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Slide 1
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Carleton College
April 3, 2006
Richard M. Reis, Ph.D.
[email protected]
Slide 2
Contents
Description
Functions
Subscribers
Uses
Feedback
Impact
Future Directions
Tomorrow’s Professor Blog
How to Subscribe
Slide 3
Description
CHECK OUT THE NEW MIT SPONSORED
"The Tomorrow's Professor Blog"
A place for discussion about teaching and learning at: http://ampstools.mit.edu/tomprofblog/
*
*
*
*
*
TOMORROW'S PROFESSOR(SM) MAILING LIST
desk-top faculty development one hundred times a year
Over 26,250 subscribers
Over 650 postings
Over 650 academic institutions
Over 100 countries
Sponsored by
THE STANFORD UNIVERSITY CENTER FOR TEACHING AND LEARNING
http://ctl.stanford.edu
An archive of all past postings (with a two week delay) can be found at:
http://ctl.stanford.edu/Tomprof/index.shtml
Slide 4
Begun in March, 1998, the Tomorrow's Professor Mailing List (“desk-top
faculty development, one hundred times per year”) is a twice per week, 1,000 1,500 word set of postings on higher education sent electronically to over
26,000 subscribers at more than 650 academic institutions in over 100
countries around the world. The 700th posting was sent on February 21, 2006.
Tomorrow’s Academy
* New Faculty Reward Structures
* Faculty Learning and Institutional Change
Tomorrow’s Graduate Students and Postdocs
* The Academic Job Talk.
* General Principles For Responding to Academic Job Offers
Slide 5
Tomorrow’s Academic Careers
* Preparing for Changing Roles
* Twelve Suggestions for Optimizing Academic Career Success
Tomorrow’s Teaching and Learning
* Content Tyranny
* How Students Learn, How Teachers Teach, and What Goes Wrong
With the Process
Tomorrow’s Research
* Making Your Research Understandable to Your Colleagues Down
the Hall
* How Graduate Students and Faculty Miscommunicate
Slide 6
Functions
• To provide provocative and practical material on current issues and
problems in higher education
• To provide insights on how to prepare for, find, and succeed at
academic careers in higher education
• To provide for a contemporary dialog on ways to improve teaching
and learning
Slide 7
Subscribers
(March 1998 through March 2006)
28000
26000
24000
22000
20000
18000
16000
14000
12000
10000
8000
6000
4000
2000
Time in Three Month Quarters
29
22
15
8
1
0
Slide 8
Number of Subscribers
World Regions
(As of December, 2005)
Africa
320
Asia
595
Australia & New Zealand
387
Europe & Middle East
1,983
North America
15,494
South & Central America
349
Other*
5,994
TOTAL
25,122
* not able to determine location from e-mail address
Slide 9
Number of Subscribers
Top Ten Countries
(As of December, 2005)
U.S.
13,111
Canada
923
United Kingdom
203
Australia
201
Sweden
168
South Africa
166
Germany
152
Kuwait
117
New Zealand
98
Jordon
88
Slide 10
Number of Subscribers
Top 10 U.S. Colleges and Universities
(As of December, 2005)
Stanford University
722
University of Michigan
389
University of Wisconsin-Madison
275
University of California, Berkeley
180
University of Minnesota
161
Pennsylvani State Univ.
