August 2011 - Vol.2 No.8

   

Carolyn Rogers, Faculty Chair, P-12 Leadership & Licensure Programs                      

 

Melissa McIntyre, Faculty Lead, LEA    

          Carol Pasanen, Faculty Lead, SEL  
Phil Corkill, Core Faculty, LEA                            Doug DeWitt, Core Faculty, C&I   
  Ted Ray, Core Faculty, LEA                                  Alma Rodriguez, Core Faculty, LEA   
Skot Beazley, Faculty Lead, C&I                          Sam Song, Core Faculty, C&I 

  
 
 

Message From Dr. Carolyn Rogers, LEAD Faculty Chair

 

Hello Leaders,

 

As I write this message, I am wondering what each of you is doing at this exact moment.  I asked, because a few months ago, I was searching the internet and ran across an article that spoke to how your days define your life. The article challenged the common perception that it is only possible to enjoy your leisure time and more to the point of finding pleasure in our day-to-day experiences.  After reading several articles on the subject, I decided that I would focus my life by adding daily doses of laughter, making connections with people for persistent efforts, increasing learning opportunities for myself through a connection with others, and celebrating the little successes in life.  Each of these areas will drive my life’s purpose to help the success of others. 
 

First, I decided to bring laughter into all that I do. There is so much work for us to do in the coming days, months and years.  If we plan to persist (and I know we will), we have to do it not out of hatred or malice, but with joy and laughter.  When I laugh, there is always a feeling of joy in the pit of my stomach.  My grandfather always said, “Boy, it does not cost a dime to make someone happy; and it cost even less to allow someone to steal your joy.  Remove that sadness off of your face, and come and tell me something to make me laugh.”  Growing up, I heard him echo those words at least 100 times, but not until recently did I think about what they meant to me then, and how important it is to me now.  As such, I am consciously adding laughter and love into my days and nights.  As you form relationships with your learners, and find out why they are not making the gains that you know they should and can, take the time to add laughter to the conversation.  It breaks the tension, and allows the work to begin. 

 

Next, I have decided that it is important for me to connect with people in my efforts to make persistence a staple in my life.  In so many ways, it is our relationships with people that give us the most happiness in life. Persistence is not possible without understanding the cause as to why a mission is not completed.  Yet, from talking and understanding, we gain a better understanding as to why someone is not successful and then and only then can we see how to help them.  When we identify the problem, and work toward that end, we can see greater persistence, which in the end gives us even greater joy.  As I search the internet seeking ways to increase our persistence efforts, I found this true story that only brings to the forefront that we can and will succeed in our efforts to make learners successful.

Years ago in Illinois, a young man with six months schooling to his credit ran for an office in the legislature. As might have been expected he was beaten. Next he entered business but failed in that too, and spent the next seventeen years paying the debts of his worthless partner. He fell in love with a charming lady and became engaged –and she died. He had a nervous breakdown. He ran for Congress and was defeated. He then tried to obtain an appointment to the U.S. land office, but didn’t succeed. He became a candidate for the Vice-Presidency and lost. Two years later he was defeated for Senator. He ran for office once more and was elected. That man was Abraham Lincoln. In addition, it took Winston Churchill three years to get through the eighth grade, because he couldn’t pass English -of all things! Ironically, he was asked many years later to give the commencement address at Oxford University. His now famous speech consisted of only three words: “Never give up!”

Next, I decided that it was time for me to start learning again.  I buy memberships for so many subscriptions, yet I failed to open some of them month after month.  I have the internet right at my fingertips, but I seldom access it to increase my personal knowledge.  And, as I think about learning, I can still feel my joy watching the light come on in a child’s eyes, and even that special feeling I got when I figured something out.  There is indeed a strong link between learning and happiness. As such, I decided that it was time to learn more about another culture that could possibly be my own.  For more than two years I sat on the Board of the Togolese Foundation, but did nothing to learn about the culture or lives of the people I represent.  So, this summer, I went to Togo, West Africa to listen and learn.  What resulted from that trip has changed my life forever.  Below are pictures of a little girl working and wondering that captured my heart and forever sparked my desire to learn and understand more about others. 

