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Download Conversation #22

Stuart Rojstaczer

I think there are serious deficiencies in today's higher education... If administrators and professors were honest with themselves, they would address them and improve the quality of education.

A conversation with Stuart Rojstaczer (formerly of Duke University) on teaching, learning and grade inflation.

Links for this episode:

Happy New Year!
Some of us at this time resolve to live healthier lives during this upcoming year. I thought I would share with you a couple of amusing gadgets available to help us keep our New Year's resolutions as well as a few apps that you may actually find useful and/or interesting.

TechCrunch has created the Happifork. The Happifork monitors how you're eating--speed and amount of food you are trying to eat at one time. If you have too much food on the Happifork, it will shake off the food until it reaches a more optimal amount for you to eat in one bite. I surely wouldn't want to use this gadget at a public place!

Have you heard about Google's talking shoe? Based on your movement (or non-movement) these shoes have attitude and aren't afraid to let you know what they're "thinking." While they can be "encouraging" during a brisk walk or workout, they seem to me to be more of a novelty than a real help to people who are trying to stay on task and move more in the new year. Decide for yourself:

Finally, Molly Kimball, a registered dietician who posts for nola.com, has made a few recommendations that you may find useful in your quest for a healthier lifestyle.
Find Me Gluten-Free, Map My Run and My Fitness Pal are among the ones she suggests. Check out her article and see all of them.

I have a few New Year's resolutions for 2014 and among them are to do a better job of buying locally and to actively be more compassionate. I've found a few sites to help me keep them. Good Eggs not only allows you to place your orders online, but will deliver your groceries to you either to a central meeting place or actually to your home. Most of our locally-grown produce is from the Northshore area and so delivery into New Orleans is usually twice a week. I've also become very interested in the Charter for Compassion as well as Sister Jane Remson's blog "Think About It-Pray About It-Act on It" which gives you the opportunity to be active by contacting your senator about an important issue for example.

Have you made any resolutions for the new year? If so, please share what you're doing and if you've found an app or gadget that is helping you.

As you prepare for the start of the semester, it is a good time to get started setting up your Blackboard courses. Blackboard courses are automatically created using the course information in Banner a few weeks before the start of the semester. You can post your syllabus, course documents, and announcements to your Blackboard courses. You can also customize your course menu and/or add a course banner.

If you teach a course that is cross listed you will have a Blackboard course for each cross listing. You can combine the cross listed courses into one Blackboard course so that you can post course materials and grades to one combined Blackboard course. Combining courses may also work for you if you are teaching different sections of the same course and would like to have the different sections combined into one Blackboard course so that you can post course documents and grades in the one combined course. The beginning of the semester is the best time to combine your Blackboard courses before you add course material or grades to the courses.

Follow these steps to do it.

Listed below are links with instructions for

  • Merging courses [Web page]
  • Hiding old courses from view [Web page]
  • Getting started with the course environment [PDF] [Video]
  • Course structures and course themes [Web page] [Video]
  • Changing the display name for your course [Web page]
  • Adding a course banner [Web page]
  • Adding items to the course menu [PDF]
  • Posting announcements [Web page]
  • Copying content into another course [Web page]
  • Using date management to update dates after course copy [Web page]

Want more information?

Attend a drop-in session to get one-on-one help.
Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

In this season of gift-giving, I thought it would be a good idea to introduce you to a couple of gadgets that can positively impact people who are in emergency situations such as the recent typhoon in the Philippines.

Gravity Light (from Deciwatt.org) generates light from gravity. Using a sandbag for three seconds gives 25 minutes of light and the procedure can be repeated over and over. Imagine the uses during the nights after a severe storm when one knows electricity will not be available for days or weeks.

Another fun and practical solution is SOCCKET, a useable soccer ball that is a portable generator. You build power by playing with the ball and then you use it as a light source. So kids affected by the typhoon can enjoy a few moments of being a child again while storing up light for the family to see by.

If you know of any other projects of this type, please feel free to share and I wish everyone a very Happy New Year!

P.S. Thanks to lesliefisher.com for the great sessions at LACUE, including one on gadgets. More to follow. KNN

This past Monday, my friend, colleague and full-time online instructor, Dr. Teresa Canganelli, came to CAT to present 3 mobile apps. For anyone who was unable to attend, I thought I would share them with you.

Tellagami is a free app that allows you to create avatars and record a message for your students up to 30 seconds in length. What a fun and engaging way to reach your students to remind them of an upcoming test or answer a question many of them were asking.

