Formation Continue du Supérieur

12 avril 2015

Goal-Setting vs. Goal-Achieving

By Katie Shives. When being thrown into the open-ended project that is obtaining a PhD, it is critically important to make consistent progress in completing the major milestones of your program. This can be more than a little overwhelming for most students, and extremely difficult for those who are not familiar with the ins and outs of modern academia (first-generation students such as Katie can attest to this!). Read more...

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12 avril 2015

Mid-PhD Crisis

By Danielle Marias. With sunshine on our faces and soft snow under our skis, we reveled in powdery turns on our descent off Tumalo Butte. On the hike back up, I chatted with a new friend about our PhD programs. We were both in our 4th year and ready to finish up our PhDs, but felt disenchanted with academia since starting grad school. Read more...

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12 avril 2015

Reframe Your Approach to Grading and Feedback

By Travis Grandy. I must confess, I haven’t always had a good relationship with grading student essays. I used to associate grading with the menace of a stack of papers on my desk (and the compulsion to run in the opposite direction). Worse yet, I often wondered whether my students even read the feedback I was laboring over (and this would be especially true when I found myself writing the same feedback over and over). Read more...

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12 avril 2015

Academic Conversations

By Lee Skallerup Bessette. I’m in the midst of preparing a webinar on curating and maintaining an academic presence online. Early on during the presentation, I encourage the participants to Google themselves, and I show them a screenshot of when I Googled myself. Except the screenshot is currently woefully out-of-date. So, I Googled myself. Read more...

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12 avril 2015

Three Quick Thoughts on Campos

By Tracy Mitrano. Since there is a lot of commentary about Campos Op-Ed in the New York Times, including from a fellow IHE blogger, I will not attempt to be comprehensive in my remarks. Rather, allow me to point out three thoughts that jumped to mind as I read the piece. Read more...

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12 avril 2015

Cell Phone Policies: Still Struggling

By John Warner. I’m still trying to figure out what to do about cell phones and computers in class.
I wrote prior to the start of the Fall semester about how I was going to try to change my cell phone and computer policies to bring them more in line with my teaching philosophies. While I still had a strong personal preference that students refrain from these distractions in class, and the policy expresses this, it no longer dictates an outright “ban” and instead encourages students to make the choice that seems best for their learning, while reminding them that becoming a distraction to others, regardless of the cause, is not allowed. Read more...

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12 avril 2015

Vacation Books on My Kindle

By Joshua Kim. The worst thing about e-books is that I can’t see what you are reading. I am an inveterate book gadfly, novel snooper, bookshelf peruser. If I see you reading a book I will ask you about your book. If I see you not reading a book I will ask you what you are reading. The first thing I do when visiting a colleagues office is completely ignore them, and give my full attention to the books on their bookshelf. Read more...

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12 avril 2015

HBO Now, MOOCs, and Time

By Joshua Kim. I just signed up for my 1 month free trial of HBO Now. I clicked on the link, I downloaded the app, and I created the account. My guess is that after the free trial ends that I’ll be paying HBO the $14.99 a month to keep the service. Read more...

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12 avril 2015

The 2.0x MOOC and the 1.0x Audiobook

By Joshua Kim. MOOCs have me worried. The ability to watch MOOC videos at 2.0x (double speed) is re-setting my brain’s expectations for information intake. I find that many conference presentations now feel unbearably slow. What my brain craves is information density. Read more...

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12 avril 2015

Contributions and Connections

By Thomas Carey. In the academy, reputations and influence measures speak to status and standing. They circulate signals of capacity and credibility by boiling down complex indicators: the journals we publish in, the school(s) we’re affiliated with, our citation counts and h-indexes, our last grants, our ranks in the academic hierarchy. These proxies for quality combine prestige, metrics, and recognizability into a mercurial mix that can be circulated and understood across disciplines and ideological lines, but never quite reduced to its component parts. More...

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