Wednesday, July 7, 2010

A Community Reading Program - Can We Apply These Ideas in Our Clasrooms?


This summer, I decided to do something fun (besides just teaching class) and I decided to join the local library book club. Everthing is online and the program functions like a scavenger hunt. Here are the tasks (Total - 300 pts.)

BARC Task List

10 points

1. Read a book with some form of number in the title. Numerals or spelled out numbers.

2. Read a book with an author that uses 3 or more names.

3. Read a book with an author that uses only initials for a first name.

4. Read a book that has a word in the title that is in a language other than English.

5. Read a book with a food in the title.

6. Read a book with a “beach” word in the title. Beach, sand, surf, tide, shell, sea, ocean.

7. Read a book set in the mountains or in a mountainous region or with the word mountain or the name of a mountain in the title.

8. Read a book set in a big city or with the word city or the name of a big city in the title. (We will define big as one million or more population.) New York City, Los Angeles, Chicago, Houston, Phoenix, Philadelphia, San Antonio, Dallas, San Diego.

9. Read a book about something you consider to be a hobby or with a hobby in the title. Scrapbooking, reading, sewing, quilting, etc.

10. Read a book with the name of a character in the book in the title.

11. Read a book that has a setting on a continent other than North America.

12. Read a book that is set in a state other than Texas.

13. Read a book that has maps in it. Either within the actual story or illustrated on the inside cover.

14. Read a book that includes something other than printed words. Some kind of graphics. Illustrations, handwriting, pictures, etc. Maps do not count.

15. Read a book about a sport or game that is played outside or a book that has a sport or game that is played outside in the title. Soccer, baseball, Frisbee, football, golf, etc.

16. What should I read next? Ever wonder if there was another author you might like. Go to this website and enter a book that you have read and read one of the books that it recommends. www.whatshouldireadnext.com

17. Read the Book Club Selection for June~~How I Became a Famous Novelist by Steve Hely. (You may start reading this book before June 1st, but must finish it after June 1st to earn the points.)

18. Attend the Book Club Meeting on June 3 @ 6:30 p.m. in the Library Meeting Room.

19. Read the Book Club Selection for July~~Homer & Langley by E. L. Doctorow.

20. Attend the Book Club Meeting on July 1 @ 6:30 p.m. in the Library Meeting Room.

1. Trains, planes, automobiles~~Read two books with two different forms of transportation either in the title or with traveling in the storyline. Trains, automobiles, airplanes, walking, running, jogging, bicycles, motorcycles, trucks, hot-air balloons, etc.

2. Read a book by an author that has published only one book. Then read a book by an author that has published 10 or more books.

3. Read a book that is over 300 Pages.

4. In honor of Summer School~~Discover The Equation For Good Books-Pick 2 Of The Following...

• Addition - Add Up The Number Of Letters Found In Your First and Last Names Then Read A Book Written By An Author Whose Name Contains The Same Number Of Letters. Ex. For Me That Would Be 13 Letters So I Could Read A Book Written By Elizabeth Berg.

• Subtraction - Subtract The Number Of Letters Found In Your Whole Name (First, Middle, Last) From Your Age And Read A Book With That Many Letters Or Words In The Title. Ex. I'm 43 And My Name Has 17 Letters Which Would Mean I Could Read A Book With 26 Letters In The Title Such As The Girl With the Dragon Tattoo.

• Multiplication - Multiply Your Age By The Number Of Letters In Your Whole Name (First, Middle, Last) And Read A Book With Approximately That Number Of Pages (+/- 25 Pages). If Your Total Is Less Than 100 Pages You Would Need To Read A Book Between 100-125 Pages. Ex. 43*17 = 731 So I Would Need To Read A Book Between 706 And 756 Pages Such As Dragonfly in Amber.

• Division - Divide The Year You Were Born By Your Age (Round That Number To The Nearest Whole Number) And Then Read A Book That Is That Number In A Series. Ex. 1967/43 Is Equal To Approximately 46 Therefore I Would Need To Read A Book That Is The 4th Or 6th In A Series.

