Undergraduates Sending Texts in Class - Yes, I Can See You!

Readers,

Do any of you have a policy focused on texting in class? Is this policy included on your course syllabus? I have a polcy listed on my syllabus and most of the students comply with the policy. My classes are generally engaging, but I've discovered that students who are not engaged by their professor during class tend to send text messages. Engage them and keep them accountable for their actions.

Also, I provide examples from the post-graduation world and I explain that they cannot text under a table during a business meeting or in the front of their future classrooms. I remind them that whatever they practice becomes a habit!

Read about other professors' experiences here -
Guilt Is Not Enough to Stop Students From Texting in Class - Wired Campus - The Chronicle of Higher Education

http://www.college-reporter.com/opinion/567-professors-arent-stupid

Millennial Professor - Jennifer T. Edwards, Ed.D.

Freebie Friday - Cheese-It Sample

Readers,

I am always looking for GREAT snack ideas for grading incentives for myself and for in-class snack for my students...which they LOVE! This week's Freebie Friday product is a free package of Cheese-Its! Request your free sample by visiting the Cheese-It Facebook page, becoming a fan, and casting a vote for your favorite flavor!

Here's the link! http://www.facebook.com/cheezit?v=app_137697646284792

Millennial Professor - Jennifer T. Edwards, Ed.D.

The Potential Implications of Blogging and Tweeting in Higher Education

Readers,

I hope you are having a wonderful day! Recently, I started using my Twitter account again. I have a private Twitter account (drjtedwards) and public Twitter account (drjtedwardsTSU). Keeping both of these accounts updated on a regular basis is very difficult. I usually use the public Twitter account to communicate with my undergraduate students. I have a Twitter widget on my Blackboard homepage and this widget helps me to reach the undergraduate students who do not have a Twitter account.

Through this public account, I am able to establish social presence with online and face-to-face students. They are able to see and respond to my daily activities and ideas and I am able to help them with their questions about the course and questions about school (advising, financial aid, etc.). If I am not able to help them, I always post informative links to point them in the right direction.

When I post a Tweet, I always think about the potential implications of that tweet or blog post on my current career, future career, and interpersonal relationships. When you post information about yourself, this act enables other people to have power over your information. For example, after I finish this blog post, it will be syndicated by bots and posted on various websites.

Think before you post! Your post MIGHT affect your career!

Think Before You Tweet (or Blog or Update a Status) - ProfHacker - The Chronicle of Higher Education

Here's the link to the article: http://chronicle.com/blogs/profhacker/think-before-you-tweet-or-blog-or-update-a-status/30949?sid=wc&utm_source=wc&utm_medium=en

Millennial Professor - Jennifer T. Edwards, Ed.D.

IJTLHE : International Journal of Teaching and Learning in Higher Education

Readers,

I hope you are having a great week! Each month, I read the International Journal of Teaching and Learning in Higher Education. It is always filled with great ideas and helpful explanations of faculty members' experiences in the classroom.

Here's this month's issue:

LINK - http://www.isetl.org/ijtlhe/current.cfm

IJTLHE : International Journal of Teaching and Learning in Higher Education

Developing Quality Online Dialogue: Dialogical Inquiry
      Helen Bound, University of Tasmania, Australia

pp. 107–119

Do We Practice What We Preach? The Teaching Practices of Inclusive Educators in Tertiary Settings
      Andrea Reupert, Monash University Department of Rural and Indigenous Health, Australia
      Brian Hemmings, Charles Sturt University, Australia
      John Connors, Charles Sturt University, Australia

pp. 120–130

Empowering Student Leadership Beliefs: An Exploratory Study
      Sara Marcketti, Iowa State University, United States
      Sara Kadolph, Iowa State University, United States

pp. 131–139

Preparing Scholars of Teaching and Learning Using a Model of Collaborative Peer Consulting and Action Research
      Margaret Waterman, Southeast Missouri State University, United States
      Janet Weber, Southeast Missouri State University, United States
      Carl Pracht, Southeast Missouri State University, United States
      David Kunz, Southeast Missouri State University, United States
      Beverly Evans, Southeast Missouri State University, United States
      Steven Hoffman, Southeast Missouri State University, United States
      Brian Smentkowski, Southeast Missouri State University, United States
      David Starrett, Southeast Missouri State University, United States

pp. 140–151

Project Panama: An International Service Project
      Lydia Aydlett, Western Carolina University, United States
      Gayle Wells, Western Carolina University, United States
      Mickey Randolph, Western Carolina University, United States

pp. 152–157

The Spread of ICT Innovation in Accounting Education
      Sam Jebeile, University of Wollongong, Australia
      Indra Abeysekera, University of Wollongong, Australia

pp. 158–168

Writing Blah, Blah, Blah: Lectures' Approaches and Challenges in Supporting International Students
      Sophie Arkoudis, University of Melbourne, Australia
      Ly Tran, RMIT, Australia

pp. 169–178

Instructional Articles

Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum
      Cynthia Campbell, Northern Illinois University, United States
      Mary Beth Henning, Northern Illinois University, United States

pp. 179-186

Developing Skills for Effective Academic Presentations in EAP
      Elizabeth Bankowski, Hong Kong Baptist University, Hong Kong

pp. 187-196

Emotional Engagement Through Drama: Strategies to Assist Learning Through Role-Play.
      Paul Heyward, University of Auckland, Faculty of Education., New Zealand

pp. 197-203

Reflections on Learning in Interdisciplinary Settings
      Åsa Andersson, Department of Historical, Philosophical and Religious Studies/Centre for Population Studies – Ageing and Living Conditions Programme/Umeå Centre for Gender Studies, Umeå University, Sweden
      Hildur Kalman, Umeå Centre for Gender Studies/ Department of Social Work, Umeå University, Sweden

pp. 204-208

Promoting Noticing through Collaborative Feedback Tasks in EFL College Writing Classroom
      Osman Zakaria Barnawi, Yanbu Industrial College, Saudi Arabia , United States

pp. 209-217

Eliciting and Assessing Reflective Practice: A Case Study in Web 2.0 Technologies
      Kelly Parkes, Virginia Tech, United States
      Sara Kajder, Virginia Tech, United States

pp. 218-228

Millennial Professor - Jennifer T. Edwards, Ed.D.