Folks:
The posting below provides an interesting discourse on academic freedom . It is from Chapter 14, The Tenure System, by Matthew W. Finkin in the book, The Academic’s Handbook, edited by A. Leigh Deneef and Craufurd D. Goodwin. Duke University Press. © 2007 Duke University Press All Rights Reserved. Reprinted with permission.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Why Problem-Based Learning?
Folks:
The posting below looks at three levels of teaching and learning modalities. It is from Chapter 11, New Ways of Framing Pedagogy, in the book, Powers of the Mind: The Reinvention of Liberal Learning in America, by Donald N. Levine. Levine is the Peter B. Ritzma Professor of Sociology at the University of Chicago, where he served as dean of the College from 1982 to 1987. He is the author of several books, including Visions of the Sociological Tradition, The Flight from Ambiguity, and Wax and Gold: Tradition and Innovation in Ethiopian Culture. The University of Chicago Press, Chicago 60637. © 2006 by The University of Chicago. All rights reserved. Published 2006. Reprinted with permission.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Academic Freedom
Folks:
The posting below looks at staff incentives to encourage faculty involvement in technologically transforming courses and programs. It contains the executive summary and an excerpt on Technology Supporting Administrative Functions and Processes, from The Challenges and Opportunities of Technology in Higher Education by Donald E. Hanna and Michael J. Johnson in the monthly series Effective Practices for Academic Leaders. The series is available in an electronic publication that can be networked on a campus system to enable everyone on a campus to access the briefings at their desks when needed, for use both as guidance for administrators and as a development materials for faculty and others. The electronic license allows individual copying without need for permission, thus the individual briefings lend themselves to use in workshops ands seminars. For online subscription information go to:
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: New Ways of Framing Pedagogy
Folks:
The posting below is a review of the book, Playing the Game: The Streetsmart Guide to Graduate School. that gives important, if irreverent advice on how to succeed in graduate school. The review is by Dr. Mary McKinney of Successful Academic Coaching. Feel free to visit her web site at http://www.successfulacademic.com for additional tenure track tips and dissertation writing strategies. Copyright ©2006. Reprinted with permission.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Modalities of Teaching and Learning
Folks:
In this month’s Carnegie Perspectives looks the concept of “educational capital.” It is by distinguised educators and is #30 in the monthly series called Carnegie Foundation Perspectives. These short commentaries exploring various educational issues are produced by the CFAT
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Playing the Game
Folks:
The posting below looks at, as the title suggests, the benefits and challenges of team teaching. It is by Melissa C. Leavitt, Ph.D., academic staff – Teaching Fellow in the Stanford Program in Writing and Rhetoric. It first appeared in the newsletter: Speaking of Teaching, Center for Teaching and Learning, Stanford University – Fall, 2006, Vol. 16, No.1, http://ctl.stanford.edu/Newsletter/ produced by the Stanford Center for Teaching and Learning. Reprinted with permission.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: The High Risks of Improving Teaching
Folks:
The posting below looks at the value of not always talking to your students. It is by Professor Jeff Kerssen-Griep, of the Department of Communications Studies at the University of Portland in Portland, OR. The title he sent me was “Learning to S*** Up” but my spam filter keeps rejecting the posting because of the title so I have used “Teaching as an Imposition” instead. The article first appeared in the September 2006, issue of Portland magazine. It was commissioned after Kerssen-Griep received a number of teaching awards. (
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Team Teaching: Benefits and Challenges
Folks:
The posting below looks at the role of graduate deans and other entities in the assessment of graduate programs. It is an excerpt from Chapter 5, Using the Assessment Process to Improve Doctoral Programs by Kelly Funk and Karen L. Klomparens in the book, The Assessment of Doctoral Education Emerging Criteria and New Models for Improving Outcomes, edited by Peggy L. Maki and Nancy A. Borkowski. Published by Stylus Publishing, LLC, 22883 Quicksilver Drive, Sterling, Virginia 20166-2102. Copyright © 2006 by Stylus Publishing, LLC. Reprinted with permission. All rights reserved. http://www.styluspub.com/
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Learning to Shut Up
Folks:
The posting below looks at the formative and summative aspects of post tenure review and senior faculty development. It is from Chapter 17, How Post-Tenure Review Can Support the Teaching Development of Senior Faculty by Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart University of Massachusetts-Amherst, in the book, To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 25, Douglas Reimondo Robertson, Editor, Northern Kentucky University, Linda B. Nilson, Associate Editor, Clemson University. Copyright © 2007 by Anker Publishing Company, Inc. All rights reserved. ISBN 13: 978-1-933371-08-5. Anker Publishing Company, Inc., 563 Main Street, P.O. Box 249, Bolton, MA 01740-0249 USA [www.ankerpub.com]
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Using the Assessment Process to Improve Doctoral Programs
Folks:
In this month’s Carnegie Perspectives looks new ways for student teachers to share their learning with teacher education professionals. It is by Désirée Pointer Mace and Ann Lieberman and is #29 in the monthly series called Carnegie Foundation Perspectives. These short commentaries exploring various educational issues are produced by the CFAT
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: How Post-Tenure Review Can Support the Teaching Development of Senior Faculty