProdDetails.asp?ID=1882982665&PG=1&Type=BL

ENGAGING LARGE CLASSES
Strategies and Techniques for College Faculty Christine A. Stanley
(editor), M. Erin Porter (editor) ISBN/Prod. Id. 1-882982-51-7 / $39.95
https://secure.aidcvt.com/ank/ProdDetails.asp?ID=1882982517&PG=1&Type=BL

Quantity discounts are available on a single title or a MIX of titles.
Please contact me at (978) 779-6190 or Lindy@Ankerpub.com with questions
including information regarding substantial discounts on bulk orders.

Please visit our web site for our complete list specific to Teaching and
Learning:
https://secure.aidcvt.com/ank/Library.asp?INPUT=RLMTNL

To place an order, please contact our order department at:

Anker Publishing Company
PO Box 2247
Williston, VT 05495-2247
(toll free) 877-212-3838
(fax) 802-864-7626

You can also order online at www.ankerpub.com.

Thank you and have a great summer!

--
Lindy Gay Lewandowski, Sales Manager
Anker Publishing Company, Inc.
Editorial Office
563 Main Street
P.O. Box 249
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978-779-6190
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Excitement in Learning

Thomas L. Friedman writes about a few things that he learned on his "The World is Flat" book tour in the New York Times column, Tuning in to Jon Stewart, and Britney Schmidt, on May 6, 2005. The first thing he learned is that lots of people are getting their news from Jon Stewart on Comedy Central, but that is not a reason to include the article in the Ed-Tech blog.

The second thing he learned is that "there's a huge undertow of worry out in the country about how our kids are being educated and whether they'll be able to find jobs in an increasingly flat world." He argues that the goal of education in today's world is to learn how to learn. He argues that one way to do that is to "is to go ask your friends: 'Who are the best teachers?' Then - no matter the subject - take their courses. When I think back on my favorite teachers, I don't remember anymore much of what they taught me, but I sure remember being excited about learning it."

I know you are passionate about your discipline. I know you are passionate about teaching. Are your students excited about learning?

What do you do to generate student excitement about learning? How do you stimulate your students? How were you stimulated by your teachers and mentors? By example? By experiences? By encouragement? By recognition?

Saturday, May 07, 2005

15 things you can do with RSS (it was supposed to be 10, but I got carried away) - Tim Yang's Geek Blog

RSS feeds provide updated lists of news items, blog postings, new email, podcasting recordings, pictures on flickr, and more. This is an article on what RSS feeds can do. Links are provided to instructions. Almost all browsers except Internet Explorer have RSS feed viewing built in.
15 things you can do with RSS (it was supposed to be 10, but I got carried away) - Tim Yang's Geek Blog

Thursday, May 05, 2005

Georgia Southern Online Workshops

The Center for Excellence in Teaching at Georgia Southern seems to provide very detailed training on a number of software packages. Their training is online in the form of step-by-step guides and videos. They teach Composer, Dreamweaver, Photoshop, and more. One of their guides shows exactly how to use PowerPoint to create a 3' x 4' poster. Very useful information.

CET Online Workshops

Tuesday, May 03, 2005

Developing Faculty and Professional Learning Communities (FLCs) to Transform Campus Culture for Learning

FIPSE Project on Faculty Learning Communities runs a summer workshop and has an entire issue of the Jossey Bass series New Directions for Teaching and Learning: Building Faculty Learning Communities that explains the process.

"A faculty learning community (FLC) is a cross-disciplinary group of faculty and professional staff of size 6-15 (8 to 12 is the recommended size) engaging in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, interdisciplinarity, the scholarship of teaching and learning, and community building. A participant in a faculty learning community may select a focus course or project to try out innovations, assess resulting student learning, and prepare a course or project mini-portfolio; engage in biweekly seminars and some retreats; work with student associates; and present project results to the campus and at national conferences. Evidence shows that FLCs increase faculty interest in teaching and learning and provide safety and support for faculty to investigate, attempt, assess, and adopt new (to them) methods." (from the Web site below)

FLC CONFERENCES AND TRAINING OPPORTUNITIES:

Change or Die (Fast Company)

Why do (and don't) people change? This is a great article on this question. Here are some quotes.

"Joy is a more powerful motivator than fear," he [Dr. Dean Ornish] says.

The big challenge in trying to change how people think is that their minds rely on frames, not facts.

"When one is addressing a diverse or heterogeneous audience," he [Howard Gardner] says, "the story must be simple, easy to identify with, emotionally resonant, and evocative of positive experiences."

Radical, sweeping, comprehensive changes are often easier for people than small, incremental ones.

Xerox now holds "alignment workshops" that ask middle managers -- the people who make processes work -- to outline the ways its systems could inhibit its agendas for change.

"Everyone needs a new project instead of always being in a bin," Merzenich says. "A fifth-day strategy doesn't sacrifice your core ability but keeps you rejuvenated. In a company, you have to worry about rejuvenation at every level. So ideally you deliberately construct new challenges. For every individual, you need complex new learning. Innovation comes about when people are enabled to use their full brains and intelligence instead of being put in boxes and controlled."

Fast Company, May 2005, p. 53+: Change or Die

Plagiarism

In the fall I will have a PR campaign for SafeAssignment and original writing. This normally goes as Plagiarism. As such I will need to collect some materials to draw on when creating the PR campaign. Here is a collection of links I have found related to Plagiarism. Rather than post each one individually, I am going to keep editing this entry.

Schools with Required Laptop Computers

Wired Campus reported on a site that has details on schools that require laptop computers. It lists details like when they started and what programs have the requirement.

Blog: Wired Campus Blog: Tracking a Trend Toward Required Laptop Computers

List: Colleges & Universities with Laptop or Notebook Computer Initiatives

Monday, May 02, 2005

[ED-TECH] W32.Sober.O@mm

I sent out a notice earlier today about strange e-mail I was getting with attachments like account_info.zip, mail_info.zip, and our_secret.zip.  THIS IS A WORM.  Delete them.
 
Before I sent out that notice I checked Symantec to see if they had anything about a new virus.  That is very easy for me to do because the most recent viruses are listed on my www.snurl.com/mysecurity web page.  There was nothing there.  I just checked again, after dealing with the 20-30 infected messages I have gotten today, and Symantec has now named the worm, W32.Sobor.O@mm, and is studying it.  They don't know much about it yet.  You can follow their progress at:
 
If you think you may have opened one of the attachments you probably should turn off your computer and wait for a removal program to be created.  It will be shown automatically on the www.snurl.com/mysecurity page when it is available. 
 
Just what we need as finals week starts, right?
 
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
 

[ED-TECH] Worms?

I just got two strange e-mails. If you get something that looks strange, DO NOT OPEN IT! Here are the details on my two. I have also heard from someone else that they got one with my e-mail address on it. They were smart and replied to the message to ask me if it was legit. I let them know that I had not sent it. If you are not sure of a message either delete it or send a message to the alleged sender to see if it is real. BE SAFE!

Subject: Registration Confirmation
Allegedly from: register@umiami.ir.miami.edu
Attachment: account_info.zip

Subject: Your email was blocked
Allegedly from: hostmaster@intervideoinc.com
Attachment: mail_info.zip


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