138
University of Washington
134
Harvard University
133
University of Georgia
123
University of Illinois at Urbana Champaign
121
Slide 11
Subscriber Percentages by Discipline
Based on a random survey of 600 subscribers
Life Sciences
(including medicine)
Other
Engineering
9%
5%
(including computer
Physical sciences
science)
(including math)
25%
16%
Education
9%
Social Sciences
Humanities
13%
23%
Slide 12
Subscriber Percentages by Professional
Status
Based on a random survey of 600 subscribers
Associate professor
9%
Assistant professor
Full professor
24%
20%
Higher education
Part-time/adjunct
administration
faculty
9%
5%
Instructor/le cteur
6%
Industry/
Postdoc
5%
Graduate student
government
2%
18%
Other
2%
Slide 13
How Subscribers Became Aware of Mailing
List
Based on a random survey of 600 subscribers
At a conference or
professional
Other
meeting
16%
17%
From an
From a faculty
announcement sent
via e-mail
member
21%
26%
From a student
17%
From a friend
(other than the
above)
3%
Slide 14
Desired Frequency of Mailing List Postings
Based on a random survey of 600 subscribers
Two per week
62%
One per week
37%
More than
two per week
1%
Slide 15
Uses of Mailing List Postings
•
•
•
•
Posting category preferences
Postings read in their entirety
Posting applications
Examples
Slide 16
Preference Ranking of Postings Categories
(1= lowest preference, 5= highest preference)
Based on a random survey of 600 subscribers
3.5
3
2.5
Tomorrow's Academy
2
Ranking
Tomorrow's Graduate Students and
Postdocs
1.5
Tomorrow's Academic Careers
1
Tomorrow's Teaching and Learning
0.5
Tomorrow's Research
0
Tomorrow's
Academy
Tomorrow's
Academic
Careers
Listserv Category
Tomorrow's
Research
Slide 17
Percentage of Mailing List Postings Read in
Their Entirety
Based on a random survey of 600 subscribers
40%
35%
30%
25%
Percentage o f
Subscribers
20%
15%
10%
5%
0%
Less than 10%
Approx. 25%
Approx. 50%
Approx. 75%
Percentage o f Postings Read in Their Entirety
Approx. 100%
Slide 18
Uses of Posting Applications
56%
sent to colleagues
56%
U.S./Canadian perspective
4%
dis sertation topics
9%
support of res earch
20%
further exploration
Uses
49%
fac ulty development
11%
class dis cussions
84%
teac hing and learning
91%
current issues
ac ademic careers
62%
0%
10%
20%
30%
40%
50%
60%
Percentage o f Subscribers
70%
80%
90%
100%
Slide 19
Feedback - Example #1
As advice for faculty with new responsibilities
I am a new departmental chair--the previous chair is out of the country, and thus
cannot really help me, and I am only 1 of 3 new chairs at Brandeis, which has no
formal mechanism for educating chairs. Thus, I found your two columns on
being a chair very helpful--I learned some new things, and became reassured
about some others. As a result of my experiences, I have encouraged an
associate dean to keep a file for future new chairs -- including your two postings -so that they might have an easier time than I.
Marc Brettler
Slide 20
Feedback - Example #2
As assistance in academic/faculty development programs
I usually skim each post, and if it seems relevant to anyone I know (in my
university or anywhere else) I will forward it to them via e-mail. Occasionally, I
will fwd a post to all my academic development colleagues in the Institute (5
others), so as to alert them to the publication it is extracted from, and the
perspective it might be adopting on a particular issue. As I work in academic
development, I find I am sharing your extracts and commentaries with
colleagues, rather than with students.
Kim McShane
Lecturer (Flexible & Online Learning)
Institute for Teaching & Learning
The University of Sydney
NSW 2006
Slide 21
Feedback - Example #3
As an archive website for possible dissertation topics.
I link to postings in the archives that I think will be of particular interest to
graduate students and post-docs at MSU, and use postings as starting points for
searches for other interesting web material. In the short time that I have been a
subscriber, I have utilized the list postings and archive website heavily and find
them timely and useful.
Andrea L. Beach, M.A.
Doctoral Candidate in Higher, Adult, and Lifelong Education
Michigan State University
[email protected]
Slide 22
Impact
On senior academic administrators
On college deans
On department chairs
On senior professors at major research universities
On assistant professors at liberal arts colleges
On non-university subscribers
Slide 23
(Selected
from a sample of over 750 unsolicited comments)
On senior academic administrators:
"The Tomorrow's professor Listserv is fabulous and very useful. I really enjoy it.”
