Monthly Archives: March 2012

Grades: Something Teachers Give or Something Students Earn

Dear Colleagues:

Below are some online articles regarding grading in a college classroom. I would like to see your comments after reading these articles.

“Alternative Grading for the College Classroom” by Maryellen Weimer

“Avoiding Grade Appeals” by Jason B. Jones

“Grading Classroom Participation Rhetorically” by Ryan Cordell

“Undergraduate Grades, 2007-8” from National Postsecondary Student Aid Study

“Grade Inflation and Abdication” by John V. Lombardi

“A Stab at Deflating Grades” by Doug Lederman

“In Praise of Grade Inflation” by Joshua Kim

“Why Grading is My Job” by Leonard Cassuto

“How To Crowdsource Grading” by Cathy Davidson

“Getting Out of Grading” by Scott Jaschik

“A Better Way to Grade” by Steven J. Corbett

“One Measure of a Professor: Students’ Grades in Later Courses” by David Glenn

“Remaking the Grade, From A to D” by Douglas B. Reeves

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Posted by on March 26, 2012 in Article, Reading List, Teaching Tools


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Copyright on Campus

If you can’t answer all of the questions below, you may need to watch this short video

  1. What is (and what is not) protected by copyright?
  2. What are the penalties for copyright infringement?
  3. Why is copyright protection important?
  4. What copyrighted material can you use in the face-to-face classroom, how much can you use, and in what ways can you use them?
  5. What about in the online classroom?
  6. What materials can I photocopy and distribute in class?
  7. What is the DMCA?
  8. What is the TEACH act?
  9. Where can I get more information about copyright?
  10. What policies does the College have addressing copyright issues?

If you are still confused visit the CCC’s OnCopyright Education programs. They are designed to help you appreciate the importance of copyright, learn what you and your colleagues can and cannot do with copyrighted content, and how to obtain copyright permission.

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Posted by on March 23, 2012 in Teaching Tools, Uncategorized, Video


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Leadership in the Classroom

Mandela:  His 8 Lessons of Leadership by Richard Steele – Time Magazine, July 21, 2008, pgs 43-48

 “The world’s greatest moral leader reflects on a lifetime of service-and what the rest of us can learn from it.”

 1.)          Courage is not the absence of fear-it’s inspiring others to move beyond it.

 2.)          Lead from the front-but don’t leave your base behind.

 3.)          Lead from the back-and let others believe they are in front.

 4.)         Know your enemy-and learn about his favorite sport.

 5.)          Keep your friends close-and your rivals closer.

 6.)          Appearances matter-and remember to smile.

 7.)          Nothing is black or white.

 8.)          Quitting is leading too.


My graduate professor shared this list with me in my Library Management course. Today, I try to apply these leadership skills in my classroom.

N.L. McBeth

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Posted by on March 22, 2012 in Checklist, Teaching Tools


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Future of Education

This website is devoted to providing an opportunity for those who care about education to share their ideas with others.

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Posted by on March 19, 2012 in Uncategorized


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Electronic Journal User’s Behavior – Research Article

Bennett, D., & Buhler, A. (2010). Browsing of E-Journals by Engineering Faculty. Issues in Science & Technology Librarianship. Retrieved from Library Lit & Inf Full Text database.

This article is about a survey conducted by the librarians at the University of Florida (Marston Science Library The librarians surveyed the engineering faculty (Assistant Professors, Associate Professors, and Professors) to determine faculty use of tables of contents in either print or online format. I have mixed feelings about surveys because everyone in the target groups are not required or have a desire to respond to the survey. A researcher could lose relevant information for their assessment. I could also see how a survey could be a helpful assessment tool for getting information from a large group of people (for example: engineering faculty at a university). The University of Florida has eleven (11) departments in the engineering field of studies (

 The librarians reviewed several key articles and studies about electronic journal user’s behavior. The first article by Tenopir (2003) stated that “browsing a small number of core journals is important (in print or electronic forms), especially for subject experts and for current awareness searching.” The librarians found another survey conducted in 2005 by Inger and Gardner (2008) that stated “e-mail alerts and journal home pages remained the two favorite methods for viewing the latest issues of core journals.”

