Join us next May at Faculty Academy 2011!

University Hall

Lobby and Atrium

Workshop in B124

• Integrative Course Design
  Mike Caulfield (Keene State College)
  Seating limited; Please register online or at the front desk.

Lobby, Atrium and University Hall

Lobby and Atrium

University Hall

• System, Self, and Society: Understanding and Controlling the Rhetoric of Information
  Julie Meloni (Washington State University)

Lobby and Atrium

Lobby and Atrium

Please join us for a continental breakfast, coffee, and tea in the atrium and lobby. Stop by the registration desk to pick up your nametag and program, register for a workshop, or sign up to compete in Deck Wars.

Atrium Balcony

Guest Workshop in B124

• Practical Twitter
  Julie Meloni (Washington State University)
  Seating limited; Please register online or at the front desk.

Lobby and Atrium

University Hall

• We Are All The Pretender Now: Learning In an Age of Just-in-Time Instruction
  Mike Caulfield (Keene State College)

University Hall, Lobby, and Atrium

University Hall

• The Googlization of Higher Education
  Siva Vaidhyanathan (University of Virginia Law School)

Special thanks to our Keynote Sponsor the UMW Center for Advancing Teaching and Learning.

Lobby and Atrium

Panel Discussion in B210

Presentation Session in B122

• The Bullet Fires Online: The Story Behind the Story
  Michael McCarthy, Jim Groom
• Ethology in Music: Chickadees in the Concert Hall
  Craig Naylor
• DitLit: Time to Re-Imagine the Place of Technology in the Curriculum at UMW
  Jim Groom
• Blog Experiences in a Hazardous Semester
  Jackie Gallagher

Presentation Session in B115

• TED@UMW
  Tim O’Donnell, Jeff McClurken
• Place-Based Learning and Interactive Mapping Systems
  George Meadows, Martha Burtis
• Good Intentions, Unintended Consequences, and Some of the Perils of Web 2.0 Teaching
  John Morello
• So Easy a Caveman Could Do It or: How I Learned to Stop Worrying and Love the Blog
  Jason Davidson

University Hall

• Jerry Slezak, Director, Teaching and Learning Technologies
• Jay Harper, Provost
• Rick Hurley, Acting President

Lobby and Atrium

Please join us for a continental breakfast, coffee, and tea in the atrium and lobby. Stop by the registration desk to pick up your nametag and program, register for a workshop, or sign up to compete in Deck Wars.

You can find a complete program for the event at http://blog10.facultyacademy.org/program.

It was pretty cool to wake up this morning and find a write-up of Faculty Academy by Joshua Kim (of Dartmouth University) in the “Technology and Learning” blog in Inside Higher Ed.In addition to a great synopsis of the conference, Kim has this to say about the work being done at UMW with teaching and technology:

The list of ways that the University of Mary Washington sets the example in learning and technology is indeed long. UMW is at the forefront of a movement to provide open access to course material and faculty and student contributions through its pioneering UMW Blogsplatform. Check out the “Courses” section of UMW blogs for an aggregated view of the most recent semester’s classes available for viewing on this open platform.

UMW is the home of Jim Groom, and the birthplace of the EduPunk movement. You can check out Jim’s course on Digital Storytelling through its course blog, and judge for yourself what is gained or lost by going around the traditional LMS.

UMW is also the home of Steven Greenlaw, a leading thinker and practitioner of innovative teaching methods that leverage technology for learning. Some of Steve’s amazing ECON courses can also be viewed on the UMW course blog site.

Jim Groom and Steve Greenlaw’s work are great examples of the kinds of innovative teaching we witness every day at UMW; we’re looking forward to hearing from our colleagues across the University at Faculty Academy this week as they share their own experiences with innovation in the classroom!

Class website: http://westciv2.umwblogs.org/

Did students think that using the iPods for course-related work helped them learn the material better, or were they just another flashy device? Were students more engaged with the subject matter? Did the students benefit from creating neuroscience digital stories, and was the investment in that project worth the professor’s and students’ time? Czapracki will share the results of this experiment and reveal Dr. Boland’s insights and lessons learned about teaching with iPod Touches.

Discussions of blogging with AMST & History classes.

Discussion of the way the three of us contribute to the department blog as a way of communicating with our students and the larger community (including alumni and prospective students), including our basic use of UMWBlogs, Twitter, Linked-In, and Facebook.

We want to engage with the audience in a discussion of how digital fluency (both in terms of consumption and production) plays an increasingly significant role as a critical skill for our department.

