Group items tagged

The Faculty Inquiry Network (FIN) "is comprised of community college faculty from across California, working in teams to investigate a complex problem in basic skills education..." (from Info page). Together, they have produced this beautiful blog which describes faculty inquiry ("a form of professional development") and includes resources and a toolkit. There is also an email subscription available, to better keep current with this project.

Multimedia Educational Resource for Learning and Online Teaching. This resource hosts communities for members to contribute and share learning and teaching materials. The communities are categorized by higher education disciplines. In addition to contributing materials, members can comment about outside learning materials that are used, share information about themselves and knowledge about their discipline, put together personal collections to use in the classroom and become a Peer Reviewer of learning materials in member's discipline. In addition to discipline communities, there is the Community of MERLOT Partner Academic Support Services (COMPASS). This community is made up of ePortfolio, Faculty Development, Library and Information Services, Online Courses and Pedagogy. The ePortflio Portal centers educational resources around ePortfolio use in higher education, among students and faculty. Partner Communities like GLOBE extend the MERLOT network. The Global Learning Objects Brokered Exchange (GLOBE) alliance was established between ARIADNE Foundation in Europe, Education Services Austrailia, LORNET in Canada, National Institute of Multimedia Education (NIME) in Japan and MERLOT with the goal to "work collaboratively on a shared vision of ubiquitous access to quality educational content." The majority of MERLOT members are faculty/instructors and the balance are students, campus administrators, librarians and other members of higher education who are concerned with online learning materials, technology, teaching and learning, and innovation.

Interviewed on the Leonard Lopate Show, July 8 2011. The author, Naomi Shaefer Riley, discusses her new book, The Faculty Lounges: And Other Reasons Why You Won't Get the College Education You Pay For.

By Tom Bissonette in The Chronicle of Higher Education, Commentary, August 14, 2011. The author brings attention to the fact that many students enter college with a variety of developmental issues and that these are not properly addressed. Faculty members are often lacking pedagogical education and knowledge of human development. The author argues for assessment of incoming students in several areas, including academic ability, social skills, study skills, vocabulary, general knowledge, work history, and community involvement. Results of these assessments would be used to identify appropriate support. The author believes that the concept of retention is misguided. When faculty and administration partner with students on the front end, the odds decrease that students will be unable to persist.

J.E.C. mentioned article in Summer 2011 Coffee Klatch

Achieving the Dream: Community Colleges Count. Cutting Edge Series No. 1 (2011) Guide is based on findings from Public Agenda's research into practices for engaging full-time and adjunct faculty in institutional change efforts toward increasing student success as community colleges.

By Thomas A. Angelo, DePaul University - School for New Learning. "This paper synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective."

Shared by Y.H. in January coffeeklatch

Wisc-Online, developed by faculty form the Wisconsin Technical College System (WTCS) is a "digital library of Web-based learning resources called 'learning objects'." Categories include Business, General Education, Health, Professional Development, Service and Technical, with sub-categories under each.

AH recommended this library of learning objects, also drawing attention to the "game builder area," in which you can create an account and save favorites which can later be compiled to resource lists.

Prezi presentation by Dan Petrak of Des Moines Area Community College, part of TeamUp Faculty Mathematics Conference. This is an overview of some considerations of how technology might change the teaching and learning experience.

DM shared a list of flipped classroom resources that were useful in his (home) department last year.

By Professor Terry Doyle, Faculty Center for Teaching and Learning, Ferris State University. No date.

TO'C (week 3, semester 3) used this presentation with her students to generate conversation on their feelings about/experiences of deep learning.

This site, run by teacher Jennie Dougherty, tries to connect edtech start-ups with faculty for real-life user testing.

If you are interested in participating in user tests of new educational technology, contact Dougherty via this website.

A guideline statement published by National Council of Teachers of English (NCTE), 1987. From the statement: "Faculty members must be given adequate time to fulfill their responsibility to their students, their departments, their institutions, their profession, the larger community, and to themselves. Without that time, they cannot teach effectively."

This came up in a ped circle discussion, late in the semester, regarding workoad and how the demands of college employment tend to get in the way of the reflection, collaborative work, and intellectual development of individual instructors.

Brochure from 43rd Annual Conference, New York State Mathematics Association of Two-Year Colleges. Y.H. intended to present "Keys for Students-Faculty Success in Community College Completion: LaGuardia Basic Skills Initiatives."

on A Blended Maricopa, blended learning in Maricopa. Blended by Design is a 9-hour hands-on "learnshop" for preparing faculty members to teach hybrid/blended courses.

Video example of "clicker" use in classroom setting. On McGill University's Faculty of Science website.

On Faculty Inquiry Network. This page links to an article written by Katie Hern and Myra Snell for RP Group's statewide newsletter, Perspectives. The article, Exponential Attrition and the Promise of Acceleration, June 2010, argues that attrition can be guaranteed in long developmental sequences and presents evidence that one semester, open-access courses are a way to increase student completion rates in college-level English and math.

This paper sets out to demonstrate that creativity can be fostered in learners through use of such Web 2.0 technologies, and in particular, through tagging and its social form, folksonomy.

By Andy Lapham, Faculty of the Arts, Thames Valley University, London, UK. This paper from the Proceedings of the 6th European Conference on e-Learning includes a literature review and presents a cognitive analysis of tagging.

Jointly authored by researchers, faculty, and administrators from The Center for Student Success and the RP group (the Research and Planning Gropu for California Community Colleges), March 2007.

Full text of this article is available in GSCC Polilogue. Login required.

A course presented by Innovative Educators, the course is available on-demand as a webinar. Full details of learning objectives and faculty bios available on this page.

By Dian Schaffhauser in Campus Technology, August 1 2010. This article first frames the issues around developmental education, and then argues that technology alone is not enough to achieve desired completion rates. Faculty play a key role, and students must also learn to use technology effectively.

By Robin Wilson in the Faculty section of the Chronicle of Higher Education, Sept 5 2010. This article looks at the resistance to measuring learning outcomes -- and the progress that is being made, as well.