Message from the editor . . .

Hello again all! Here's our October 2011 news. Our monthly newsletter provides faculty meeting minutes from each specialization as well as other useful information and  resources. Please send me any news about yourself or your learners for upcoming issues.

We have a new, easy to remember URL for our newsletter—LEADnews.net is a short website address so you'll be able to come back to review the current news easily. Each newsletter also includes links to all previous editions.

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!)
   

Happy Birthday, Dr. Corkill!

 

(Check out Dr. Corkill & his colleagues in their Halloween costumes below—Just For Fun)

 

Don't forget to visit our LEAD Talking Points BLOG. http://capellalead.blogspot.com

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

Persistence: Points to Ponder

1.   Online learning persistence commences when the motivations, values and expectations encounter access to online courses.

2.   The opportunity for higher engaged learning in online classes is created when students’ best practices of organization, interaction and responsibility intersect with faculty's best practices of timely interactions and flexible course structure.

3.   Learning persistence and success increases for all students when the online course design includes multigenerational and situational perspectives.

4.   Continuous learning persistence and success in online courses is transformational.

From: Richmond, C.A. (2008). An appreciative paradigm of learning persistence and success in online courses. Retrieved from http://repository.unm.edu/handle/1928/3623

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Online learning can resemble a virtual "field of dreams" where officials believe that "if you build, it they will come." Institutions take an aggressive stance toward building online programs by making available a large number of online courses to attract students into the college. Of the large numbers of students who register for online courses, many end up withdrawing from the course formally, or informally through lack of participation, or they may continue and receive less than desired results. As such, a huge investment is made in technology, but little in comparison is made in the human stock when lack of attention to traditional course management issues such as learning styles, individual differences of students, selection of appropriate course activities and materials, and proper training for online faculty and students (Bass & Ritting, n. d.; Bates & Poole, 2003; Conrad & Donaldson, 2004; Franklin, 2001; O'Brien & Renner, 2002) fails to consider online pedagogy and the students who are to benefit. Retention rates, however, directly relate to how well the courses and facilitators meet the needs of the learners enrolled in these courses. Palloff and Pratt (2003) contend that online programs which are designed around the learner tend to offer more quality which, in turn, increases learner satisfaction. If learners are satisfied with the results of their online experience, they are more likely to stay in the course.

 

Borje Holmberg (1988) proposed the idea of guided didactic conversation, which he refers to as empathy. Holmberg argues that the most important factor in the success of a distance learning program is the interaction between the teacher and the student.
 

From: McGivney, R.J. (2009). Adult student persistence in online education: Developing a model to understand the factors that affect adult student persistence in a course. Open Access Dissertations. Paper 17. Retrieved from http://scholarworks.umass.edu/open_access_dissertations/17

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T4LT - Online Student Engagement Tips and Strategies - Video (click here)

1. Call/Text Students
2. Require Regular Logins
3. Act on Report Data
4. Create Meaningful & Relevant Assignments
5. Explain Your Expectations
6. Assess Online Learning Readiness
7. Time Management Training
8. Assignment Variety & Ownership
9. Add a Live Element
10. Personalize Communication

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Capella University ~ Matter

What does it take to make a difference, to matter? Two answers:  Dr. Doug DeWitt and Lesley Taylor.

Here's a message from Dr. DeWitt's mentee, Lesley Taylor. As you'll read, Dr. DeWitt mattered to her. And, Principal Lesley Taylor matters. Check out the Savannah Morning News article about Principal Taylor here: http://savannahnow.com/news/2011-09-17/principals-worked-their-way-top#.TnaTPM2MqGU

From: Lesley Taylor
To: Douglas DeWitt
Subject: Thanks so much!

Dr. DeWitt,

It is with sincerity that I thank you sir. As I said, you have worked with me since my comp days and I appreciate you so, so much!

This has been quite a journey (grandmother, new jobs, new principalship, life). and you have been there for me every step! For this, I am grateful.

Attached (link), you will find a copy of yesterday's paper (Savannah Morning News). My whole life has been filled with struggle but I continue to press forward and to be at this point in my life is truly a blessing!