 

                      

 

 

Finally, I decided that it was very important for me to celebrate successes, no matter the size.  Joy comes when you acknowledge your successes through praise.  In my first official celebration, I salute the leadership of three of the best Leads in the School of Education, Drs. Jackson “Skot” Beazley, Melissa McIntyre, and Carol Pasanen.  These three individuals have created a process for tracking our 611 learners in the dissertation phase of their program. Through their efforts, we now know who and where our learners are in the dissertation process.  We can better support them for greater success. I know this would not be possible without the work from the excellent faculty, and therefore the celebration belongs to each of you for your due diligence in our persistence effort to graduate Capella learners at a high rate.

 

Thank you all for your persistence in your courserooms and with your mentees.  Capella is a GREAT University because of YOU. Remember, that if your days are to define your life, make sure that it is done with purpose.  For me, each day will be filled with laughter, persistence and relationships, learning and celebration.  I hope that you will join me.

 

Sincerely,

 

Carolyn B. H. Rogers

Message from the editor . . .

Hello again all! Here's our August 2011 news. Our monthly newsletter provides faculty meeting minutes from each specialization as well as other information and  resources deemed useful. Please consider sending me anything newsworthy (or "funworthy")  for upcoming editions, or if you wish to suggest any changes/additions to our LEADnews. We really could use contributions from all!

 

Again this month, the first feature in the news is about persistence. As we work to support this University-wide initiative, we'll continue to include this topic in issues of our newsletter. Please send me your success stories for our newsletter, what you did to rescue a learner who was on the verge of quitting or just not making any progress.

 

Our newsletters are intended to provide:

  •   All Faculty Meeting Minutes

  •   News About LEAD Faculty

  •   News About LEAD Learners

  •   Any Other Important News, Updates, Information

  •   Just For Fun (Anything!)

 

Ted Ray, Editor ● 910.988.1620 ● ted.ray@capella.edu

Dr. Sharon D. Ordu in the News!

Dr. Sharon D. Ordu presented at the 19th Annual National Model Schools Conference in Nashville, Tennessee, June 26-29, 2011. Her school was one of 15 high schools in the nation selected as a model school by the International Center for Leadership in Education. A case study of the school will be published and available in professional literature/on DVD. The presentation was entitled: DECA: Creating a Dynamic, Effective, College-Going Culture, Aimed at Student Success.

 

Dr. Sharon D. Ordu was invited to apply for the 2011 cohort of the SUPES Academy: a leadership development program for aspiring superintendents. Sharon was notified in July of her acceptance into the program. SUPES Academy is sponsored by the PROACT Search Firm for educational leaders. Advisory board members were instrumental in the creation and management of the Broad Superintendent's Academy and the course instructors are current and former superintendents.

Dr. Skot Beazley and Dr. Karla Gable in the News!

Dr. Jackson ‘Skot’ Beazley and Dr. Karla Gable, School of Education core faculty members, presented at the National Council of Professors of Educational Administration (NCPEA) Summer Conference in Portland, Oregon this August. They presented on the topic of Effective Teaching in the Virtual Classroom at a round table discussion. The session addressed the critical need for reform in teacher preparation programs to prepare aspiring teachers to work in the online environment.

Persistence: Tips and Strategies to Promote Learner Engagement (from Dr. Carol Perez)

Below are strategies Dr. Carol Perez, C&I, uses for her ED9920 Course (in response to Dr. Skot Beazley's Questions to Faculty). Thank you, Dr. Perez!

 

Learner progress monitoring checks such as:

Courseroom activity reports,

E-Mails both within Courseroom and through personal email addresses and conference calls.
 

What do you do that works?

During the periodic conference calls, we discuss personal timelines, and mentor expectations such as the importance of keeping accountable to course room journal entries, and submittal of revisions within 5 days. Many times, the students are not able to meet the 5 day deadline but it keeps them accountable because they will contact me to let me know when to expect their revisions. When feedback is provided on submitted work, students are asked to submit revisions within 5 days.
 

Ways you engage the learners and keep them informed?

Learners are kept abreast of developments through course room email and announcements.
 

Ways you both facilitate and participate in the Discussion forum.

If students post a question and I believe that no one will be able to answer, then I will respond. Other times, I may respond after a student has responded.
 

How do you get them to think critically?

I ask students questions regarding content and its application to the field by using the Lead Dissertation Template.
 

How do you challenge them to go beyond just posting to meet the numeric rubric requirements?

