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EDHE6740_20090212

Page history last edited by Starr Hoffman 15 years, 1 month ago

EDHE 6740

02.12.2009

 

  • overview, Chapter 1 of the Bryson book (presentation by Dr. Cutright--see handout)
  • when presenting our Bryson chapter, create about 15-16 slides, little text (bullet points)
  • shift in assessment from inputs (taught so many hours, spent this much) to outcomes (learning, etc.)

 

  • context for Keller book (Academic Strategy):
    • WWII GI Bill was beginning of transformation in higher education from the privilege of the wealthy to the right of the masses
    • large numbers of Baby Boomers
    • growing enrollment of minorities
    • then beginning to see decline of population = competition for students
  • discussion of our reflection papers on Keller, and our thoughts/reactions

 

  • 4 Ambiguities
    • purpose: what does the university do? ...research (defense, food, medical), teaching (pretty obvious), service (to community--K-12 interface, cultural & sporting events)...
    • power: president, board, chancellor, vp's, state legislature, students have economic power; abiguity of who's in charge
    • experience: we each have varied experiences--so what's happened?
    • success: how do you know when you're successful?

 

  • apply for COE funds for graduate travel -- apply first to Toulouse Grad School, then to COE (ask Baaska about this)

 

  • discipline has basic, set canon of knowledge that everyone needs to know
  • field isn't that strictly defined; higher ed. is a field only because it's interdisciplinary and not that set

 

  • discussion of our progress on the benchmarking project
    • embedded librarianship: 5-6 participant universities
    • client: CLEAR
    • still identifying participant institutions
    • should "snowball" by asking for exemplary institutions from those I've already identified (ask MTSU)
    • potential for presentation to external conferences or for publication (scholarly or practitioner)

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