Much of what has appeared in print relating to synchronous online student demographics has been speculative.  Widely accepted assumptions identify the following groups as most likely to use a synchronous service: distance education students, physically challenged students, students seeking additional privacy, students unable to come to the center during traditional hours, and highly apprehensive students. The data collected validates some of these assumptions and negates others.

Approximately one week after their conference, writing center clients were sent an online survey designed to answer the following questions: 1)Are there significant demographic differences between the f2f and online clients? 2) Why do writing center clients choose to use an online service? 3)Are there significant differences in how f2f and online clients perceive their conferencing experience? Data was collected from 279 writing center clients via e-mail surveys – 189 f2f clients and 90 online clients – coded, and then analyzed using SPSS analysis software.

Each presenter will offer a brief (10-minute) statement, followed by a longer period of discussion.

Two specific questions are explored:  1) What are the key dimensions of on an individual’s Social Environment in regards to Cultural Intelligence, and 2) how are key dimensions of an individual’s Social Environment measured in order to complement the existing Cultural Intelligence Framework?

Thus, being able to more effectively study Cultural Intelligence in an individual will allow global business managers to better assess the quality of cultural intelligence within an organization for the purposes of identifying resources for foreign assignments.  Additionally, global businesses can utilize this enhanced model to better train their workforce.

Another component of the course involved using umwblogs (hist471c8f09.umwblogs.org) as a central gathering point for students’ responses to the readings.  This presentation will discuss how the website served as a repository for students’ writing and as place for students to share information they researched on oral history on the world wide web.

Definitions of Web 2.0 abound, and while all stress different features of the experience, many of the same notions recur—”read/write,” interactivity, dynamic participation, social mediation, collective intelligence, and so forth.  Are some of these also the features of what might be called a Web 2.0 class experience? If so, what are the potential pedagogical choices that might get in the way of achieving the dynamic, interactive, and collaborative experience that is the hoped for result in a Web 2.0 teaching environment?  This presentation reviews three cases in which I used the UMW Blogs platform in recent classes, summarizes the results of those experiences, and reflects on a few of the decisions that may have had the unintended consequence of inhibiting rather than promoting a “2.0 experience” for the students.

Place-based Learning (PBL) has been defined as “The process of using the local community and environment as a starting point to teach concepts in …science…and other subjects across the curriculum.”  Proponents of PBL believe that learners should build their understanding of environmental concepts through experiences in their own local settings before engaging such topics as global warming, endangered species, and threats to the rainforests.  Technology, in the form of television, video games, and even “environmental”  websites, is often seen as a distracter or a detriment to developing a deep and meaningful understanding of one’s local environment.  In this presentation we would like to put forward an alternative to this “anti-technology” stance and argue that resources such as Google Earth, Google Maps,  Arc Explorer Java edition for Education (AEJEE), and Vernier sensors and software, can both strengthen and expand the implementation of PBL.  We will demonstrate some of these resources, discuss their implementation in a trial project recently conducted involving students enrolled in UMW’s M.S. in Elementary Education program.

This presentation discusses our experiences with TED.com @ UMW a first-year seminar based on the wildly popular TED site.  We will discuss the role of social media, the integration of UMW Blogs, our experiences with linked FSEMs, and the applicability of TED as a site for teaching and learning.

The essentializing idea that our incoming students are “digital natives” is not only false, but downright dangerous for both faculty and students alike. It is high time UMW, as an institution, starts to think about how to integrate the questions of digital literacy, digital identity, and digital creation into the curriculum campus-wide. This presentation will frame a few examples, and propose a few possible campus initiatives that may bring the campus into a deeper conversation around the question of digital fluency for teaching, learning, and research.

The registration deadline is still 5:00 on Friday, May 7.

We hope to see your proposal soon!

• “The Googlization of Everything,” Siva Vaidhyanathan
  May 12 at 11:00 a.m.
• “We Are All the Pretender Now: Learning In an Age of Just-in-Time Instruction,” Mike Caulfield
  May 12 at 2:00 p.m.
• “System, Self, & Society: Understanding and Controlling the Rhetoric of Information,” Julie Meloni
  May 13 at 10:15 a.m.

In addition, make sure you plan to join us at the end of the first day of the conference for a wine and cheese reception at 4:45.

• “Practical Twitter” by Julie Meloni on May 12 at 3:30 and
• “Integrative Course Design” by  Mike Caufield on May 13 at 2:00.

