New Publication! Professors share their journey from PhD to Job

For PhD students and new faculty everywhere!

In Dignity of the Calling: Educators Share the Beginnings of Their Journeys (2018), edited by Dr. Andrew Kemp, faculty share their stories from PhD to entry into higher education. These stories focus on the deeply personal nature of the new academic. Framed around the idea that life experience guides what we do, this collection of memoirs, recollections, and personal narratives allows the reader to share these lived experiences.

  • CONTENTS
    • Foreword—Where Do We Come From? What Are We? Where Are We Going? William Ayers.
    • Introduction—Imposter: A Postmodern Reflection on Life, Higher Education, and Authenticity, Andrew T. Kemp.
  • SECTION I: TRANSFORMATIONAL SCHOLARS.
    • Teaching and the Neverending Story: Some Reflections on My Reflections, Peter McLaren.
    • Toward Becoming a University Professor Who Teaches Education: Some Note for Possible Deliberation, O.L. Davis, Jr.
    • My Life in an Evolving University, Marcella L. Kysilka.
    • Reflections on Reward and the Hidden Curriculum of Academe, William H. Schubert.
  • VIGNETTES I: JOURNEYS OF TIMES AND SPACEChristine Greenhow (Check out my story on telecommuting as an academic), Alison G. Dover, Lisa Brown Buchanan, Comfort Ateh, Scott Farver, Angela W. Webb, Richelle Marynowski, and Seungho Moon. 
  • VIGNETTES II: JOURNEYS OF PERSPECTIVEJosé Rios, Byung-In Seo, Cassandra Trousas, Jennifer Hall, Mahauganee D. Shaw Bonds, Nancy Arrington, Meg White, Natasha Veale, and Jessica A. Heybach.
  • SECTION II: CONTEMPORARY SCHOLARS.
    • Strange Roads Are the Easiest Roads: Academic Journeys of the 21st Century, David Callejo Perez.
    • First Year Lessons: Striving for Imperfection, David Flinders.
    • Telephone Books, Teddy Bears, and the Tenure Track, Brian D. Schultz.
  • VIGNETTES III: DISCOVERING A PLACE: A JOURNEYAllyson L. Watson, Misty M. Kirby, Veena Paliwal, Joe Norris, Patricia Sánchez, John A. Cassell, Ritesh Shah, Mandy Stewart, Kenneth J. Fasching-Varner, Lucila T. Rudge, and Sabrina Ross.
  • VIGNETTES IV: JOURNEYS OF THE SELFRoxanne Greitz Miller, Lisa L. Beymer, Chad Everett Allan, Wendy Bollag, Marc Pietrzykowski, Lauren Madden, Edward Podsiadlik and John Bond, Cathy Smeltzer Erb,Regina Murphy, Kristan Venegas and Araceli Espinoza, and Nosisi N. Feza.
  • SECTION III: EMERGING SCHOLARS.
    • From Oz to Reality: A Personal Journey in a Wonderful Land, William L. White.
    • What’s Love Got to Do With It? Explorations on Emotion as a Tool for Professional Growth and Transformation, Samara Dawn Akpovo and Cynthia B. Dillard.
    • Out to Save the World, Dana L. Haraway.
    • The Road to Somewhere: The Passing and Evolution of an Academic, C. Steven Page.
    • A Doctorate, a Baby, and a Professorship—Oh My! It’s All About Perspective, Erin Evans.
    • Humanizing the Tenure Process: Toward a Pedagogy of Heart, Lilia D. Monzó.
    • Origins and Payment Forward: Reflections on My Path to Social Justice Education and Advice to New Faculty, Joseph Flynn.
  • VIGNETTES V: TRAVELING COMPANIONSNatasha S. Reid and Patricia J. Spafford, Travis York and Tiffanie Lewis, Kate Newburgh
    and Paul Michalec, Farveh Ghafouri, Monica McGlynn Stewart, and Shelley Murphy, Chris Carger, Michelle Gimenez Hinkle, David A. Fuentes, Ellen Pozzi, and Manina Urgolo-Huckvale, Paige M. Bray and Regina Miller, Shelley B. Harris, Rebecca West Burns, Jeffrey S. Kaplan and Elsie L. Olan.
  • VIGNETTES VI: AN ACADEMIC TRAVEL GUIDEEve R. Bernstein, Randall Deppensmith, Marcus Roberts and Ryan Silva, Laquore J. Meadows, Betina Hsieh, Jason Paul Siko, Erika C.Bullock and Christopher C. Jett, Ellis Hurd, Ismael Flores Martí,and Nancy P. Gallavan.
    The Curriculum I Am/We Are, Andrew T. Kemp (I am) and C. Steven Page (We are). The Travelers.


WHERE TO BUY:
It is available to order on the publisher’s website https://www.infoagepub.com/products/DignityoftheCalling and on Amazon and on all major online retailer sites throughout the world. The book will be/is available as an eBook on Google, Apple, as well as over 25 other online outlets.