Thanks Dr. DeWitt for everything.

Lesley

Learner Dawn Menge's NEW BOOK TAKES KIDS TO THE STARS

Educator, author and Capella student Dawn Menge has released the third installment of her award-winning Queen Vernita series, Queen Vernita Meets Sir HeathyBean the Astronomer. In keeping with Queen Vernita tradition, this inspiring book combines entertainment and education to teach children a love of life and learning.

The series focuses on Queen Vernita of Oceaneer and the fanciful adventures she shares with her friends. Like the two earlier books, Queen Vernita’s Visitors and Queen Vernita Visits the Blue Ice Mountains, Sir Heathy Bean is constructed around the months of the year, but this one also introduces children to the wonders of our solar system. 

In creating the rich world of her books, Dawn draws on experiences with her family, and friends. Her characters, she says, are composites of those closest to her and who have enriched her life; therefore, it is no surprise that they are also heavily inspired by her students. Each book includes characters who have overcome disabilities like blindness and cerebral palsy to live exciting, fulfilling lives.

Sir HeathyBean also provided Dawn with the opportunity to collaborate with her brother and fellow Capella PhD candidate, Heath Rhoades. “Co-authoring a book with my brother has been an incredible experience,” Menge says. “Heath is a wonderful writer and his wealth of knowledge has helped take the series to a whole new level.”

Heath Rhoades is the Astronomy Team Leader at the Jet Propulsion Laboratory's Table Mountain Observatory and specializes in software and technology for the optical telescope systems. Mr. Rhoades participates in asteroid and comet astronomy and is conducting research in asteroid light curve studies, as well as training and assisting visiting scientists. He is working toward his PhD in Information Technology and will shortly publish his own book, a soon-to-be-titled graphic novel.

Dawn Menge, who is currently pursuing her PhD is in Curriculum and Instruction, is also a veteran educator. She is a teacher for the San Bernardino County Schools and specializes in severely handicapped students.

Menge’s fans will be thrilled to learn that her next book, Queen Vernita Visits the Islands of Enchantment, is due to be released in later this year. Like all of her books, it will be available through http://www.amazon.com and http://barnesandnoble.com, as well as http://www.outskirtspress.com/. To learn more about Dawn Menge’s work and writing, visit http://www.facebook.com/dawn.menge1

 Dawn Menge has dedicated her life to teaching, both as an educator and mother to her own children. For the past several years, that commitment has included a third career as the award-winning children’s author of the Queen Vernita series. These books instill in children, not only a love of learning, but a way to embrace the differences in themselves and others.
 

The world of Queen Vernita of Oceaneer is one of exciting adventures; each centered around the twelve months of the year, and with its own opportunity to learn about different types of people, places, and even universes. In the first book, Queen Vernita’s Visitors, a different fascinating friend visits Vernita each month. In Queen Vernita Visits the Blue Ice Mountains, Vernita does the travelling, embarking on a twelve-month journey. Queen Vernita Meets Sir Heathy Bean the Astronomer introduces kids to our solar system. The fourth installment in the series, Queen Vernita Visits the Islands of Enchantment, is set for release at the end of October. It will take readers on another delightful journey, one in which they will learn about different types as sea life, as well as several words in Hawaiian and Japanese. But perhaps the most important aspect of Menge’s work is her inclusion of characters who face special challenges, such as blindness,  deafness, cerebral palsy, and Down’s Syndrome. 

In creating her characters, Menge draws from her own experiences with friends and family;   and indeed, writing has become a family affair. Queen Vernita Meets Sir HeathyBean was co-authored by Dawn’s brother, Heath Rhoades. Heath, who is pursuing a PhD in Information Technology at Capella University, will soon release his own book. This soon-to-be titled graphic novel tells the story of Boson, a disenfranchised government scientist who must save the world from the flesh-rotting effects of a science experiment gone wrong.
 

Menge’s books have won several awards, including the Evvy Award (2009 & 2010) and the Scooter Award 2010 and an A+ rating. Her work has also received Honorable Mention from Reviewers Choice, Readers Choice. Queen Vernita Meets Sir HeathyBean is a Best Book Award Finalist.
 