Although, my students are not required to post, I am still encouraging them to keep connected to the course room by reading course modules and each other's postings. In addition, I have created a Progress Monitoring link within the discussion area so that students are able to see their progress. In addition, they are able to communicate with one another and ask questions through e-mail or discussion postings.
 

What are you doing in your courseroom to bring your own professional experience and knowledge to the table?

I provide some relevant examples of how I overcame certain barriers during my dissertation process. Furthermore, I use my educational experiences to guide and nudge my mentees to delve deeper into their selected topics.
 

What does "effective teaching" look like in your courseroom?

I have found that effective teaching in the dissertation course room must be extremely individualized. Therefore, I must differentiate my support based on the needs of my learners. With some students, I must employ the "gradual release of responsibility" model  by providing very detailed guidance until I am able to get them to take ownership of their learning process. Consequently, I am striving to get to know my learners to provide them with the type of guidance required by their academic readiness and learning needs. In addition, I am learning when and how much to push my students through encouragement or with timely and effective feedback to propel them forward in their dissertation journey.

 

New IRB Forms and Templates

Kirsten Walters and Nicolas Bodkin attended the August LEA faculty meeting and presented information about the new IRB forms and templates.


Introduction to the New Institutional Review Board (IRB) Forms and Templates


On July 1, 2011, the Research Integrity Office made available new IRB application forms and informed consent templates in IRBNet and the Research Center. Use of the new forms and templates will not be mandatory until October 1, 2011. During the initial three month pilot, we encourage learners and mentors to provide feedback via our Research Center survey. We’ll make changes as necessary prior to October 1st.

Changes to the forms were substantial, and intended to improve the clarity of the questions asked and the quality of the information provided to the IRB. Significant changes are outlined below.

Changes to IRB Applications:

  • All forms are now in Adobe. Response space is limited intentionally. Learners are asked to limit their responses to the space provided and the additional comments section of each form.

  • Researchers may now request exempt review at the beginning of the IRB Application. Please encourage your mentees to review the exempt criteria before requesting exempt review. The Exempt IRB Application has been eliminated and will no longer be accepted after October 1, 2011. This change is intended to eliminate confusion concerning the Exempt application process and cut down on delays in IRB review for learners completing the wrong forms.

  • We have introduced a new Records‐Based Research IRB Application to be completed if the study design utilizes only pre‐existing records. Researchers who will be engaged in any form of interaction with participants must use the standard IRB application. Researchers whose studies combine interactions with participants and review of pre‐existing records should complete the standard IRB Application along with Supplemental Form H.

Changes to Supplemental Forms:
Supplemental Form B: Field Test Procedures and Results

  • Previously this form was used for Research Involving Pregnant Women, Fetuses or Neonates. As Capella University’s IRB does not review research involving fetuses or neonates, this form was eliminated.

  • This form is now the Field Test Procedures and Results form. All researchers who’ve conducted a field test should complete this form.

Supplemental Form D: Research Involving Child/Minors

  • This form has been revised to remove categories of research, which, under the revised SOPs, Capella University does not allow.

Supplemental Form F: Request for Waiver of Documentation or Elements of Informed Consent

  • This form has been significantly revised to align with the regulations for waiver of documentation and waiver of elements of informed consent. The previous version had required elements beyond the federal regulations.

    Supplemental Form I: Conflict of Interest Management Plan
     

  • This form has been revised to assist the researcher in detailing their plan to mitigate potential conflicts of interest.

Supplemental Form K: Certification of Translation

  • This form was previously used to request a HIPAA waiver. As the waiver was rarely used and even less appropriately used, it has been removed. Learners wishing to request a HIPAA waiver should contact the IRB for more information.

  • This form is now the Certification of Translation. Due to the cost of translation and the fact that revisions to instruments, recruitment materials and consent forms are often requested during IRB review, learners are now asked to submit English language only documents for review along with Supplemental Form J: Use of Translations and Interpreters. Studies requiring translated materials will be “Approved with Conditions” and learners will then need to submit Supplemental Form K and the translated documents to obtain full IRB approval.

Supplemental Form L: Research Involving the Use of Deception

  • Detailed questions involving the use of deception have been removed from the main application. Researchers intending to use deception in their study will need to complete this supplemental form along with Supplemental Form F to request a waiver of elements of informed consent.

Supplemental Form N: Research Involving Cognitively Impaired Persons

  • This form was previously Pilot Study Results. Instead, researchers conducting pilot studies resulting in a change to their study need to submit a modification form.