Nancy Cantor, provost, University of Michigan
“I am very interested in knowing what our younger faculty find to be interesting
and in keeping them informed about issues the Listserv raises. My president
and I both read the list regularly.” Chuck Middleton, provost and vice president
for Academic Affairs, Bowling Green State University
On college deans:
“The Listserv has been of great benefit to our profession. It uses the medium
(frequency of messages, excellent editing, and so on) in a way that allows the
information to be easily shared.” Tim Snyder, dean of science Georgetown
University:
Slide 24
On department chairs:
“The Association of Communication Administration is comprised of about 350
department chairs/deans of communication departments/colleges. Much of
the TP Listserv would be of interest to ACA’s membership and would serve as
an excellent source of on-line discussions.” Janesl Gaudino, Executive
Director, National Communication Association
On senior professors at major research universities:
“I read it religiously and recommend to many of my colleagues.” Eric Mazur,
Physics, Harvard University
On assistant professors at liberal arts colleges:
“It's like professional development right here at my office...and, being at a
small college where it is sometimes difficult to have discussions on select
topics, it really helps.” Markita Price, Mathematics & Computer Science,
Stephens College
Slide 25
On non-university subscribers:
“The Listserv is a tremendous service to higher education, engineering
education, and for young faculty in particular. The posts are timely
and thoughtful, serving to connect and stretch the thinking and awareness
of literally thousands of faculty members.” Carol Muller, executive director,
MentorNet
“I think the Tomorrow's Professor is magnificent! It is my favorite list serve
because it is the most informative and the articles are choice. When
members of the disciplinary societies get together we all agree on this
point. I have been meaning to write to tell you and I hope you already
know how much many of us appreciate your work.” Noralee Frankel
American, Historical Association
"The Tomorrow's Professor Listserv informs my work more than anything
else I read. Carla B. Howery, Deputy executive officer, American
Sociological Association
Slide 26
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Established, February, 2006
A partnership between the Massachusetts Institute of
Technology and Stanford University to create a forum for
comments and discussion about articles from the
Tomorrow’s Professor Mailing List and about general
issues concerning higher education.
Slide 27
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Posted by markep on March 7, 2006
#703 UNDERGRADUATE RESEARCH AS THE NEXT
GREAT FACULTY DIVIDE
March 03, 2006 Read Comments [14] Add comments
"There was a time not so long ago when the great faculty
divide was between faculty who performed research and
faculty who did not. Now, however, with most faculty
engaged in research, the new line of demarcation is
instead between faculty who engage students in their
research and those who do not."
Slide 28
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Comments about this article: [14]
“Its true. Nowadays, You barely find professors who do no
research. In fact its a necessary part of faculty job, to be
great in research, therefore new divide line is faculty who
have great skill in teaching and the one who do not. Of
course a part of teaching skill is engaging students in
active researches”.
Slide 29
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Combines elements of two types of discussion forums:
1.
A loosely-formed online community built around a
shared affinity
2.
A facilitator-driven online learning activity.
Slide 30
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Sample Research Questions
1)
What are the various technical characteristics and
efficiencies of the site itself?
2)
What does a content analysis of the postings reveal
about the interests, issues, concerns of faculty and
graduate students related to teaching and learning?
Slide 31
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Sources for data analysis:
1.
2.
3.
4.
Content of past and current listserv postings
Web statistics such as traffic, discussion board
postings, sessions, unique users
Content of the online forum discussions
Online survey of forum participants (with possible
email follow-up)
Slide 32
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Analysis Models
Interactive Analysis Model (IAM)
Based on a uni-dimensional scale (from sharing ideas to
applying newly constructed knowledge).
Social Network Analysis (SNA)
Used for discovering patterns over a large set of discussions.