On May 12 at 3:30, Julie Meloni will be presenting “Practical Twitter” in which she’ll explore examples of using the micro-blogging platform for teaching and learning. You’ll learn the practical ins and outs of setting up a Twitter account,  get an introduction to the language and culture of Twitter, and explore how the tool is can be used as a  medium for classroom assignments. Read more about the session and sign up here.

On May 13 at 2:00, Mike Caulfield will be presenting “Integrative Course Design.” If you’d like to think through ways to redesign or revisit a course you’re teaching, Mike will be on hand to offer ways to do this without getting bogged down in taxonomies and approaches that can seem sterile and limiting. Read more about the session and sign up here.

Formal Presentation

This format type makes up the bulk of presentations at Faculty Academy. You’ll be asked to talk for 10-15 minutes about your topic of project. You’ll be presenting alongside 2-3 others in a session that will last 60-75 minutes. A session convener will keep time and reserve 10 minutes or so at the end of the session for all of the presenters to answer questions from the audience. You can present with another person, but you’ll still need to keep your presentation under the 15 minute time limit. You’ll have access to a computer (you can also plugin your own laptop) and projector. If you need additional technical support/equipment, you’ll need to note that when you submit your presentation.

This format works best for:

• An individual who has a project they would like to share
• A small group of people who would like to present a project or idea
• Someone (or a small group) who would like an opportunity to answer questions/get feedback
• Someone who is comfortable presenting their topic/project for 10-15 minutes

Panel Discussion

Faculty Academy usually includes 4-5 panel discussions that run 60-75 minutes each. When you submit your presentation, you’ll be expected to have assembled a group of people to present. Your group will have 30-45 minutes or so to present and discuss their projects/ideas, and then the floor will be opened to discussion. A session convener will introduce you and keep the conversation moving. You’ll have access to a computer (you can also plugin your own laptop) and projector. The most successful panels include plenty of time for discussion. If you have an idea for a panel discussion but are having difficult assembling a group, please contact a member of DTLT. We can work with you to put together a session.

This format works best for:

• A group who is working on a project together
• A group who have tackled similar projects and wish to compare them
• A group  who want to have a discussion about a broad-ranging topic or idea

Lightning Slides

Lightning Slides is a new format at the 2010 Faculty Academy. You’ll be expected to put together a set of PowerPoint slides for your presentation. You will need to have 20 slides, and each must be set to automatically advance after 15 seconds (we can help set this up for you). You’ll have 5 minutes to get through your presentation (20 slides x 15 seconds). You will be expected to submit your slides a day or two prior to the session so that we can make sure all of the presentations are properly configured and the session runs smoothly. You will present as part of group during lunch on Wednesday or Thursday. There will be no formal Q&A after Lightning Slides.

This format works best for

• Someone with a narrowly-defined/focused project or idea
• Someone who is interested in experimenting with a new session format
• Someone who is comfortable with PowerPoint and putting together a compelling visual presentation
• Someone who is not expecting time for discussion or feedback on their presentation
• Someone who does not need to use anything but PowerPoint in order to present

You can find more information about the formats on our Presenting page. If you have any questions about any of the Faculty Academy formats, feel free to contact anyone in DTLT. We’re always happy to discuss the options with you!

In addition, you can now view the basic conference program online, with times and dates added for presentations and workshops led by Mike Caulfield and Julie Meloni. After the May 4th Call for Proposals deadline, we will make the entire program available.

This spring, the conference will explore the theme “Are We There Yet? Reflecting on 15 Years of Teaching and Learning Technologies.” In particular, we want to mark the signficance of the 15th year of Faculty Academy and the tremendous work with instructional technologies that UMW faculty have done over the last decade and a half. At the same time we want to look forward, continuing to imagine ways in which digital technologies can transform our classrooms and our institutions.

We invite you to submit a formal presentation or panel discussion to share your work and ideas in the area of teaching and learning technologies. In addition, this year we are adding a new presentation format, Lightning Slides. You can read more about the new format on the conference Web site.

As always, Faculty Academy is free, but registration is required. All members of the UMW community are welcome to attend, as are our colleagues at local schools, universities, colleges, and libraries.

