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March 8, 2010 - 10:03pm
Based on an offhand comment the other day, I'd love to hear from my wise and worldly (academic) readers to solve a definition question. (Wise and worldly non-academic readers, please indulge a little 'inside baseball' for today.) How does your college or university define a credit hour? Put differently, if you propose a new course, what determines how many credit hours it gets? Does a given number of credits require a given amount of 'seat time'? If it does, what happens with online classes?
March 8, 2010 - 5:01pm
A local crew of treestabbers has been around my place fairly regularly for the past week. And that's OK with me.The stabbers in question are children of a neighbor of mine. They"stab" my sugar maples with steel taps connected to plastic tubes which run into covered buckets, collecting sap to make maple syrup. When sugaring season is over, we put a dab of tree paint on each puncture wound. The trees don't seem to mind at all.
March 8, 2010 - 1:41pm
There are many difficulties in making black squiggles on a piece of white paper meaningful, but one subset might be in using the tools of specialized literacy to portray those who do not often have the same tools.
March 7, 2010 - 11:23pm
Since the root of "academic" is "academy," it seems like we should have our own Academy Awards. Colleges have been around since long before movies; we got here first! As with the Hollywood version, the red carpet pre-show would be the most entertaining part, by far. "Sporting a twelve-year-old sport jacket over an oxford shirt visibly straining between the buttons..." "You don't often see a corduroy jacket worn with such authority..." "Who says cell phone holsters can't be chic?"A few suggestions for categories:
March 7, 2010 - 10:43pm
Part of the responsibilities I enjoy most in academic technology is the opportunity to make recommendations for campus technology purchases. Examples include the opportunity to review and evaluate providers of platforms/products/services for: the LMS, lecture capture, curricular content management, student/faculty collaboration tools, curricular media authoring, synchronous collaboration, mobile learning, simulations, and many more.
March 7, 2010 - 10:31pm
My kids love the snow. They can’t wait to have another snow storm after which they will spend hours snowboarding and just return home for periodic snacks and meals. My feelings are not quite as positive. I love the beauty of newly fallen snow; I hate driving in it, walking in it, and I equally hate the after snow clean up of my walkway and driveway. The more snow, often the greater the beauty and inevitably the greater the hatred.
March 7, 2010 - 7:35pm
I sometimes feel unqualified to write this column. I work with clients who teach, but aside from the occasional speaking engagement, I have not been personally involved with academia for over 15 years. So what I have to say may be outmoded. If so, I count on you to set me straight.I have three graduate degrees from two universities: a master’s in drama therapy from New York University and both a master’s in clinical/school psychology and a Ph.D. in clinical psychology from Adelphi. In all three programs, there were two cardinal rules of scholarship:
March 5, 2010 - 8:30am
Automated Touchless Dispenser it says on the paper towel machine in the bathroom near my university office, and I sometimes think, as the mere nearness of me excites the machine's red light and white sheet, that its noli mi tangere message carries over pretty well to what's happening between professors and students these days. Teaching's becoming a germ-free, high-tech, extrusion of data. You can see students trying to acclimate to the chill.
March 5, 2010 - 4:27am
Like many colleges, mine has two main funding models operating side by side. The traditional one is the not-for-profit, credit-bearing side. That's what most people think of when they think of college; it's where the full-time faculty are, what our FTE counts are based on, and so forth.
March 4, 2010 - 9:33pm
In a previous post I offered "rules of the road" for companies in preparing and delivering product demos and product webinars. Today I'd like to list the 5 questions that ed tech companies must answer when communicating about their product or service with a potential client. Notice that these questions have little to do with features or technologies, although these are the topics on which companies usually spend most of their time.

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