Slide 33
Future Directions
Bring the benefits of the Listserv to more
students and faculty, especially those outside the
United States and Canada
Slide 34
Potential Subscribers
Yahoo College Search By Region (14,196)
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A rg e n tin a (55)
A rm e n ia (4)
A u str alia (340)
A u str ia (35)
Az e rbaij an (2)
B a h ama s (10)
B a n gla d es h (11)
B ela ru s (1)
B el g iu m (56)
B eli z e (2)
B ol ivia (6)
B o tswa n a (1)
B raz il (150)
B ru n ei (1)
B ul g a ria (22)
C a n ada (922)
C hi le (48)
C hi n a (116)
C ol o m b ia (48)
C o sta R ic a (27)
C ro at ia (10)
C y p ru s (14)
Cz ec h R ep u bl ic (38)
D e n ma rk (71)
D o m in ica (4)
D o m in ican R ep u blic (7)
E cua d o r (3)
E gy p t (17)
E l S alva d o r (6)
E st o nia (10)
E th iop ia (1)
F iji (6)
F inla n d (68)
F ra n ce (265)
Ge o rg ia (7)
Ge rm any (272)
G h ana (3)
G reece (67)
G rena d a (3)
G u ate m ala (7)
H ai ti (2)
H o n d u ra s (5)
H u n ga ry (44)
Ice lan d (24)
In dia (682)
In do n esi a (65)
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* Iran (43)
* Iraq (4)
* Irela n d (87)
* Is rael (62)
* It aly (324)
* Ja m aic a (7)
* Ja p an (215)
* J o rd an (21)
* K a zak h st an (3)
* K e n ya (4)
* K o rea, So ut h (85)
* K uw ait (6)
* K y rgy z s tan (3)
* L atvia (12)
* L eba n o n (17)
* L ibe ria (2)
* L ith u an ia (11)
* L u xe m b o u rg (3)
* M aced o ni a, F o rm e r
Y u g osl av R ep u bli c o f (11)
* M alaysi a (104)
* M alta (3)
* M au riti u s (1)
* M exico (169)
* Mi cro nes ia, F ede rat ed
S ta tes o f (3)
* M o n g oli a (5)
* M o ro cc o (4)
* N e p al (6)
* N et h e rlan d s (113)
* N ew Z eala n d (92)
* N ica ra g ua (5)
* N ig eria (3)
* N o rway (40)
* O m an (4)
* P akis tan (56)
* P ana m a (7)
* P ap u a N ew G u in ea (4)
* P ar agu ay (7)
* P er u (37)
* P hili p pi n es (129)
* P ola n d (85)
* P o rtu g al (76)
* Qa tar (2)
* R o m a n ia (47)
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R u ssia (119)
* R wa n da (2)
* S ain t K it ts a n d N evi s (4)
* S am o a (2)
* S au d i A rabia (3)
* S in g ap o re (8)
* S lov akia (17)
* S lov enia (6)
* S o u th Af ri ca (94)
* S pai n (190)
* S ri L a n ka (15)
* S u d an (7)
* S wed en (72)
* S wit ze rla n d (76)
* T aiwa n (41)
* T an z a n ia (4)
* T h ail and (135)
* T rin ida d a n d T ob ag o (4)
* T u rkey (94)
* U g and a (1)
* U k rain e (57)
* U ni ted A ra b E m irate s (32)
* U ni ted K ing d o m (1032)
* U ni ted S ta tes@
* U ru g u ay (3)
* Uz b ekist an (3)
* V ene zu ela (20)
* V iet n am (8)
* Y em en (4)
* Y u g osl avia ( S e rbi a an d
M o n tene g ro ) (9)
* Z am b ia (4)
Z im b abw e (4)
Slide 35
How to Subscribe
Anyone can SUBSCRIBE to the Tomorrows-Professor
Mailing List by going to:
https://mailman.stanford.edu/mailman/listinfo/tomorrowsprofessor
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Carleton College
April 3, 2006
Richard M. Reis, Ph.D.