  • Form N is now for Research Involving Cognitively Impaired Persons.

Supplemental Form P: Action Research

  • This form must be completed by researchers undertaking action research, including all learners in the professional doctorate programs whose studies involve action research.

Informed Consent Templates

  • The informed consent templates have been extensively revised to be easier for researchers to use and to improve the quality of consent forms to ensure participant understanding.

  • All aspects of the template are now at a 8th reading level for the Adult and Minor Assent Template. Previously, the Capella IRB mandatory statement had been above the 8th grade reading level.

  • The Child Assent Template still targets participants between the ages of 7‐11. However, we’ve created a Minor Assent Template for ages 12‐17 for use with that age group as many researchers were using the Child Assent Template (written at 2nd grade level) for minors as well as children.

  • Mandated Reporter language has been revised to reflect the needs of all programs at Capella.

  • Basic instructions regarding the Informed Consent Template have been uploaded into the Research Center and IRBNet.

New SOE Dissertation Handbook & Template

 

Capella's School of Education has released the newest version of the PhD Dissertation Handbook. All mentors and mentees must begin using the current version of the handbook, available on iGuide: Research Center, SOE Faculty Page, and Dissertation Resource page. Or, you may download a pdf version by clicking here.

 

Also, a revised version of the dissertation template has been been developed and will be sent to all LEAD faculty soon. We are currently working on adding the descriptive annotations under several of the new dissertation headings.

 

"The Flip: Why I Love It, How I Use It" & "Ending the Tyranny of the Lecture"

Dr. Barbara Butts-Williams, Dean of the School of Education, recently shared this article. "Bottom line: It’s not always the right instructional choice, it’s only one tool in our educational repertoire. But it can be a powerful one." Take a look at http://mindshift.kqed.org/2011/07/the-flip-why-i-love-it-how-i-use-it/

Similarly, you might interested in this related article "Ending the Tyranny of the Lecture." Harvard University physics professor Eric Mazur, espouses "that lecturing is an outdated—and largely ineffective—strategy for imparting knowledge." Here, he’s “flipped” instruction as well. This model is consistent with my beliefs that best teachers are “guides,” that our role is not to impart the knowledge, per se, but more to provide the guidance to support authentic, active learning. Some refer to this as the “guide on the side” rather than the “sage on stage” (Alison King, Professor of Education at California State University, San Marcos, was the first, I believe, to coin these phrases).
http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/

LEA Specialization Meeting Minutes - August 9, 2011, 8:00 AM CT

Attended:

  • Faculty: Melissa McIntyre, Bill Wold, Lee Monroe, Alma Rodriguez, Debbie Schreiner, Mary Rice-Crenshaw, Doug DeWitt, Steve Hinshaw, Sue Slater, Jerry Horgen, Ted Ray, Laura Trujillo-Jenks, Phyllis Wilson, Linda Crawford, Phil Corkill, Bob Pohl, Rose Wilder, Sharon Ordu, Sheldon Pride, Traci Smith, and Irene Singletary.
  • Guests: Kirsten Walters and Nicolas Bodkin

 

Persistence Discussion (Faculty and Advisors)
 

  • In LEA courses: As you know, we’ve increased our efforts to make sure that we continue to engage inactive learners in our courses by emailing them at the Capella and personal email addresses and calling them. If learners notify you of major issues, please encourage them to contact their advisors.
     
  • First Course: The August start for first course will begin soon. As such, please remember to remind learners about the requirements for academic engagement. Learners must do one of the following prior to census: (a) Complete initial post/peer response to a unit discussion question or (b) Submit an assignment. Those who do not complete one of these activities prior to census Friday at midnight will be automatically dropped from their course. To make sure that learners have every opportunity to post in the first two units, please do not lock the unit 1 or 2 activities until after Sunday of the second week. If learners need additional time to complete their unit activities due to work, vacation, military duty, or other personal issues, they must make arrangements with their instructors. Faculty will be given a form to complete, which will prevent the learner from being dropped at census if they have not met the minimum engagement/participation requirements by that time. If learners have textbook issues, suggestions to overcome this problem are: (a) have learners find an article on the topic for the discussion or the assignment and use that to respond; (b) have learners post a response in the discussion or assignment noting that they will be responding to the assignment as soon as the texts arrive.
     