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You’re Invited: #Cloud2Class Social Media in Education Conference Online (Oct 29-30, 2018)

Are you interested in learning, teaching and policy issues related to social media in education? If so, we invite you to participate via a streaming zoom session in #Cloud2Class: Exploring the Disruption and Reorganization of Educational Resources in the Age of Social Media Conference, which will be held at Michigan State University on October 29-30, 2018. Our goal for this event is to bring together a group of regional, national and international thought leaders to brainstorm the future direction of education in the age of social media and facilitate collaboration and an exchange of ideas among a diverse group of leaders.  We hope can attend some or all of this exciting event remotely! All you need to do is RSVP here.   Tweet with the hashtag: #cloud2class

Conference overview. Today, one-third of the world’s population use social media to find other people and resources for real-time information and connection across geographical, cultural and economic borders. In this growing social media space educational researchers, policymakers, administrators, teachers and others must better understand how to leverage online communities, communication, and collaboration. Those engaged in the work of education must bridge cloud to class, developing “network literacy” across physical schoolhouse boundaries, advancing professional knowledge, and distributing quality instructional resources within changing organizational contexts. This conference convenes an international, interdisciplinary group of influential researchers, policymakers and practitioners to create a research agenda in five key areas toward advancing understanding of the educational activities happening within and around social media, their connection to classroom and school practices, and their impact on teaching, learning, and school improvement efforts and policies.

We anticipate many positive outcomes from this event, including two special issues in premier journals: American Journal of Education and Teachers College Record.  This will consist of a collection of published articles and critical commentaries from various participants/stakeholders that are disseminated through traditional and new channels, including a social media campaign, #Cloud2Class.

Additionally, we hope that the conference will provide participants with the opportunity to form new partnerships and collaborate on a variety of projects.

The #Cloud2Class Conference schedule and information for remote participation is available on the conference website (www.2018miniconference.wordpress.com).

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2018 Teacher-Scholar Award from Michigan State University

During the February 2018 All-University Awards, Associate Professor Christine Greenhow was recognized with a Teacher-Scholar Award by Michigan State University.

Greenhow is one of six faculty selected through a university-wide competition. The annual honor celebrates faculty early in their careers who have demonstrated excellence in scholarship and teaching, with effective tNew award from Michigan State Universityeaching approaches closely linked to and informed by their research. Greenhow is the 26th person in the College of Education and the 10th faculty member in her department to win this award in its 33-year history. The award is supported by the Office of University Development.

Read more here. 

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Education and Social Media Book – Available on Amazon & MIT Press!

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Summary

Leading scholars from a variety of disciplines explore the future of education, including social media usage, new norms of knowledge, privacy, copyright, and MOOCs.

How are widely popular social media such as Facebook, Twitter, and Instagram transforming how teachers teach, how kids learn, and the very foundations of education? What controversies surround the integration of social media in students’ lives? The past decade has brought increased access to new media, and with this new opportunities and challenges for education. In this book, leading scholars from education, law, communications, sociology, and cultural studies explore the digital transformation now taking place in a variety of educational contexts. The contributors examine such topics as social media usage in schools, online youth communities, and distance learning in developing countries; the disruption of existing educational models of how knowledge is created and shared; privacy; accreditation; and the tension between the new ease of sharing and copyright laws. Case studies examine teaching media in K–12 schools and at universities; tuition-free, open education powered by social media, as practiced by the University of the People; new financial models for higher education; the benefits and challenges of MOOCS (Massive Open Online Courses); social media and teacher education; and the civic and individual advantages of teens’ participatory play.

Contributors Colin Agur, Jack M. Balkin, Valerie Belair-Gagnon, danah boyd, Nicholas Bramble, David Buckingham, Chris Dede, Benjamin Gleason, Christine Greenhow, Daniel J. H. Greenwood, Jiahang Li, Yite John Lu, Minhtuyen Mai, John Palfrey, Ri Pierce-Grove, Adam Poppe, Shai Reshef, Julia Sonnevend, Mark Warschauer

(more…)

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2017 Award for Technology Innovation

How do online technologies shape how we learn, work, play, socialize, and use information?  We sought to explore this question by integrating innovative robot technologies and social media to enhance inclusion and participation in a doctoral seminar. In 2017, our team won Honorable Mention in Michigan State University’s AT&T Awards for Excellence in Technology-enhanced Teaching. Drawing on an interdisciplinary, emerging base of research and students’ experiences, CEP 956: Mind, Media & Learning takes a critical and informed approach to evaluating contemporary online and social media practices for teaching and learning. The course explores the psychology and sociology of new media; media effects and learning with media; issues of identity, literacy, and culture in technologically mediated environments and the reciprocal relationship between educational psychology and educational technology. Most importantly, the course is designed to help students debate current issues and develop their research interests to situate their work in the field.

Aspects of the course that are technology-enhanced: students used robots to mediate discussion; a course website served as a hub to other technologies used (e.g., online discussion forum, D2L gradebook, Twitter); students engaged each other and their instructor via Twitter as a backchannel for the course.

Greenhow sought out robot technology because she had used it to reduce transactional distance in a previous course (i.e., CEP 901 Proseminar), especially among those individuals physically present and those who are online. In partnership with a colleague in the College of Education’s Design Studio (William Cain) and the Accessibility Specialist in the Resource Center for Persons with Disabilities (Ginger Martz) along with two ASL interpreters, she sought to investigate students’ experiences of social presence and embodiment in robot- mediated compared to videoconferencing communication in order to understand better how to improve the overall quality of the synchronous class discussion.

Robot technology is being tested as a solution when students are not able to be physically present due to health issues; schools and hospitals are working together so that hospitalized children may be “present” in school classrooms in robotic form (Kristofferson, et al., 2013). In our case, we sought to understand if this technology offered some affordances for hybrid students with auditory disabilities and their interpreters. According to evaluations of the Beam robots from the ASL interpreters taken at the end of the course, the robot technology gives students with auditory disabilities the same options and access as students without these disabilities. Students have the option to choose face-to-face or take advantage of the technology and access the class remotely. Most important, the technology gives interpreters the ability to do their job more effectively because the interpreters have access to seeing and hearing all the other students to accurately interpret for the Deaf student. Learn more about our scholarship of teaching with robot technologies in this short video.   Read our full project summary here.

 

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