[email protected]
Slide 2
Contents
Description
Functions
Subscribers
Uses
Feedback
Impact
Future Directions
Tomorrow’s Professor Blog
How to Subscribe
Slide 3
Description
CHECK OUT THE NEW MIT SPONSORED
"The Tomorrow's Professor Blog"
A place for discussion about teaching and learning at: http://ampstools.mit.edu/tomprofblog/
*
*
*
*
*
TOMORROW'S PROFESSOR(SM) MAILING LIST
desk-top faculty development one hundred times a year
Over 26,250 subscribers
Over 650 postings
Over 650 academic institutions
Over 100 countries
Sponsored by
THE STANFORD UNIVERSITY CENTER FOR TEACHING AND LEARNING
http://ctl.stanford.edu
An archive of all past postings (with a two week delay) can be found at:
http://ctl.stanford.edu/Tomprof/index.shtml
Slide 4
Begun in March, 1998, the Tomorrow's Professor Mailing List (“desk-top
faculty development, one hundred times per year”) is a twice per week, 1,000 1,500 word set of postings on higher education sent electronically to over
26,000 subscribers at more than 650 academic institutions in over 100
countries around the world. The 700th posting was sent on February 21, 2006.
Tomorrow’s Academy
* New Faculty Reward Structures
* Faculty Learning and Institutional Change
Tomorrow’s Graduate Students and Postdocs
* The Academic Job Talk.
* General Principles For Responding to Academic Job Offers
Slide 5
Tomorrow’s Academic Careers
* Preparing for Changing Roles
* Twelve Suggestions for Optimizing Academic Career Success
Tomorrow’s Teaching and Learning
* Content Tyranny
* How Students Learn, How Teachers Teach, and What Goes Wrong
With the Process
Tomorrow’s Research
* Making Your Research Understandable to Your Colleagues Down
the Hall
* How Graduate Students and Faculty Miscommunicate
Slide 6
Functions
• To provide provocative and practical material on current issues and
problems in higher education
• To provide insights on how to prepare for, find, and succeed at
academic careers in higher education
• To provide for a contemporary dialog on ways to improve teaching
and learning
Slide 7
Subscribers
(March 1998 through March 2006)
28000
26000
24000
22000
20000
18000
16000
14000
12000
10000
8000
6000
4000
2000
Time in Three Month Quarters
29
22
15
8
1
0
Slide 8
Number of Subscribers
World Regions
(As of December, 2005)
Africa
320
Asia
595
Australia & New Zealand
387
Europe & Middle East
1,983
North America
15,494
South & Central America
349
Other*
5,994
TOTAL
25,122
* not able to determine location from e-mail address
Slide 9
Number of Subscribers
Top Ten Countries
(As of December, 2005)
U.S.
13,111
Canada
923
United Kingdom
203
Australia
201
Sweden
168
South Africa
166
Germany
152
Kuwait
117
New Zealand
98
Jordon
88
Slide 10
Number of Subscribers
Top 10 U.S. Colleges and Universities
(As of December, 2005)
Stanford University
722
University of Michigan
389
University of Wisconsin-Madison
275
University of California, Berkeley
180
University of Minnesota
161
Pennsylvani State Univ.