  • Mentoring in General: We’re asking all faculty to continue to make efforts to communicate with mentees on a regular basis. This will help ensure that learners are engaged in work that will increase the likelihood progress being made. Please use both email and phone contact.
     
  • Learners at milestone three for 2+ years: I’ve collected a list of 29 learners who have been at milestone 3 for 2 or more years. I’ve contacted the mentors of the learners to begin communicating about interventions to best help these learners move forward. If you have any learners that are what you might be considered “stuck”, please let Melissa know. In addition mentors will have to provide an update at the end of this quarter on each learner to include the following information: (a) discuss where each learner is in the process; (b) what product as been completed; (c) if a learner has not been making progress, provided documentation of emails that have been sent to the learners’ Capella email and personal email as well as any calls made to communicate with the learner.
     
  • Quarter P-12 Meeting: The Interim Associate Dean, Adell Newman-Lee, will attend the quarterly P-12 meeting on October 4, 2011 at 8am CST. This will be an important meeting so please make plans to attend.

 

IRB Update for Q4: Kirsten Walters attended the faculty meeting to provide an update on the recent changes to the IRB process. A summary of these changes was also sent out to faculty prior to the meeting. Please be sure to begin using the new forms now in preparation for their required use in October 1, 2011. Also, the research center site is being revised, so look for new things to come in September. If you have questions to: IRB@capella.edu or Kirsten.walters@capella.edu.

 

NCATE Update: As you are aware, we received Recognized status for our Masters Building and EdS/PhD Building and Recognized with Conditions for the EdS/PhD District. As part of the process, we will be resubmitting data for eight signature assessments on September 15th to the ELCC SPA.

 

Mentoring Update
 

  • Research Help Desk: Please contact the SOE research help desk to ask questions, if needed, while learners are in the SMR process. This will help decrease the problems popping up later during the dissertation process. Email: SOEResearchHelpDesk@capella.edu.
     
  • SMR Update:  There have been a limited number of learners who have participated in the SMR. So far, the process has been helpful with providing specific feedback to support the development of the dissertation proposal.
     
  • De-Identification of Research Sites: Currently, there is a Capella standard practice to de-identify research sites in dissertation studies. However, there is a push to make this a policy. As such, we are asking mentors to encourage learners to begin doing this now unless the school district has expressly given permission for the district to be named in the study. So, use pseudonyms for sites and participants.
     
  • Mentoring Meeting: The next mentoring meeting will be held on August 16, 2011 at 8:00 pm CST. It will be facilitated by Phil Corkill & Carol Pasanen. The call information is as follows:
    • Int'l Toll:  1-719-955-0562
    • US/CAN Toll Free:  1-888-205-5513 
    • Participant Passcode: 348314

 

Faculty Expectations & Warm Welcome: We will be reviewing faculty expectations prior to the beginning of Q4 to ensure that expectations are consistent and align to university policies. For examples, there is a policy that requests that faculty grade assignments within 72 hours of the due date. Some faculty have in their faculty expectations that they will grade within 4-5 days from the due date, which conflicts with Capella policy. As such, all LEA faculty should send a copy of your faculty expectation to Melissa McIntyre by August 15, 2011. Also, school leadership is still encouraging faculty to post warm welcomes using the Adobe Connect embedded in the courseroom. If you are having any challenges setting this up, please let Melissa know. The goal is to have 100% of the LEA faculty complete warm welcomes for Q4.

 

Course Development Changes
 

  • Maintenance Tools: In collaboration with academic leadership, the curriculum and course development teams has announced the addition of two new maintenance tools to assist you in updating course content.

o    Maintenance module: allows faculty and others to enter information on the types of changes they would like to make to their courses. The information entered is then aggregated and provides the requestor with guidance on a suggested maintenance progress (major revision, partial revision, minor content change, quick fix).

o    Partial revisions: This new maintenance option for faculty chairs is designed to provide a faster track for maintenance requests that are smaller in scope than a full revision, but larger than a minor content change. This 2-quarter process for implementing changes is a fast, collaborative approach that is contingent on the scope of the work being identified and being maintained through the process. The partial revision option can be accessed via a Webform on Faculty iGuide. http://media.capella.edu/CourseMedia/Revisions_Module/module/wrapper.html

  • Minor Changes: The deadline for submitting minor revisions for this quarter is August 10, 2011. If you have a form to submit, please send it to Melissa by 5pm CST on this date.