Audioboo is not only an easy and free way to record a message up to 3 minutes long, but it houses a vast library of recordings from around the world on myriad topics.  The site has been flooded with comments and recordings concerning yesterday's passing of Nelson Mandela.  Here is one from the Nelson Mandela Institution.

Evernote is a wonderful way to manage files, lecture notes, documents , share them, store them and edit them. In addition, Evernote has numerous add-ons, some of which are free as well.  Teresa highly recommended Evernote Clipper which allows you to clip and save web pages.  This feature is great since websites may change or pages may be removed.

If you decide to look into any of these apps and have any questions, please don’t hesitate to contact me and I’ll be happy to assist. x7692 Karen Nichols

A faculty member came to me and said she wanted an interactive map to help her students learn about art history from a global perspective. She had poked on the web looking for such a resource but found nothing that suited her needs.

My mind started to reel as I briefly envisioned creating an interactive map from scratch, but I quickly came to my senses. Even if we couldn't find a ready-made map, surely we could find a tool for creating maps quickly and easily.

Sure enough: We found ZeeMaps.

It's extremely easy to get started with this site. You don't even need an account (though it might be a good idea to create one). Within seconds, you can have a fully navigable map of the world at your disposal, which you can use in many different ways.

We found it most expedient to drop simple markers on the map. You can add multimedia content to the markers, including text, photos, audio files, even YouTube videos.

Best of all, for our purposes, a web link can be associated with each marker.

This means that our intrepid faculty member would be able to link markers to existing high-quality web content. No need to fuss with tricky copyright issues. It becomes an exercise in content curation. The faculty member is able to focus on learning objectives.

A couple caveats are in order. At the free level, ZeeMaps is supported by ad revenue. So unless you plunk down some cash, your students will probably be seeing some advertisements. Also, I haven't tested this product extensively. There may be limitations of which I'm simply not aware yet.

If you need an interactive map for your teaching, you may wish to give ZeeMaps a try. Just head over to ZeeMaps.com and create a map to see how easy it is. Let us know how it goes.

(A lot of people seem to be importing lists of locations into ZeeMaps from other sources, such as an Excel spreadsheet of addresses or coordinates. For help on how to do that, see this tutorial from KDMC Berkeley.)

As we approach the end of the semester there are a few things you can do in Blackboard to wrap up for the semester.

Download your gradebook

Student access to courses is removed two weeks after the end of a semester. During this process all grade book records are deleted. You should download your gradebook to your local computer after you submit your final grades.

Create a master copy of your course

Courses remain on the Blackboard system for three semesters before they are removed. You can request a Master Course Shell that you can use to develop and maintain your course materials. Master Course Shells will not be removed from the Blackboard system.

Hide old courses from view

When you login to Blackboard you will see your courses for previous semesters listed along with the courses you are currently teaching on the Xavier University and Courses tabs. If you do not want to see older courses in the list, you can hide them from view.

Follow these steps to do it.

Instructions are available in previous Bb tips for downloading your grade book, requesting master course shells, and hiding old courses from view.

Want more information?

Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

In an attempt to make students start working on a research project long before 24 hours from the due date, as well as discuss plagiarism and the pitfalls of research on the internet, I've been researching the internet myself.

I checked into Google Alerts.  I've been experimenting with setting up the searches and verifying the results.  It's quite easy to begin using immediately.  So I suggest that at the beginning of the course when discussing the syllabus, instructors take about 5 minutes to have the students set up a Google Alert on their mobile devices for each possible research topic they may wish to explore.

For Google Alerts, there is very little to fill out and you can specify how often to receive notification that matches to your search have been found:

Google Alerts is fast and simple to use
Google Alerts is fast and simple to use.

By having the students set up weekly alerts and seeing that they can limit their searches instead of being overwhelmed with a million hits, it is hoped that at least once a week (or however often they have set up the alert), they will be thinking about their research project throughout the semester rather than at the last minute.  Happy searching!

Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and LiberationFor our seventh annual Fall Faculty Book Club, we read Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation by Laura I. Rendón.

At our final meeting, we asked our participating faculty to jot down some thoughts. Here is what they wrote.

The book challenged traditional approaches to teaching and learning and challenged readers to embrace a holistic approach to teaching which brings together both mind and heart and embraces a social justice stance.