138
University of Washington
134
Harvard University
133
University of Georgia
123
University of Illinois at Urbana Champaign
121
Slide 11
Subscriber Percentages by Discipline
Based on a random survey of 600 subscribers
Life Sciences
(including medicine)
Other
Engineering
9%
5%
(including computer
Physical sciences
science)
(including math)
25%
16%
Education
9%
Social Sciences
Humanities
13%
23%
Slide 12
Subscriber Percentages by Professional
Status
Based on a random survey of 600 subscribers
Associate professor
9%
Assistant professor
Full professor
24%
20%
Higher education
Part-time/adjunct
administration
faculty
9%
5%
Instructor/le cteur
6%
Industry/
Postdoc
5%
Graduate student
government
2%
18%
Other
2%
Slide 13
How Subscribers Became Aware of Mailing
List
Based on a random survey of 600 subscribers
At a conference or
professional
Other
meeting
16%
17%
From an
From a faculty
announcement sent
via e-mail
member
21%
26%
From a student
17%
From a friend
(other than the
above)
3%
Slide 14
Desired Frequency of Mailing List Postings
Based on a random survey of 600 subscribers
Two per week
62%
One per week
37%
More than
two per week
1%
Slide 15
Uses of Mailing List Postings
•
•
•
•
Posting category preferences
Postings read in their entirety
Posting applications
Examples
Slide 16
Preference Ranking of Postings Categories
(1= lowest preference, 5= highest preference)
Based on a random survey of 600 subscribers
3.5
3
2.5
Tomorrow's Academy
2
Ranking
Tomorrow's Graduate Students and
Postdocs
1.5
Tomorrow's Academic Careers
1
Tomorrow's Teaching and Learning
0.5
Tomorrow's Research
0
Tomorrow's
Academy
Tomorrow's
Academic
Careers
Listserv Category
Tomorrow's
Research
Slide 17
Percentage of Mailing List Postings Read in
Their Entirety
Based on a random survey of 600 subscribers
40%
35%
30%
25%
Percentage o f
Subscribers
20%
15%
10%
5%
0%
Less than 10%
Approx. 25%
Approx. 50%
Approx. 75%
Percentage o f Postings Read in Their Entirety
Approx. 100%
Slide 18
Uses of Posting Applications
56%
sent to colleagues
56%
U.S./Canadian perspective
4%
dis sertation topics
9%
support of res earch
20%
further exploration
Uses
49%
fac ulty development
11%
class dis cussions
84%
teac hing and learning
91%
current issues
ac ademic careers
62%
0%
10%
20%
30%
40%
50%
60%
Percentage o f Subscribers
70%
80%
90%
100%
Slide 19
Feedback - Example #1
As advice for faculty with new responsibilities
I am a new departmental chair--the previous chair is out of the country, and thus
cannot really help me, and I am only 1 of 3 new chairs at Brandeis, which has no
formal mechanism for educating chairs. Thus, I found your two columns on
being a chair very helpful--I learned some new things, and became reassured
about some others. As a result of my experiences, I have encouraged an
associate dean to keep a file for future new chairs -- including your two postings -so that they might have an easier time than I.
Marc Brettler
Slide 20
Feedback - Example #2
As assistance in academic/faculty development programs
I usually skim each post, and if it seems relevant to anyone I know (in my
university or anywhere else) I will forward it to them via e-mail. Occasionally, I
will fwd a post to all my academic development colleagues in the Institute (5
others), so as to alert them to the publication it is extracted from, and the
perspective it might be adopting on a particular issue. As I work in academic
development, I find I am sharing your extracts and commentaries with
colleagues, rather than with students.
Kim McShane
Lecturer (Flexible & Online Learning)
Institute for Teaching & Learning
The University of Sydney
NSW 2006
Slide 21
Feedback - Example #3
As an archive website for possible dissertation topics.
I link to postings in the archives that I think will be of particular interest to
graduate students and post-docs at MSU, and use postings as starting points for
searches for other interesting web material. In the short time that I have been a
subscriber, I have utilized the list postings and archive website heavily and find
them timely and useful.
Andrea L. Beach, M.A.
Doctoral Candidate in Higher, Adult, and Lifelong Education
Michigan State University
[email protected]
Slide 22
Impact
On senior academic administrators
On college deans
On department chairs
On senior professors at major research universities
On assistant professors at liberal arts colleges
On non-university subscribers
Slide 23
(Selected
from a sample of over 750 unsolicited comments)
On senior academic administrators:
"The Tomorrow's professor Listserv is fabulous and very useful. I really enjoy it.”