From the twenty percent (20%) that completed the survey, results indicate that the engineering faculty still uses tables on contents and journal browsing to support current awareness and other information seeking needs. Thirty percent (30%) of the Assistant Professors, nineteen percent (19%) of the Associate Professors, and twenty five percent (25%) of the Professors responded to the survey.  The librarians explained the local electronic journal use on campus and off campus. Engineering faculty has online access to most of their current journals. Respondents still pay attention to the journal name when reading articles. I thought it was interesting that the librarian noted that ninety percent (90%) of the engineering journals were currently available electronically and are no longer received in print format.

Differences in behavior across academic ranks and engineering subdisciplines are apparent. The librarians included several graph and pie charts to identify the academic ranks which I found very helpful. The most popular method to browse articles by engineering faculty was to visit the publisher or journal web site (fifty nine percent (59%) of respondents). I usually browse electronic alerts from the favorite professional journals. If a see an article that I like or find interesting, I will locate the journal (print of electronic) and read it. I thought it was amazing that the majority of the engineering faculty did not change their browsing behavior when their favorite journals changed to electronic format.

The survey results also revealed a trend of Professors relying more on the interpersonal network that is carefully built by researchers as their career progress (for example, conferences or peers outside the University of Florida). When the faculty was asked about graphics and logo recognition while browsing, they (eighty five percent (85%) noticed the graphics and logo of ScienceDirect (Elsevier) Figure 1.


Figure 1: ScienceDirect (Elsevier)

I should not be surprised but I was surprised that the engineering faculty admitted that they have favorite databases and they searched for articles in only their favorite databases. That survey question and answer results could be used to verify the electronic collection’s usage (collection development).  I was glad to read that sixty nine percent (69%) of the faculty surveyed uses library-subscribed databases for their article searching.

The survey assessed that engineering faculty still use table of contents and journal browsing to locate useful electronic articles. The format (discontinuing print journals for electronic journals) changed did not change the behavior of this target group. This article spotlighted the academic ranks and how each rank still pay attention to journal names. The librarians of this survey will continue their research by sending out a similar survey to engineering graduate students. They are also planning on repeating the survey at a five year intervals to the engineering faculty.


Inger, S. & Gardner, T. (2008). How readers navigate to scholarly content: Comparing the changing user behavior between 2005 and 2008 and its impact on publisher web site design and function. 1-32. Available at:

Tenopir, C. (2003). Use and Users of Electronic Library Resources: An Overview and Analysis of Recent Research Studies. Washington, DC: Council on Library and Information Resources., pub 120.  Available from:


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Posted by on March 15, 2012 in Article, Teaching Tools


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So You Want to Teach

Information Specialists looking for teaching opportunities at a community college should not be discouraged by this article. I am the perfect example of having both worlds (library and teaching careers). Before I graduated from library school, I talked with a computer technologies instructor and found out that I could teach computer/information technology courses with 18 hours of graduate credits. My last courses in library school focused on information technologies. I am also the chairperson on the Computer Applications Advisory Committee, so I was already assisting computer/business technology students in the library. Another plus, my undergraduate study was business administration.

My advice:

1. Talk with the department chair or a full time instructor in your field of interest. Let them know that you are interested in teaching.

2. Try to join an Advisory committee that focus on your field of interest

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Posted by on March 10, 2012 in Article


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Teaching Style – Real World/Flipped Classroom

Every time I leave a class session, I feel more confident about my teaching style. I want my students to realize that, what they are learning will be required in the real world. I don’t lecture much during the class session. I want to be able to watch how the students are learning and using the software applications. At the beginning of the class session, I do a brief introduction to the chapter and project. Then, I allow to student to use the rest of the class session to work on their project. If they have problems with a task, I will stop the whole class and demonstrate the task on the whiteboard. I believe that students learn from hands on experience in the classroom.

Example of my teaching style:

Flipped Classroom



Posted by on March 3, 2012 in Teaching Tools


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