Very comforting to have so many others feel as I do. Important to remember that we are responsible for our own outcomes and we cannot really focus on how this pedagogical endeavor affects others even though you hope it will be positive. The potential latent value of sentipensante practices is also intriguing as is the collateral leaning component.

The book provided an interesting conversation about the nuts and bolts of implementing contemplative pedagogy in the classroom.

Useful discussion on how to sustain myself in my career — by building sustenance into my professional and personal life, blended.

Thought provoking! This book points out our society's disconnect with the whole self and emphasizes its obsession with reaching non-integrative goals and measures. My questions is, "How do we change this?"

The best practices are subversive. Love is subversive!

The book reinforced the idea that the goal of education is to develop well-rounded individuals who possess knowledge and wisdom. Professors need to design a relationship-centered classroom based on caring, support and validation. Tests and grades should not be used as punitive measures, but as feedback mechanisms that assist in determining where the student is at a particular point in time.

Laura Rendón describes how to incorporate sensing/thinking pedagogy. Although the author describes the process eloquently, at times the book is lengthy.

This was a good read in that it made me think about what I do and how I can be more effective. There are a lot of great ideas, but sometimes the narrative was so subjective that it did not seem scholarly.

Examples of involving/engaging students were wonderful and inspiring.

What repercussions will we face if we do not acknowledge the existence of the emotional and spiritual along with the intellectual? Woe unto humanity if we do not!

Sentipensante pedagogy is concerned with engagement strategies that are associated with a rational and contemplative education. Engaging sentipensante pedagogy can be transformative and liberating.

On the whole, I felt it was a bit idealistic, however it does bring up some important points. We should always remember to nurture the whole students. I thinnk depending on the class and enthusiasm of the instructor one could be successful with this strategy, and we should all strive to be.

A voice crying in the wilderness, but there are more and more voices!

For an in-depth review of the book, see Ann E. Austin's article in The Review of Higher Education.

Red Leaves

The nearest airport is in Connecticut, so when your plane lands you still have a good long drive to get to Amherst. You talk to the shuttle driver. She has an accent you can't place, but she's lived in Massachusetts for at least a decade.

She drops you off at Allen House, a little bed and breakfast you found online. It proves to be a lovingly-done Victorian-era restoration, cozy and charming. The place is booked full of people from all over the world who are here for the same purpose as you. An instant and easy camaraderie springs up between you.

You're here for the Fifth Annual Conference of the Association for Contemplative Mind in Higher Education (ACMHE), which is being held at Amherst College.

You make your way up the street to a noodle shop with a couple fellow travelers for a quick dinner. It's cold, much colder than New Orleans, but only outdoors. You're surprised to find that it's warm and toasty indoors wherever you go. Apparently central heating is to New England what air conditioning is to the Deep South.

Then you walk over to Amherst College campus. The conference begins this evening. After registering at Converse Hall you find your way to Stirn Auditorium.

The ACMHE conference is a little different from other conferences, and that's evident from the start. The opening plenary begins with silent meditation. There are a couple hundred people packed into the auditorium. Though no one says a word, you feel the power of their presence all the more. You are aware of the potentialities that will unfold over the next 40 hours.

If that wasn't enough to distinguish this conference as unique, what comes next certainly seals the deal. An extra space has been reserved on the keynote panel. An audience member is randomly selected to fill it.

Random

And so the conference begins. The theme this year is "Integrity of Practice." The panel considers questions that revolve around this theme. Then the audience members discuss the questions amongst themselves, and finally share their thoughts with the larger group.

Integrity of Practice

The next morning you have breakfast at the Amherst Inn, owned by the same people who run Allen House. The breakfast table serves as an extension of the conference, the conversations of the night before continuing over pancakes and coffee.

Very soon, you're back on campus for the first of the parallel sessions. There are nine sessions running at the same time, and all the topics look fascinating. How to choose? You find yourself drawn to a session by David Forbes of Brooklyn College/CUNY, with the provocative title, "Contemplative Education and Neoliberalism: A Perfect World Still Requires Radical Action."

A Perfect World Still Calls for Radical Transformation

Forbes' presentation is chock-full of ideas, far more than even a fast-talking New Yorker can cover in the allotted time. He is asking all the right questions. "What is the purpose of contemplative practices in education? Is it enlightenment/awakening and the elimination of greed, ill-will, and delusion for everyone and at all societal levels, or is it a relativistic technology used to improve attention, reduce stress, and gain personal success and productivity in a competitive society?" The conversation that follows is galvanizing.

