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24 Nov 09
Fall 09 Meeting Handouts - CTL Faculty Development Teams
Online copies of all the handouts shared at the Fall 2009 Faculty Development meeting at Ruttger's.
23 Nov 09
Effective Learning Requires More than Cheap Technology « Innovate Blog
In this brief blog posting, Dale Lick succinctly applies much of what he's written about at article and book length in a simple formula:
change = cs + tl + fd
Technological change = culture shift + transformational leadership + faculty development.
Leading Change: Creating the Future for Education Technology -- Campus Technology
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- Accept and welcome change as a vital component for achieving future success
- Define the future they want to design and deliver
- Develop and implement a comprehensive transition
The
most urgent need is for effectively initiating, implementing, and managing intentional,
meaningful, planned change—change creation. Change creation is the process
whereby an institution and its people:
A Collaborative Model For Leading Academic Change
This is the text of Chapter 2 of Ann F. Lucas's book, Leading Academic Change. It was reprinted on the listserv, "Tomorrow's Professor," by permission of the publisher, Jossey-Bass.\n\nIt provides a practical guide (8 steps) to leading change, based on a project at Fairleigh Dickinson University's Department of Management and Marketing. As the author notes in the conclusion, the principles and process can be applied to any academic setting.
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Although this change process was used in a management and marketing
department, the dynamics of change are the same in any department.
A leader is needed, one who ca manage resistance and conflict so
that the department is strengthened and faculty are revitalized
rather than demoralized by the process.
Leading Assessment: From Faculty Reluctance to Faculty Engagement
This article from Academic Leadership Live gets right to the heart of one of the biggest needs and challenges in higher education--assessment of student learning--and makes valuable suggestions for engaging faculty as leaders. Only through doing so, Don Haviland argues, can assessment become the core of how we do things instead of the latest bureaucratic accountability swirl.
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Yet while it has outlasted many other higher education reforms, assessment of student learning (arguably) seems to have stalled as a vehicle for transforming higher education. Yes, data collection is happening in many places and there are pockets of excellence (e.g., Alverno College, Truman State), but assessment is hardly a mature endeavor, tied in to the planning and budgeting processes, retention and tenure expectations, or the culture of much of higher education (Wright 2002). Much assessment focuses on student satisfaction and post-college success (as opposed to actual learning), while few investigations of learning address high-level or complex cognitive skills (Peterson and Vaughan 2002).
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Much assessment takes place because of accreditation expectations, conducted with a compliance mentality and doing little to transform faculty or institutional practice.
- 8 more annotations...
Four Leadership Theories Addressing Contemporary Leadership Issues as the Theories Relate to the Scholarship, Practice, and Leadership Model
This is a literature review that applies the main theories of transactional, transformational, charismatic and contingency leadership to the academic environment and our focus on scholarship/research and teaching practice. From Academic Leadership Live, an online journal.
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The concept of leadership has been around for centuries beginning with Plato’s belief that leaders are created based on his or her class position, whereas, current leaders are created based on his or her relationships with other individuals. In August 1994, 54 researchers from 38 countries gathered for the first GLOBE research conference, and during this conference the researchers came to a consensus on the universal definition of leadership (House, Javidan, & Dorfman, 2001): the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members. A leader’s upbringing, life experiences, and daily interactions define his or her leadership style. The difference between a
good leader and a
great leader is his or her ability to adapt to change (Collins, 2001). Good leaders tend to follow his or her leadership plans even when the leadership plan is not working, but a great leader will adjust his or her leadership plans accordingly. -
This paper used the scholarship, practice, and leadership model to determine the future effectiveness of transformational, transactional, contingent, and charismatic leadership styles through knowledge management, informatics / innovations and rapid change, and ethics.
05 Nov 09
Use technology well? Sure! Your students think so? Not so much.
Professors think they are doing a better job with digital tools than their students believe is the case, survey suggests (from Educause, Fall 09 meeting).\n\nMe: There's your professional development gap, right there.
29 Oct 09
Faculty: What to Do, to Prep for the Flu!
"It is time to prepare yourself, your campus, and your courses for a major outbreak of the seasonal and H1N1 flu. You can keep up to date with these resources to track the disease, follow the tips to keep healthly, and plan for your course in the event that many of your students, or you, become ill. Download this page of resources as a PDF."