Nancy Cantor, provost, University of Michigan
“I am very interested in knowing what our younger faculty find to be interesting
and in keeping them informed about issues the Listserv raises. My president
and I both read the list regularly.” Chuck Middleton, provost and vice president
for Academic Affairs, Bowling Green State University
On college deans:
“The Listserv has been of great benefit to our profession. It uses the medium
(frequency of messages, excellent editing, and so on) in a way that allows the
information to be easily shared.” Tim Snyder, dean of science Georgetown
University:
Slide 24
On department chairs:
“The Association of Communication Administration is comprised of about 350
department chairs/deans of communication departments/colleges. Much of
the TP Listserv would be of interest to ACA’s membership and would serve as
an excellent source of on-line discussions.” Janesl Gaudino, Executive
Director, National Communication Association
On senior professors at major research universities:
“I read it religiously and recommend to many of my colleagues.” Eric Mazur,
Physics, Harvard University
On assistant professors at liberal arts colleges:
“It's like professional development right here at my office...and, being at a
small college where it is sometimes difficult to have discussions on select
topics, it really helps.” Markita Price, Mathematics & Computer Science,
Stephens College
Slide 25
On non-university subscribers:
“The Listserv is a tremendous service to higher education, engineering
education, and for young faculty in particular. The posts are timely
and thoughtful, serving to connect and stretch the thinking and awareness
of literally thousands of faculty members.” Carol Muller, executive director,
MentorNet
“I think the Tomorrow's Professor is magnificent! It is my favorite list serve
because it is the most informative and the articles are choice. When
members of the disciplinary societies get together we all agree on this
point. I have been meaning to write to tell you and I hope you already
know how much many of us appreciate your work.” Noralee Frankel
American, Historical Association
"The Tomorrow's Professor Listserv informs my work more than anything
else I read. Carla B. Howery, Deputy executive officer, American
Sociological Association
Slide 26
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Established, February, 2006
A partnership between the Massachusetts Institute of
Technology and Stanford University to create a forum for
comments and discussion about articles from the
Tomorrow’s Professor Mailing List and about general
issues concerning higher education.
Slide 27
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Posted by markep on March 7, 2006
#703 UNDERGRADUATE RESEARCH AS THE NEXT
GREAT FACULTY DIVIDE
March 03, 2006 Read Comments [14] Add comments
"There was a time not so long ago when the great faculty
divide was between faculty who performed research and
faculty who did not. Now, however, with most faculty
engaged in research, the new line of demarcation is
instead between faculty who engage students in their
research and those who do not."
Slide 28
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Comments about this article: [14]
“Its true. Nowadays, You barely find professors who do no
research. In fact its a necessary part of faculty job, to be
great in research, therefore new divide line is faculty who
have great skill in teaching and the one who do not. Of
course a part of teaching skill is engaging students in
active researches”.
Slide 29
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Combines elements of two types of discussion forums:
1.
A loosely-formed online community built around a
shared affinity
2.
A facilitator-driven online learning activity.
Slide 30
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Sample Research Questions
1)
What are the various technical characteristics and
efficiencies of the site itself?
2)
What does a content analysis of the postings reveal
about the interests, issues, concerns of faculty and
graduate students related to teaching and learning?
Slide 31
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Sources for data analysis:
1.
2.
3.
4.
Content of past and current listserv postings
Web statistics such as traffic, discussion board
postings, sessions, unique users
Content of the online forum discussions
Online survey of forum participants (with possible
email follow-up)
Slide 32
TOMORROW'S PROFESSOR BLOG
http://amps-tools.mit.edu/tomprofblog/
Analysis Models
Interactive Analysis Model (IAM)
Based on a uni-dimensional scale (from sharing ideas to
applying newly constructed knowledge).
Social Network Analysis (SNA)
Used for discovering patterns over a large set of discussions.
Slide 33
Future Directions
Bring the benefits of the Listserv to more
students and faculty, especially those outside the
United States and Canada
Slide 34
Potential Subscribers
Yahoo College Search By Region (14,196)
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* Iran (43)
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Slide 35
How to Subscribe
Anyone can SUBSCRIBE to the Tomorrows-Professor
Mailing List by going to:
https://mailman.stanford.edu/mailman/listinfo/tomorrowsprofessor