5. In honor of our co-operation with the Summer Reading Club~~Read 2 books that are considered Young Adult or Juvenile.

MY COMPLETED TASKS!

10.1 - 200 Vegetable Growing Basics by Richard Bird
10.2 - Teaching with the Tools Kids Really Use by Susan Brooks-Young
10.3 - How to Speak Your Spouse's Language
10.5 - Chicken Soup for the Soul: Recipes for Busy Moms
10.8 - Rework - by Jason Fried and David Heinemeier Hanson
10.9 - Ask: The 1000 Most Asked Questions about Gardening by Daphne Ledward
10.13 - Fodor's Boston 2010 by Fodor's
10.14 - Organizational Communication - Foundations, Challenges, and Misunderstandings by Daniel P. Modaff, Sue Dewine, & Jennifer Butler

20.3 - Real Communication: An Introduction by Dan O'Hair & Mary Wiemann
20.5 - Gallop!: A Scanimation Picture Book (Scanimation) & Cat by Matthew VanFleet and Brian Stanton

POINT TOTAL - 120 pts.
*If you have ANY ideas for books, please let me know! I plan to use some of the scavenger hunt ideas in a future course!

Millennial Professor
Jennifer T. Edwards, Ed.D.

Tuesday, July 6, 2010

The End of Tenure?


This article scares me. For the past three years, I have worked very hard to publish in an effort to prevent myself and my career from perishing. However, I sincerely hope the position of "Associate and Full Professor" will be around for generations to come. Who will publish? Who will engage their students in undergraduate research?


http://chronicle.com/article/Tenure-RIP/66114/?sid=at&utm_source=at&utm_medium=en

Millennial Professor
Jennifer T. Edwards, Ed.D.

Monday, July 5, 2010

Summer Courses with a Splash of Google Docs



Readers,

This has been a very interesting summer so far. I am teaching two courses online (Fundamentals of Human Communication & Organizational Communication) and it has been a great experience so far. Teaching two courses vis blackboard is very time consuming, but I started using Google Docs for every student assignment.

One of the courses is working on a small group-based assignment on organizations and communication technology and the other course is working on speech outlines (an individual assignment).

It was a hard transition at first, but I value having the ability to see the students' progress on the assignments and to make comments on their document. In addition, a few weeks ago(after I created the initial assignments), Google updated their documents program to include a ruled margin and the ability of editors to make comments on the side of the document.

Recently, I started using an iPad to view students' work. This is GREAT, but I cannot edit or make comments on students' work. I ALWAYS have comments (usually 15+ per paper) on students' work. I hope Google and Apple work something out soon.

More reflection to follow. Have you used Google Documents in your classroom or in your library training sessions? How do you use it?

J. Edwards


Millennial Professor

Jennifer T. Edwards, Ed.D.

Sunday, July 4, 2010

The iPad Millennial Professor: Happy Independence Day!

Readers,

I love teaching summer courses because I can experiment with new technologies before the fall semester arrives. This summer, I used Google Docs, Google Spreadsheets, and Google Presentation with my online classes (embedded in Blackboard).

In addition to the Google resources, I've been using my iPad (with 3G) to update the two online courses, grade assignments, and hold virtual office hours via Yahoo Instant Messenger.

I really like the fact that I do not have to wait until arriving home to update a Blackboard assignment or to respond to a student's email (teaching presence). However, I tend to sleep less frequently than I did before the iPad. It IS very time consuming, but for $30.00 a month for unlimited access, who can complain?

I am writing this blog entry as my husband drives us back from our July 4th weekend in Tyler. Talk about productivity!

Millennial Professor

Jennifer T. Edwards, Ed.D.