Most people might find being both an educator and author a lot to handle, but Dawn Menge is not most people. A veteran educator, she works with severely handicapped students for the San Bernardino County Superintendant of Schools. She is also currently working toward her PhD in Curriculum and instruction at Capella University.
 

Menge’s books have won several awards, including the Evvy Award (2009 & 2010) and the Scooter Award 2010 and an A+ rating. Her work has also received Honorable Mention from Reviewers Choice, Readers Choice. Queen Vernita Meets Sir HeathyBean is a Best Book Award Finalist.

2+2 Equals Better Performance

You might be interested in learning more about Allen and Allen's 2+2 Equals Better Performance model mentioned by Dr. Bob Pohl during last week's LEAD Quarterly faculty meeting. We use this model in several Capella courses as a required method for learners to respond to other learners in the courseroom discussion area. As Dr. Pohl shared, the essence of the model is to provide 2 positives/compliments + 2 questions/suggestions. I've found that using this response approach enriches learner responses to courseroom colleagues, providing a specific frame upon which to build their comments. Many educators use the model for classroom observations as well. You can download the Allen and Allen article here: http://a1149861.sites.myregisteredsite.com/2plus2EqualsBetterPerformance.pdf

Conference Call Scheduling Tools

As you know, finding a time that works for all—mentor, mentee, and committee members—for conference calls is often a challenge due to everyone's personal and professional schedules, not to mention the added time zone obstacles. One of Dr. Donna Flood's mentees recently used the "WhenWorksForYou.com" program to automatically share proposed dates for meeting. Proposed times have to be added either to the email by the meeting organizer or by respondents—still, the service might be helpful in finding a mutually convenient date for conference calls. You can try it out by visiting WhenWorksForYou.com. Thank you Dr. Flood for sharing this resource with us!

Other similar web based services are also available—

www.agreeAdate.com lets you add dial in numbers, access codes, meeting times/durations, and even automated meeting reminders for all attendees.

www.doodle.com is another easy scheduling service.

Incomplete Grades Update from Provost Charles Tiffin—

Update Your Faculty Expectations to Reflect this Update

Recent regulatory changes and university policy have made academic engagement particularly important. Two areas of primary focus are:

• Initial courseroom participation: Learners must post in a unit discussion, submit an assignment, and/or complete an assessment during the first two weeks of each course. If they don't, they will be dropped from the course at the end of the second week.

• Ongoing courseroom participation: If a learner is absent from a course for more than 14 days, they are notified so they can get back on track. An extended absence of 28 calendar days will result in a learner being dropped from the course on the 29th day. There are no exceptions to this policy.

Here are some things to consider when granting an incomplete grade:Do not honor an incomplete grade request unless it is week seven or later in the course.

• Only grant incomplete grade requests if there is an unavoidable and unforeseen circumstance beyond the learner’s control.

• Learners must receive an incomplete grade prior to reaching their 28-day deadline; otherwise, they will be dropped from class.

Frequently Asked Questions

Q.)    Can learners be granted a participation extension, allowing them to go longer than 28 consecutive days without participating?

A.)    No, since this is enforced by the Department of Education, exceptions cannot be made. Please refer learners to their advisor to discuss options.

Q.)    Can learners receive an incomplete grade if they appear on my weekly Academic Engagement report?

A.)    Yes, instructors have the option to deny any incomplete grade request. In cases where it’s an option, we strongly encourage learners to participate as soon as possible to eliminate the risk of being dropped. If the learner is unable to participate, the incomplete grade must be applied to their record prior to reaching the 28-day deadline; otherwise, they will be dropped from class.

Capella Initiates Phased Rollout of Courseroom 3 (aka Blackboard 9)

SharePoint

Sharepoint provides a "one-stop-shop" for all things faculty need to know—important documents, web links, templates . . . you name it! Dr. Sam Song manages our SharePoint website, and you can access the site here:  http://collaborate.capella.edu/teams/p12leadership_licensure

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.

 

The revised version of the dissertation template has been been developed and  sent to all LEAD faculty.

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