Increasing Instructor Presence in an Online Course
"Instructors who are new to online teaching often fear that their courses will be impersonal and that connecting with their students will not be possible in an online environment.\n\nBased on these and other studies, some important ways instructors can increase their presence in online courses include paying attention to the frequency and tone of communication, having a strong presence in threaded discussions, providing feedback and expectations and increased instructor personalization. "
eCollege: Educator's Voice - Volume 10 Issue 4
24 Sep 09
Academic Earth - Video lectures from the world's top scholars
Academic Earth is an organization founded with the goal of giving everyone on earth access to a world-class education.\n\nAs more and more high quality educational content becomes available online for free, we ask ourselves, what are the real barriers to achieving a world class education? At Academic Earth, we are working to identify these barriers and find innovative ways to use technology to increase the ease of learning.\n\nNow (2009): lectures from Berkeley, Harvard, MIT, Princeton, Stanford, Yale
15 Sep 09
Futurity
An online news source featuring the latest discoveries in science, engineering, the environment, health, and more from North America's leading research universities.
An online journal begun to fill the gap in popular media coverage of the sciences, earth and environment, design, health and medicine.
10 Sep 09
An Activist Adjunct Shoulders the Weight of a New Advocacy Group
New Faculty Majority isn't a union, but it does plan to work closely with unions and other organizations to achieve common goals. Maria C. Maisto and others have been painstakingly building the framework for the group, even as many adjuncts lose their jobs as part of colleges' cost-cutting moves.
article in The Chronicle of Higher Education, 9/10/09
New Faculty Majority: The National Coalition for Adjunct & Contingent Faculty
New Faculty Majority: The National Coalition for Adjunct and Contingent Equity is a new, independent national organization for adjunct and contingent faculty in all disciplines and at any public or private university, college or community college in the US.
09 Sep 09
Teaching College Math » Technology Skills We Should Be Teaching in College
A list of the tech skills that students should learn before they leave college. Ideally, these are skills that would be integrated throughout K-12 and college curricula.
from Maria H. Andersen, Muskegon Community College
08 Sep 09
Triple Creek Associates: Web-Based Mentoring Solutions
Many resources provided free for mentors and mentees. Recommended by Leadership Academy / Chair Academy.
eLearn: Best Practices: 15 Tips for Webinars
"How to Add Impact When You Present Online"
31 Aug 09
CDC Guidance for Responses to Influenza for Institutions of Higher Education during the 2009-2010 Academic Year
This document provides guidance to help decrease the spread of flu among students, faculty, and staff of institutions of higher education (IHE) and post-secondary educational institutions during the 2009-2010 academic year. The guidance expands upon earlier guidance for these settings by providing a menu of tools that IHE and health officials can choose from based on conditions in their area. It recommends actions to take now (during this academic year), suggests strategies to consider if the flu starts causing more severe disease than during the spring/summer 2009 H1N1 outbreak, and provides a checklist for making decisions.
Empathy in the Virtual World - The Chronicle of Higher Education
Technology is dramatically changing the path to Conrad's "permanently enduring" part of our being. If we would foster empathy, we must change as well. We may have to jettison old habits of thought and avoid a debilitating yearning for the past. As McLuhan argued, we cannot drive into the future looking in the rearview mirror. But we can remember the road we have traveled. Our traditions embody much from our past that is important to our society, and we should find them anchors in the digital flood.
G. Anthony Gorry, Rice University
A-P-L-U - online learning report
August 31, 2009 – More than one-third of public university faculty have taught an online course while more than one-half have recommended an online course to students, according to an unprecedented study of administrative and faculty views toward online learning released today by the Association of Public and Land-grant Universities-Sloan National Commission on Online Learning.
In addition, nearly 64 percent of faculty said it takes “somewhat more” or “a lot more” effort to teach online compared to a face-to-face course. However, a large majority of faculty cited student needs as a primary motivator for teaching online, most commonly citing “meet student needs for flexible access” or the “best way to reach particular students” as the reason they choose to teach online courses.
27 Aug 09
Faculty Mentoring in the Community College
As educators, we engage in the act of mentoring, at least informally, every day, whether with peers or students. So the question is: Do the benefits of a formal mentoring program outweigh the costs of its development and implementation? Find out how a formal mentoring program can enhance the performance of the college and its people in the League for Innovation's August 2009 Learning Abstracts.
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