Julie Meloni

In this workshop, participants will be introduced to the basics of Twitter and see some practical examples of using Twitter as a microblogging platform and real-time information network useful for both teachers and students. We will take a look at different types of Twitter clients (web-based, desktop, mobile) and ways that Twitter can be integrated into other sites and services (personal web sites, blogs, Facebook, etc.).  Participants will learn about Twitter grammars, various types of tweets (thin vs. thick content, retweets, retweets with comments, etc.), and third-party applications used to enhance and archive Twitter conversations and content.  Finally, participants will learn how Twitter is currently used as a backchannel for lectures and conferences, and some common types of Twitter-based assignments in the classroom. At the end of the workshop, participants will brainstorm additional possibilities for Twitter use by themselves and their students.

Register for this workshop now!

]]> http://blog10.facultyacademy.org/2010/03/03/practical-twitter/feed/ 3 http://blog10.facultyacademy.org/2010/03/03/practical-twitter/ http://feedproxy.google.com/~r/fa15/~3/EsZXpF8VZpA/ http://blog10.facultyacademy.org/2010/03/03/system-self-society/#comments Wed, 03 Mar 2010 17:30:58 +0000 mburtis http://www.maddyk.org/fatestsite/?p=85 Read More...]]> Plenary Presentation

Julie Meloni

Time and again we’ve been told that our students are digital natives–the most technologically savvy that have ever crossed the thresholds of our institutions, who are able to text, email, use Facebook, and play games on any and all devices and all at the same time–yet as our collective experience has likely shown, the concept
of the digital native is little more than a polite fiction.

In this talk, I will discuss the importance of understanding the social and cultural role of the information that surrounds us and our students and, to some extent, the usefulness of understanding the rhetoric of the underlying code that shapes these systems.  As our students find themselves embedded in a society that is in no small part shaped by our information networks, it becomes necessary to investigate and interrogate how social and collaborative networking, information retrieval, content organization, and copyright issues pervade the lives of the modern student. As instructors who attempt to weave technology into our pedagogy, I discuss ways in which we can (and should) encourage and support student understanding of the function and limits of their own rhetorical choices within information production and retrieval.

]]> http://blog10.facultyacademy.org/2010/03/03/system-self-society/feed/ 3 http://blog10.facultyacademy.org/2010/03/03/system-self-society/ http://feedproxy.google.com/~r/fa15/~3/w7Bv9BfZ2RA/ http://blog10.facultyacademy.org/2010/03/03/integrative-course-design/#comments Wed, 03 Mar 2010 22:28:55 +0000 mburtis http://www.maddyk.org/fatestsite/?p=83 Read More...]]> Interactive Workshop

Mike Caulfield, Keene State College

If mapping out your course objectives to skills-based hierarchies like Bloom’s Taxonomy seems sterile and unhelpful to you, you are not alone. This workshop will introduce participants to an alternative lightweight course design model that will help you analyze the structure of your instruction and assist you in developing clear course goals while not reducing what you do to a series of sub-bulleted nonsense.

Register for this workshop now!

]]> http://blog10.facultyacademy.org/2010/03/03/integrative-course-design/feed/ 2 http://blog10.facultyacademy.org/2010/03/03/integrative-course-design/ http://feedproxy.google.com/~r/fa15/~3/Tco-LTBIn08/ http://blog10.facultyacademy.org/2010/03/03/the-pretender/#comments Wed, 03 Mar 2010 17:27:54 +0000 mburtis http://www.maddyk.org/fatestsite/?p=81 Read More...]]> Plenary Presentation

Mike Caulfield, Keene State College

People with no IT background installing complicated computer systems in a single afternoon. Amateur chess players beating both grandmasters and supercomputers using off the shelf software. Your spouse cooking a meal like a master chef — without any formal training. Coworkers communicating to someone across the world in a language they are just encountering for the first time.

This is not science fiction — it is the average person’s life today, in 2010. Just-in-time instruction is the hidden revolution that has already radically changed how we live. This presentation will demonstrate how pervasive these modes of instruction have become and discuss the implications for university education, and well as introduce some practical classroom applications of just-in-time approaches.

]]> http://blog10.facultyacademy.org/2010/03/03/the-pretender/feed/ 4 http://blog10.facultyacademy.org/2010/03/03/the-pretender/ http://feedproxy.google.com/~r/fa15/~3/ruZuN67fT5g/ http://blog10.facultyacademy.org/2010/03/03/deck-wars/#comments Wed, 03 Mar 2010 17:22:34 +0000 mburtis http://www.maddyk.org/fatestsite/?p=77 For the third year in a row, Faculty Academy will include the Deck Wars competition during lunch on one day of the conference.

Join us at Faculty Academy for the second annual Deck Wars competition. What is Deck Wars? Glad you asked!

