Archive for the ‘faculty’ Category

Here are a couple of ways Antioch is supporting open access:

Jim sporting his new OA t-shirt.
Jim sporting his new OA t-shirt.

And here are some other actions Antioch could be taking:

  • Antioch’s leadership could commit resources to developing an institutional repository, similar to the one at The Ohio State University, its Knowledge Bank.
  • Faculty could pass a resolution, similar to ones passed by faculty at Harvard, MIT, and many other universities, requiring researchers to deposit articles and other work in an open access repository.

That’s a start. Let’s get going!

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Michael was interviewed as part of the story, Project to Help NH Coastal Communities Adapt to Climate Change, which aired this morning.

You can listen to the show and hear about Michael’s work with the New Hampshire Estuaries Project assisting communities to assess culverts in light of the increasing frequency of severe storms. This research project is part of the EPA‘s National Estuary Program, Climate Ready Estuaries.

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The next showing of Communities and Consequences, a film that examines the graying of New Hampshire, will be at Keene State’s Redfern Arts Center, Wednesday, May 14, at 6 p.m. The event includes the hour-long film, followed by a panel discussion, which will be moderated by Steve Chase, and audience Q&A.

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Most of us have participated in a course—either as a student or instructor—that required online discussions. Just as can happen when classes meet face-to-face, some discussions take off and others fall flat. In eLearn Magazine, Richard Dool offers insight into ensuring that online course discussions are productive opportunities for learning.

The “dialogue intensive” model is built around the notion that much of the learning occurs with active instructor-student and student-student interaction. An initial discussion question is posed as a foundation, and as students respond and the instructor engages the discussion is extended through the sharing of professional experiences, personal insights, and other source materials. It is not atypical in a dialogue-intensive model for a week’s unit to have 150-plus postings in a 10-student class.

Dool emphasizes the need for both faculty and students to acknowledge that quality counts as much as quantity of postings in online discussions. He offers one example of a quality posting rubric:

A quality posting has several characteristics. It is germane, succinct, and clear, ideally less than 150 words. It refers to the course material in an appropriate manner and also may make use of relevant outside material. Its main point or thesis is further supported by an example or experience that helps translate the application of the material. It adds or extends the discussion.

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