For Conference Registration, go to http://www.uaacce.org/
Monday, March 31, 2008
For Conference Registration, go to http://www.uaacce.org/
Sail Into Summer!
April 23 - 25, 2008
Sheraton Waterside Hotel, Norfolk, VA
The conference will use the roundtable format to discuss ideas and strategies to help your respective schools. Topics will focus on the conference theme and on areas that are vital to having a successful summer. The conference will be held in the busy port of Norfolk, Virginia. Norfolk is home to the world's largest naval base, and is a city rich in Virginia and United States history. Nautical themes are found in every facet of this city, making it the perfect place to "Sail into Summer!" For information see http://summer.gmu.edu/naass/index.html
Saturday, March 29, 2008
I was echoing Homer Simpson as Kathy and I walked bundled up in the cool, overcast weather this morning at Willow Springs Park. For more Simpson's quotes, see the A.V. Club's Beyond "D'oh!": Simpsons Quotes For Everyday Use at http://www.avclub.com/content/node/47756
Friday, March 28, 2008
Thursday, March 27, 2008
Education is often seen as a relatively recession proof area (although salaries are often tied to the economy). Teacher education programs may thrive, and Rachel Zupek at Careerbuilder.com lists education as its top recession-proof job:
With more teachers retiring and an increasing number of students enrollingAnd Randall Hansen, at QuintCareers.Com, gives this advice in Seven Strategies to Recession-Proof Your Career: Build Your Future Regardless of Health of the Economy:
in grades K-12, the demand for skilled teachers is rising. The National Center for Education Statistics predicts that in the next eight years, 2.8 million teachers must join the existing 3.2 million teachers because of retirements, higher enrollment and teacher turnover. http://www.cnn.com/2008/LIVING/worklife/03/24/cb.recession.proof/index.html
Focus on Professional Development Opportunities. A hallmark of successful people is that they never stop learning more about their profession/industry/career. Dispensable employees are those who still insist on doing the job as it has always traditionally been done while indispensable employees are on the cutting-edge of their profession. Find conferences that offer seminars in which you can learn new ways to perform your job -- or do it better. Consider additional training, certifications, and degrees. Continuing education is required in certain fields (healthcare, education), but it’s truly vital to your professional growth and success as well -- and not just for trying to save this job, but for yourself. http://www.quintcareers.com/recession-proof_career_strategies.htmlYoung continuing education professionals may well worry about positioning themselves to weather poor economic times. Our conferences and meetings must focus on giving them the skills to do so.
You can visit TTU's School of Interdisciplinary Studies & Extended Education at http://www.tntech.edu/isee/
Wednesday, March 26, 2008
Monday, March 24, 2008
From the Southern Regional Educational Board's Principles of Good Practice for Electronic Campuses. http://www.ecinitiatives.org/publications/principles.asp
Curriculum and Instruction
- Each program or course of study results in learning appropriate to the rigor and breadth of the degree or certificate awarded.
- A degree or certificate program or course offered electronically is coherent and complete.
- The course or program provides for appropriate interaction between faculty and students and among students.
- Qualified faculty provide appropriate supervision of the program or course that is offered electronically.
- Academic standards for all programs or courses offered electronically are the same as those for other courses or programs delivered at the institution where they originate.
- Student learning in programs or courses delivered electronically should be
comparable to student learning in programs or courses offered at the campus where they originate.
Institutional Context and Commitment
- The program or course is consistent with the institution’s role and mission.
- Review and approval processes ensure the appropriateness of the technology being used to meet program or course objectives.
Students and Student Services
- The program or course provides students with clear, complete and timely
information on the curriculum, course and degree requirements, nature of
faculty/student interaction, prerequisite technology competencies and skills, technical equipment requirements, availability of academic support
services, financial aid resources, and costs and payment policies.
- Enrolled students have reasonable and adequate access to student services
and resources appropriate to support their learning.
- The institution has admission/acceptance criteria to assess whether the
student has the background, knowledge and technical skills required for
undertaking the course or program.
- Advertising, recruiting and admissions materials clearly and accurately
represent the program and the services available.
Resources for Learning
- The program or course provides faculty support services specifically related to teaching via an electronic system.
- The institution ensures appropriate training for faculty who teach using technology.
- The program or course provides faculty with adequate equipment, software and communications for interaction with students, institutions and other faculty.
Commitment to Support
- The program or course ensures that appropriate learning resources are available to students.
- The program or course evaluates the adequacy of access to learning resources and the cost to students for access to those resources.
- It also documents the use of electronic resources.
- Policies for faculty evaluation include appropriate recognition of teaching
and scholarly activities related to programs or courses offered electronically.
- The institution demonstrates a commitment to ongoing support, both financial
and technical, and to continuation of the program or course for a period
sufficient for students to complete a degree or certificate.
Evaluation and Assessment
- The institution evaluates program and course effectiveness, including
assessments of student learning, student retention, and student and faculty
- At the completion of the program or course, the institution provides for
assessment and documentation of student achievement in each course.
- Program or course announcements and electronic catalog entries provide
Elaboration of the Principles
These principles serve as guidelines for colleges and universities participating in the Electronic Campus. These guidelines will be defined further and will address expanded topics as the Electronic Campus grows. The first of these amendments is titled “Principles for Electronic Campus Library Services.”