 

Colloquium:  The next colloquium will be held on September 22-25, 2011 in Jacksonville, FL. We would like to emphasize that learners who are attending colloquia need to have full attention given to the colloquia content they are learning.  So, learners are asked to let their faculty know they are attending colloquia and to request extensions on their discussions and assignments while they are gone that week at Colloquia.  This was something that was clearly encouraged by our Leadership.

 

For the Good of Group

  • Trip: Carolyn Rogers just returned from Lome, Togo with a Capella learner for the Togolese Foundations and it was quite interesting. She was working with teachers and students there. As a follow-up she will be sending supplies to them.
  • Commencement: Commencement will be held this weekend in Minneapolis. We have LEA faculty that will be attending: Melissa McIntyre, Lee Monroe, and Mary Rice-Crenshaw.
  • Next Monthly LEA Faculty Meeting: The next LEA faculty meeting will be held on September 12, 2011 at 8:00 am CST. If you are not going to be able to attend the LEA meeting, please let Melissa know. In addition, please attend either the C&I or SEL monthly faculty meeting.

 

 

C&I Specialization Faculty Meeting Minutes - August 9, 2011

Date:         Tuesday, August 9th, 2011

Time:         9 – 10:00 CST 

Note:         None

Location:  Conference Call

Purpose:   C&I Faculty Meeting

Phone Call In Number:  888-227-5650

Passcode: 85378# 

Breeze Room: TBD

 

 

 

Attendees: Skot Beazley, Candace Adams, Donna Flood, Deb Gilbert DeArmas Graham, Carol Holzberg, David Ibarra, Michael Jazzar, Salha Jeizan, Carol Perez, Chris Stabile, Amy Williamson, Steve Obrien, Claire Boyce, Pat Gillory, Dr. Carolyn Rogers
 

Agenda

ITEM

NOTES FROM DISCUSSION

 

  1. Quarter 3 Issues, Problems and Successes – General Discussion

 

Quarter off to a great start without any major challenges…
  1. Learner Persistence Efforts – Group Discussion

Great effort at the beginning of the quarter for helping to ensure we had engage the maximum number of learners in all of the LEAD Courses .

  1. Research department assistance – Kudos from Candace Adams to Michael Worthington – General Discussion

Great job with providing support and help to learners through the Research Center.

  1. Scientific Merit Process – Status Report and Discussion –  General Discussion

General Discussion on plus/Deltas…program seems to be working out. Will look into having the SMR Reviewers work through the breaks

4. Comps Reader Status – Michael Jazzar

Kudos to all who have stepped up and taken the challenge to score comps.

  1. Mentoring update – Quarter 3 Statistics – table below – General Discussion

See Below – general discussion on persistence, using the Research Center, getting help for your mentees at critical points in their dissertation journey
  1. Cloaking the Identify of the Research Site – General Discussion

This is the standard for all dissertations in the LEAD Specializations (C&I, LEA and Special ED Leadership) Please pass to all learners.

  1. For the Good of the Order -

Kudos from Carolyn to Skot for the work with the Dissertation Persistence Effort

Comments from Carolyn with regards to her trip to West Africa – TOGO…great experience and more later.

General Reminders

·      ALL Faculty – Required to attend faculty meetings (Not Optional); Please let me know ahead of time if you cannot attend.

·     Units for Part-time faculty – 15.99 – Notify Leads or Chair if you have a problem with assignments.

·     Teaching and Mentoring – Mentoring assignments will be made for ALL part-time faculty.  If you have questions or comments, please contact the Chair.

·     Scientific merit review process in place for new Mentees this quarter Q4.

·     Mentoring Meeting: August 16, 2011 at 8:00 pm CST

·     Int'l Toll: 1-719-955-0562
o US/CAN Toll Free: 1-888-205-5513
o Participant Passcode: 348314

 

Next Meeting

Date:         Tuesday, Sept 13th, 2011

Time:        8:00 to 9:00 PM CST 

Note:         None

Location:  Conference Call

Purpose:   C&I Faculty Meeting

Phone Call In Number: 

888-205-5513

Passcode:

328012# 

 

Breeze

 

 

 

Curriculum and Instruction Dissertation Pipeline Status – Q3 2011

At the Beginning of the Quarter – 7/01/2011

 