The morning continues. All the sessions look so promising that you decide to take a cue from the previous night's panel and select your next session randomly. You end up listening to Ed Sarath from the University of Michigan hold forth on "Integrity of Practice in Meditation and Improvisation Pedagogy."

Ed Sarath

You're stunned to realize that improvisation has been perhaps the most central musical practice throughout world history, except for a period of about 200 years in Europe. This seems to throw light on the state of the modern academy, which even in America tends to be both highly traditional and Eurocentric. But that is changing.

You've come here from a historically Black university, so it is with special interest that you attend your next session, "Contemplative Race Theory: An Interdisciplinary Approach to Racial Discourse." The presenters, Seth Schoen and Rev. Christopher Carter, seem very young. In fact, they are graduate students, and this is their first such presentation.

Contemplative Race Theory

They present a "compassion practice" which they have developed together, a fairly advanced guided meditation that is grounded in critical race theory. It would seem to be a good way to prepare classes for difficult, sensitive or contentious discussions. They hope to publish on the practice soon. You make a note for future reference.

In the afternoon, there are open space sessions, organized around topics suggested by participants that very morning. You attend a discussion on race, class and gender.

Open Session on Race, Class & Gender

The conversation is heartfelt, respectful yet challenging. You are taken by one participant's observation that contemplation disrupts her "default modes of being," which suggests the subtle potential of such practices for subverting engrained social structures.

The theme for the conference is "Integrity of Practice." But your own personal theme is beginning to emerge. It might be called, "The Joy of Walking Slowly." You find yourself walking often in the company of two women who walk slowly for different reasons. Karen is walking with a cane. Eileen simply seems to be the sort of person who is never rushed. You find you must make a conscious effort to slow down and stick with their pace, but this seems entirely in keeping with the spirit of the conference.

Before dinner on Saturday evening Karen reveals she doesn't have a sprained ankle or a broken foot. She suffered a life-threatening stroke some while ago. You listen in awe to the story of her recovery, and how her 30-year practice of meditation helped her through a very difficult time.

It's been a full day. You're tired. You sleep like a rock that night, for about ten hours, disturbed only by a welcome nocturnal visitation from the B&B's resident housecat.


Sunday morning begins in much the same manner as Saturday, with conversation around the breakfast table as stimulating as any one of the formal sessions. You walk to campus with Robert-Louis Abrahamson. When learning of your fascination with seasonal progress, he bestows upon you a touching gift: a copy of his own CD and accompanying booklet, Journey Through the Seasons, a cycle of meditations on the five Chinese healing energies.

You're excited to attend a roundtable discussion on "The Role of Teaching Centers in Introducing and Supporting Contemplative Practices," convened by your new friend Eileen Abrams.

The Role of Teaching Centers

A nascent faculty development network seems to be emerging. You know from previous experience how powerful this can be, and the exchange of ideas is invigorating. For example, one colleague suggests exploring the connection between contemplative pedagogy and retention rates. It seems like a promising line of inquiry.

But the best has, perhaps, been saved for last. The impromptu student panel was one of the most engaging sessions at the ACMHE conference. This was, in part, an opportunity for faculty to ask students, "What do we need to know from you?"

Student Panel

A number of new connections are made for you. For example: Metacognition is enhanced by meditation. We've sponsored workshops on both topics but never drawn that connection. You think to yourself: We should sponsor more student panels at CAT. We have much to learn from our students.

On the ride back to the airport, you find yourself once again conversing with the shuttle driver. He hails from Morocco and is a big fan of the Boston Celtics. As you describe the conference you discover what you've learned.

Pedagogy must connect course content to a larger whole; otherwise, we are merely conveying disassociated tidbits of information, quickly "crammed" into short-term memory and just as quickly forgotten. Pedagogy must be meaningful, purposeful, and connected to deep values in order to be effective and transformative. You're struck by the awe-inspiring scope of this charge. You realize that this domain — the domain of meaning, purpose and values — provides a good working definition of spirituality. These issues are the main concern of many religions. Therefore, in order to be effective, teachers must be on a spiritual path or grounded in a spiritual practice. It's not something extra, some "value added" proposition. It's absolutely essential. It's the core, the foundation of what we do. And it follows that a holistic faculty development program must provide support for the spiritual development of faculty members.

The implications are staggering. However will you communicate this to the folks back home?