Download Principles of Good Practice (PDF format)
The Principles of Good Practice for Alternative and External Degree Programs for Adults were published in 1990. Download the Principles of Good Practice (PDF/84KB).
Principle 1: Mission Statement
The program has a mission statement that reflects an educational philosophy, goals, purposes, and general intent and that clearly complements the institutional mission.
Principle 2: Personnel - Faculty and Academic Professionals
Faculty and academic professionals working in alternative and external degree programs share a commitment to serve adult learners and have the attitudes, knowledge, and skills required to teach, advise, counsel, and assist such students.
Principle 3: Learning Outcomes
Clearly articulated programmatic learning outcomes frame the comprehensive curriculum as well as specific learning experiences; in developing these outcomes the program incorporates general student goals.
Principle 4: Learning Experiences
The program is designed to provide diverse learning experiences that respond to the characteristics and contexts of adult learners while meeting established academic standards.
Principle 5: Assessment of Student Learning
The assessment of a student's learning is based on the achievement of comprehensive and specific learning outcomes.
Principle 6: Student Services
The policies, procedures, and practices of the program take into account the conditions and circumstances of adult learners and promote the success of those students.
Principle 7: Program Administration
The administrative structures and the human, fiscal, and learning resources are sufficient, appropriate, and stable for accomplishing the program mission.
Principle 8: Program Evaluation
Evaluation of the program involves faculty, academic professionals, administrators, and students on a continuing, systematic basis to assure quality and standards, and to stimulate program improvement.
Friday, March 21, 2008
American Association for Adult & Continuing Education
November 11 - 14, 2008
Share your expertise, your successful programs, or your research with a collegial audience.
We encourage you to submit a proposal for a concurrent session or roundtable discussion. Our conference participants are practitioners, graduate students, instructors, faculty, academic advisors and/or administrators of adult and continuing education programs that include the workplace, educational institutions, educational organizations, government, military, and community programs.
Submit online by May 18, 2008 at https://mail.etsu.edu/exchweb/bin/redir.asp?URL=http://www.aaace.org/.
If you have questions, please contact our Program Team: Clare Klunk, Jean Fleming, Lilian Hill, Linda Sayre, and Mary Cooper, at email@example.com.
Determining Easter's date is complicated. According to Wikipedia:
the canonical rule is that Easter day is the first Sunday after the 14th day of the lunar month (the nominal full moon) that falls on or after 21 March (nominally the day of
the vernal equinox). For determining the feast, Christian churches settled on a method to define a reckoned "ecclesiastical" full moon, rather than observations of the true Moon as the Jews did at the time. Eastern Orthodox Christians calculate the fixed date of 21 March according to the Julian Calendar rather than the modern Gregorian Calendar, and observe the additional rule that Easter may not precede or coincide with the first day of the Jewish Passover.
Thursday, March 20, 2008
CALL FOR PAPER PROPOSALS
International Adult and Continuing Education Hall of Fame
University of Oklahoma
September 7-9, 2008
Extending the Reach of Adult and Continuing Education:
Forging New Collaborations
On behalf of the Symposium and Induction committee, we wish to invite both members of the Hall, as well as colleagues in the profession of adult and continuing education to consider participation in the September Symposium. You are invited to submit a paper proposal on the topic of “Extending the Reach of Adult and Continuing Education: Forging New Collaborations”. These papers should link to the broader philosophy of Dr. Thurman White both from historical and contemporary perspectives. The symposium will feature a series of events that will be a tribute to the legacy of Dr. White. The symposium committee will review submitted proposals and make final selections.
We welcome proposals with the above focus submitted by May 1, 2008 to:
Dr. Carol Kasworm at firstname.lastname@example.org
The Proposal should present the following elements: Topic or theme, abstract of key points of the paper, and specific connections – either historic or contemporary–with the philosophy of Dr. White, and significance to the field of adult and continuing education, author information including name, affiliation, contact information.
We would welcome both individual and group presentations. Authors of selected papers will be required to attend the Symposium in Norman, Oklahoma.
If you have any questions, please contact either Dr. Carol Kasworm, email@example.com
or Dr. Karen Watkins, firstname.lastname@example.org
For further information, please note the Hall of Fame website:
Please note this specific article on the key efforts of Dr. White at University of Oklahomahttp://www.oufoundation.org/sm/winter06/thams.asp?ID=187
Wednesday, March 19, 2008
Monday, March 17, 2008
Fred Bayley is conducting a one-day seminar from LERN next week.
Vanderbilt University, Nashville
Tuesday, March 25
For more information go to http://login.greatbignews.com/UserFiles/89/spring08_onsite_nash3-25.htm
Thursday, March 13, 2008
Monday, March 10, 2008
Athena, the Greek goddess of wisdom, war, the arts, industry, justice and skill. She was the favorite child of Zeus. She had sprung fully grown out of her father's head. Her mother was Metis, goddess of wisdom and Zeus' first wife. In fear that Metis would bear a son mightier than himself. Zeus swallowed her and she began to make a robe and helmet for her daughter. The hammering of the helmet caused Zeus great pain in the form of headaches and he cried out in agony. Skilled Hephaestus ran to his father and split his skull open and from it emerged Athena, fully grown and wearing her mother's robe and helmet. She is the virgin mother of Erichthnonius.
Seven Stupid Thinking Errors You Probably Make
- Confirmation Bias
- Hindsight Bias
- Clustering Illusion
- Recency Effect