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

************************************************************************
*********
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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