 

 

Number of C&I Learners in the Pipeline – Q3 11

296

 

 

Number of New C&I Learners added to the Pipeline – Q3 11

24

8%

 

Number of C&I Learners working on Milestone Group 1

(Moves to Group 2 with Mentor Approved Proposal)

204

69%

Includes Milestones 1, 2 and 3

Number of C&I Learners working on Milestone Group 2

(Moves to Group 3 with IRB Approval and Proposal Conference Call)

63

21%

Includes Milestones 4, 5, 6 and 7

Number of C&I Learners working on Milestone Group 3

(Moves to Group 4 with Full Dissertation Development and Mentor Approval)

25

8%

Includes Milestones 8 and 9

Number of C&I Learners working on Milestone Group 4

(Finishes Journey with Final Conference Call, Publication and Dean’s Signature)

9

3%

Includes Milestones 10, 11, 12, 13, 14, 15, and 16

 

 

 

 

At the End of the Quarter

 

 

 

 

 

 

 

Number of C&I Learners in the Pipeline -

 

 

 

Number of New C&I Learners to be added to the Pipeline

 

 

 

Number of C&I Learners working on Milestone Group 1

(Moves to Group 2 with Mentor Approved Proposal)

 

 

Includes Milestones 1, 2 and 3

Number of C&I Learners working on Milestone Group 2

(Moves to Group 3 with IRB Approval and Proposal Conference Call)

 

 

Includes Milestones 4, 5, 6 and 7

Number of C&I Learners working on Milestone Group 3

(Moves to Group 4 with Full Dissertation Development and Mentor Approval)

 

 

Includes Milestones 8 and 9

Number of C&I Learners working on Milestone Group 4

(Finishes Journey with Final Conference Call, Publication and Dean’s Signature)

 

 

Includes Milestones 10, 11, 12, 13, 14, 15, and 16

 

 

 

 

Learner Success for Q3

 

 

 

 

 

 

 

Number of Learners who achieved one or more Milestones

 

 

 

Number of Learners who Finished their Journey

 

 

 

 

SEL Specialization Faculty Meeting Minutes - August 10, 2011

To: SEL Faculty, Carolyn Rogers, Greg Reynen
 

From: Carol Pasanen, SEL Core Faculty
 

Date: August 10, 2011
 

Re: Notes from August 2011 SEL Meeting
 

Present at Meeting:  Bill Brown, Ron Dougall, Dennis Flood, Scott Hollinger, Kathy Mondell, Lynn Young, Carol Pasanen, Carolyn Rogers
 

Meeting Notes, August 10, 2011
 

1.   Midterm Update on Courses

Ron Dougall reported that comps are due back from learners next week and will be sent out to faculty after that. All courses are going well. We discussed procedures to follow for learners with serious health issues—must work with advising to determine whether withdrawing from the course or taking an Incomplete is appropriate considering the circumstances.

 

2.   Student Persistence in Regular Courses

Faculty reported that they are being sent persistence letters regarding learners who are not posting in their course rooms. If learners are not responding to messages in the course room, phone calls, or proactive communication, please let Carol Pasanen know, so that she can assist in trying to contact the learners.

 

3.   Student Persistence in Dissertation Course Rooms

Mentees should be giving an update on their progress every week in the dissertation course room. Mentors should be communicating with every mentee weekly as well—in the course room, via telephone, etc.  Use proactive communication or directly contact academic advising regarding learners who are not making progress.  Contact Greg Reynen (Greg.Reynen@capella.edu), our SEL liaison in Academic Advising, if not sure about who the learner’s advisor is. Keep Carol Pasanen informed of mentees who are not making progress. Carolyn Rogers suggested contacting Mike Worthington in the Research Help Desk when learners are having methodology issues—often a problem area in proposals.

 

Carol shared data regarding the SEL learner’s progress with their dissertations—data is attached [Click here to download the SEL Dissertation Learners Report] . Thirty-five learners are working on Milestone 3—mentor approved proposal. We need to work diligently to help move learners into the next set of milestones. There are 9 SEL learners who have been working on their dissertations for over 2 ½ years. Carol will send information on who these learners are to each of their mentors. These learners need close monitoring to help them move forward.