Deck Wars is a competition in which the presenters deliver a short, impromptu, three-minute presentation based on a deck of PowerPoint slides they have never seen before. Each presenter’s work is judged by the audience for originality, believability, jargon, and poise. Each of the presenters receives a thank you gift for his or her bravery. The winner will receive the grand prize and the bragging rights associated with the coveted title of FA Deck Wars Champion 2010.

Deck Wars Roll of Honor

• 2008 Grand Champion: Jeff McClurken
• 2009 Grand Champion: Joe McMahon

If you are interested in competing in this year’s competition, please leave your name in a comment below:

]]> http://blog10.facultyacademy.org/2010/03/03/deck-wars/feed/ 1 http://blog10.facultyacademy.org/2010/03/03/deck-wars/ http://feedproxy.google.com/~r/fa15/~3/5PQhMawi47Y/ http://blog10.facultyacademy.org/2010/03/03/introducing-lightning-slides/#comments Wed, 03 Mar 2010 17:13:09 +0000 mburtis http://www.maddyk.org/fatestsite/?p=70 This year at Faculty Academy, we will be introducing a new presentation format. Based on the Pecha Kucha presentation format, each Lightning Slides presenter will be asked to assemble a five minute presentation consisting of 20 slides which automatically advance after 15 seconds. The presentation can cover any topic of interest to the presenter that will resonate with the themes and ideas at Faculty Academy.

A special Lightning Slides session will be held on one afternoon during lunch (date to be determined based on availability of presenters), and will be limited to no more than six presenters. Due to the limited space, we will close submissions for this format once it is filled. In addition, presenters will be required to submit their slides a few days prior to the conference so that we can review timing and make sure all of the presentations run smoothly.

Lightning Slides are the perfect presentation format if you have a focused idea that you would like to share quickly with an audience. The key to a good Lightning Slide presentation is a focused topic; simple, visual slides;  and a polished delivery that gets you finished on time!

In particular, we encourage our guests from other institutions to consider a Lightning Slide presentation as a way to share an idea or project with the community at UMW.

If you wish to present a Lightning Slides session, please fill out our Call for Proposals form.

If you want to understand more about the Lightning Slides format, we have embedded a view example presentations below and provided some additional links with more information and examples:

Additional Resources

• pechakucha.org is the Web site of the original Pecha Kucha movement. It aggregates content and information from Pecha Kucha nights held around the world, and includes pages of examples presentations.
  Please note that the original Pecha Kucha format consists of 20 slides for 20 seconds. We’ve modified this format slightly (20 slides for 15 seconds) to result in a five-minute presentation time.
• The Ignite series, sponsored by O’Reilly, coordinates pecha kucha-like presentations about technology. It also has a video page with archived Ignite presentations.

]]> http://blog10.facultyacademy.org/2010/03/03/introducing-lightning-slides/feed/ 0 http://blog10.facultyacademy.org/2010/03/03/introducing-lightning-slides/ http://feedproxy.google.com/~r/fa15/~3/Dm5_BzA0ONI/ http://blog10.facultyacademy.org/2010/03/02/julie-meloni/#comments Tue, 02 Mar 2010 14:57:42 +0000 mburtis http://www.maddyk.org/fatestsite/?p=26 Biography

Julie Meloni is a PhD candidate in the Department of English at Washington State University. Her specialties are American Literature 1800-1945, Textual Studies, and Humanities Computing, but her teaching and research interests range from Transcendentalism to Critical Code Studies.

Since 1994, Julie has worked in web application design and development; for the last ten years she has been the Technical Director of a small multimedia firm in the San Francisco Bay Area, where her responsibilities include enterprise web application planning and development, database design, system administration, user interface and experience consultation, and social media/social networking strategies. Also since 2000 she has authored more than fifteen editions of texts for Sams/Pearson, covering numerous topics in web application development and programming languages. Included in these texts is the best-selling Sams Teach Yourself PHP, MySQL, and Apache All-in-One, which has been translated into eight different languages, and her most recent publication in December 2009, Sams Teach Yourself HTML & CSS in 24 Hours.

In the late 1990s Julie was a contributing author for Wired/Lycos Webmonkey and CNET.com. She currently blogs at Academic Sandbox and ProfHacker.com, and can also be found on Twitter @jcmeloni.

After completion of her PhD requirements in April 2010, Julie will join the Electronic Textual Cultures Lab at the University of Victoria as the INKE postdoctoral fellow in Digital Humanities and Information Management.