Thursday, June 24, 2010

AEJMC: Social Media in the Classroom: Social Media in the Classroom: Tips from a Millennial Professor


I submitted this entry as part of the AEJMC social media competition:
AEJMC: Social Media in the Classroom: Social Media in the Classroom: Tips from a Millennial Professor

As a professor from the millennial generation, I hold social media to a high regard in my undergraduate communication classrooms. To incorporate social media in the “Foundations for Speech Communication”, “Organizational Communication”, and “Interpersonal Communication” courses (averaging 25 students), I combined my efforts to create opportunities for different classes to interact with one another (and the campus) through social media. To reach the students in my online and face-to-face classes, I decided to incorporate Twitter and Youtube as experiential activities.

Twitter Embedded in Blackboard
On our campus, we use Blackboard as a content management system for online and hybrid classes. Recently, I discovered that I could embed widgets (java application) into the main course page. I added my professional twitter account username [name of account] to the widget and this enabled my students to remain abreast of course updates and to have more of a social presence with their professor. In addition, the students had the option to follow me on twitter [@accountname] to ask quick questions and to provide short updates on their daily life.

YouTube - “Go Green or to Not Go Green” Speech Contest

During the last week of April 2010, I worked with another professor in the communication studies department to create [name of university]’s first virtual “To Go Green, or to Not Go Green” Speech Contest on YouTube. After delivering their last speech of the semester, outstanding students from the introductory communication course were encouraged by their peers to enter the Youtube contest. Four finalists’ speeches (three females and one male) were uploaded on Youtube and the campus and surrounding community were invited to vote on the top speech for the week. This social media-based contest was a true success and it resulted in slightly over 5,000 votes (via Google Documents - forms feature) over a five-day period.

Twitter - “To Go Green or to Not Go Green” Five-Day Interactive Activity
This week also featured a five-day interactive activity on Twitter (@departmentaccount). This activity was offered as an extra credit assignment to each of the three classes (and the campus). To obtain the extra credit, participants were required to post responses to four of the five daily questions. These questions were:
-DepartmentAccount #2GOGREEN2NOT What is your favorite commercial (on television OR Youtube) related to the GO GREEN movement? Post a link! :)
-DepartmentAccount #GOGREEN2NOT - Question of the Day: What is your favorite company AND what does this company do to GO GREEN?
-DepartmentAccount #2GOGREEN2NOT - Today's Question - What did YOU do to go GREEN yesterday (Tuesday)?
-DepartmentAccount #2GOGREEN2NOT - Thursday's Question - Calculate your carbon footprint (http://ow.ly/1Ewfx) and post your reaction to it.
-DepartmentAccount #2GOGREEN2NOT - Friday's Question - What is your evaluation of [Name of University] Green Week? What could we do to make it better next year?

Slightly under 30 students participated in the activity and their comments were posted (and forwarded) through the Hootsuite website. This activity enabled the students to become familiar with a social media that most of them have not used before and the students were able to build relationships with other classes. A similar activity was offered during the past semesters (Spring 2008 - Fall 2009) and most participants in prior semesters continue to interact with their peers and their professor through Twitter when the semester finishes.

Digital Dirt Presentation - Social Disclosure Intervention
To help students realize the potential implications of their social media profiles on their future job search, I formed a partnership with the Career Services Office to develop the “Digital Dirt” presentation. When we discuss social disclosure during the semester, the Career Services facilitators deliver the presentation for my classes. I administer a pre-test and post-test to see if the students’ perceptions of digital social disclosure change before and after the “Digital Dirt” intervention. Usually, the students’ perceptions change in four of the six categories on the assessment.

Overall, I enjoy incorporating social media in each of my classes. These classroom-based social media activities enable students to become familiar with a technology that prepare them for their future career.

Additional Readings:
Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-135.
[Name of Author]. (2010, March). Twitter as an extension of the classroom. Academic Exchange Quarterly – Editor’s Choice Edition, 14(1), 35-40.
McFedries, P. (2009). Twitter: Tips, tricks, and tweets. Indianapolis, IN: Wiley Publishing, Inc.
Young, J. (2008). A professor’s tips for using Twitter in the classroom. Chronicle of Higher Education. Retrieved from http://chronicle.com/blogPost/A-Professor-s-Tips-for-Using/3643/

Millennial Professor, Dr. Jennifer T. Edwards