 

4.   Mentoring Meeting

The next Mentoring Meeting will be held on August 16 at 8:00 p.m. Phil Corkill and Carol Pasanen will facilitate the meeting. One topic that will be addressed is the School of Education review process for proposals and dissertations. There will also be time for questions/answers on any topic related to mentoring.  Call-in number: 1-888-205-5513  Access Code: 348314#

 

5.   Cloaking Identification

The School of Education recommends not identifying the exact research site in dissertations to prevent data privacy issues. The site should be described in general terms (Ex.  urban Florida middle school).

 

6.   PEU Report

Carol Pasanen and Carolyn Rogers will be presenting SEL’s PEU report to the SOE Curriculum Committee on August 24. Signature assessment data has been collected since 2008 to determine where gaps, alignment issues, etc., may be occurring. Recommendations coming out of this report may require some course revision.

 

7.   Course Maintenance Process

Beginning in 2012, faculty will be able to suggest revisions to courses via a form available on iGuide. Once the request is made, faculty chairs/leads will be contacted to determine the type of revision that is needed. The goal is to expedite the process for changes that do not require program outcome revisions.

 

8.  Welcome Message in Course Rooms

Carol Pasanen will send SEL faculty a message to be included with course welcome messages regarding the importance of learners posting in their course rooms by Wednesday of the first week for financial aid purposes and by census date in order not to be dropped from the course. The message will also mention the importance of obtaining textbooks as soon as possible for courses. This message will be sent to you before the end of this term, so that you have it for your welcome messages for Q4.

 

9.   Next Meeting: September 14, 8:00 a.m. CDT

Meetings At-A-Glance (Thank you, Dr. Rodriguez!)

                 Meetings At-A-Glance                 (updated 8-9-11)

Specialization

Date(s)

Time

Number

Code

Person(s) Responsible

 

Quarterly

 P-12

LLP:

 C&I, SEL, & LEA Faculty

10-4-11

8:00 a.m. CST

888-227-5650

28228#

Dr. Carolyn Rogers

 

C & I

Monthly

2nd Tuesday each month

8:00 p.m. CST

888-227-5650

85378#

Dr. Skot Beazley

 

LEA

Monthly

2nd Tuesday each month

8:00 a.m. CST

888-205-5513

348314#

Dr. Melissa McIntyre

SEL

Monthly

2nd Wed.

each month

8:00 a.m. CST

888-205-5513

356054#

Dr. Carol Pasanen

 

Monthly Mentoring

 

P-12

LLP:

 C&I, SEL, & LEA Faculty

(encouraged to attend)

8-16-11

 

9-20-11

 

10-18-11

 

11-15-11

 

12-13-11

8:00 p.m. CST

 

888-205-5513

348314#

  Phil & Carol

 

Skot & Sam

 

Ted & Doug

 

Melissa & Alma

 

Phil & Carol

                  Residential Colloquia 2011

Summer 2011

 

September 22-25, 2011

 

Jacksonville, FL

 

 

October 27-30, 2011

Arlington, VA

 

November 3-6, 2011

Phoenix, AZ

Fall 2011 

December 27-30, 2011

Orlando, FL

 

   

 

   
 
 

Just for Fun :<)

 

 

 

 

PGi Conference Call System Commands

 

 

MEETING MANAGEMENT FEATURES
 

Press the star * key on your telephone keypad,

followed by the corresponding digit(s), to use any of these features.

 
  Meeting Assistance
  *1   Help menu
  *0   Operator assistance
  Meeting Introduction
  *32   Record your meeting introduction
  Volume
  *4   Increase meeting volume
  *7   Decrease meeting volume
  *5   Increase your voice
  *8   Decrease your voice
  Mute/Un-Mute
  *6   Mute or Un-Mute your line
  *96   Mute all participant lines
  *97   Un-mute all participant lines
  Call Someone
  *95   Dial out to add participants
  Security
  *31   Turn security code on/off
  *91   Hear participant count
  *92   Hear roll call of participants
  *93   Disconnect all lines
  *94   Lock or unlock the meeting
  Record for Playback
  *22   To record your meeting
  An email will be sent to you following your meeting with instructions to access your playback.
  Sub-meetings
  *21   Initiate sub-meetings
  #1-9   Join sub-meetings
  ##   Return to main menu
  #0   Meeting host returns all to main meeting

 

 

Archives

 

 

Previous editions of the LEADnews are available by clicking the links below:

 

 

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http://LEAnews.tedray.com

 

 

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