Faculty Academy Presentations by Julie Meloni

System, Self, and Society: Understanding and Controlling the Rhetoric of Information, Plenary Presentation

Practical Twitter, Interactive Workshop

]]> http://blog10.facultyacademy.org/2010/03/02/julie-meloni/feed/ 1 http://blog10.facultyacademy.org/2010/03/02/julie-meloni/ http://feedproxy.google.com/~r/fa15/~3/OfUhclLr6pM/ http://blog10.facultyacademy.org/2010/03/02/mike-caulfield/#comments Tue, 02 Mar 2010 14:29:04 +0000 mburtis http://www.maddyk.org/fatestsite/?p=23 Biography

Mike Caulfield has been working with educational technology since 1997. During the Rise of the Teaching Machines, he built award-winning teaching machines for Columbia University, Harvard Business School, and Fortune 500 companies. When the teaching machines gave way to learning environments, he started building those, and he has been, for the most part, very happy about the change.

He has worked for Northern Illinois University, Cognitive Arts, and the OpenCourseWare Consortium. He co-founded and co-managed the first state-level political community in New Hampshire, and has has provided political commentary and coverage for Newsweek, The New York Times, The Huffington Post, and WCBS. He currently works for Keene State College as an Instructional Designer.

Faculty Academy Presentations by Mike Caulfield

We Are All The Pretender Now: Learning In an Age of Just-in-Time Instruction, Plenary Presentation

Integrative Course Design, Interactive Workshop

]]> http://blog10.facultyacademy.org/2010/03/02/mike-caulfield/feed/ 1 http://blog10.facultyacademy.org/2010/03/02/mike-caulfield/ http://feedproxy.google.com/~r/fa15/~3/pJoiy84XOLs/ http://blog10.facultyacademy.org/2010/03/01/keynote-speaker-siva-vaidhyanathan/#comments Mon, 01 Mar 2010 17:11:27 +0000 mburtis http://www.maddyk.org/fatestsite/?p=12 Siva Vaidhyanathan is a cultural historian and media scholar at the University of Virginia. He is awaiting the publication of The Googlization of Everything from the University of California Press. He has written two previous books: Copyrights and Copywrongs: The Rise of Intellectual Property and How it Threatens Creativity (New York University Press, 2001) and The Anarchist in the Library: How the Clash between Freedom and Control is Hacking the Real World and Crashing the System (Basic Books, 2004). He also co-edited (with Carolyn de la Pena) the collection, Rewiring the Nation: The Place of Technology in American Studies (Johns Hopkins University Press, 2007). Vaidhyanathan has written for many periodicals, including American Scholar, The Chronicle of Higher Education, The New York Times Magazine, MSNBC.COM, Salon.com, openDemocracy.net, Columbia Journalism Review, and The Nation. After five years as a professional journalist, he earned a Ph.D. in American Studies from the University of Texas at Austin. Vaidhyanathan has taught at Wesleyan University, the University of Wisconsin at Madison, Columbia University, New York University, and is now an associate professor of Media Studies and Law at the University of Virginia. He is also a fellow at the New York Institute for the Humanities and the Institute for the Future of the Book.

Keynote Address by Siva Vaidhyanathan

The Googlization of Higher Education

]]> http://blog10.facultyacademy.org/2010/03/01/keynote-speaker-siva-vaidhyanathan/feed/ 0 http://blog10.facultyacademy.org/2010/03/01/keynote-speaker-siva-vaidhyanathan/ http://feedproxy.google.com/~r/fa15/~3/mi-xXYt4cgg/ http://blog10.facultyacademy.org/2010/02/04/speaker-lineup/#comments Thu, 04 Feb 2010 18:41:06 +0000 mburtis http://blog10.facultyacademy.org/?p=34 The University of Mary Washington’s Division of Teaching and Learning Technologies (DTLT) is pleased to announce the speaker lineup for this year’s Faculty Academy. Joining us from the University of Virginia Law School, cultural historian and media scholar Siva Vaidhyanathan will be delivering a keynote address at the conference on May 12th at 11:00.  In addition Mike Caulfield of Keene State College and Julie Meloni of Washington State University will be our esteemed guest presenters and workshop leaders.

Topics for the keynote address and our other guest presentations will be announced soon at the Faculty Academy Web site. In addition, a call for proposals will be available by the third week in February. We encourage you to check the site often as more details are published; you may also be interested in subscribing to announcements or adding the conference to your calendar.

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