cccc’s posterous

Cape Cod Community College 

Sleep No More

via http://www.americanrepertorytheater.org/events/show/sleep-no-more

British theater company Punchdrunk

article from The Guardian

The Old Lincoln School in Brookline, Massachusetts, has been exquisitely transformed into an installation of cinematic scenes that evoke the world of Macbeth. You, the audience, have the freedom to roam the environment and experience a sensory journey as you choose what to watch and where to go. Rediscover the childlike excitement of exploring the unknown in this unique theatrical adventure.

EXPERIENCE THE A.R.T. - American Repertory Theater Artistic Director Diane Paulus talks about her inaugural 2009/2010 season: Sleep No More

 

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Professors file health care lawsuit - The Boston Globe

A group of part-time community college instructors filed a lawsuit yesterday against the state, saying that hundreds of adjunct faculty in Massachusetts’ public higher education system are unfairly denied health care coverage.

Betsy Smith who teaches @CCCC is one of the plaintiffs

READER COMMENTS:

Highandinside wrote:
Many colleges use part-timers, along with non-tenure-track full-time faculty - collectively called 'contingent faculty' to teach to avoid having to hire tenure-track faculty. This has long been the 'dirty little secret' of academia. These teachers have to cobble together several jobs to make a living. The American Association of University Professors has been discussing the issue of contingent faculty for a long time. Here's a link:

http://www.aaup.org/AAUP/issues/contingent/contingentfacts.htm

Some schools treat contingent faculty fairly, but many do not. Contingent faculty teach, advise students, and often do research, and many work without job security or benefits.

For many contingent faculty, it is NOT about money as much as it's about respect and being treated fairly. Many contingent faculty are excellent teachers who greatly enhance their programs and institutions.

Many colleges are moving away from opening tenure-track positions and are dependent on their part-time and full-time contingent faculty. Most contingent faculty are not "adjuncts" who work all day in a private sector job and "teach night courses". This is one model, but for every "adjunct" there are many more contingent faculty for whom college teaching is a profession. With fewer and fewer tenure track positions opening, this second model will become more commonplace, and it's time to treat these dedicated professionals fairly.

Now, here's a good question... If someone teaches part-time at two or three community colleges or state colleges, why shouldn't that person be considered a full-time employee of the Massachusetts community college or state college system?

NevskyBaby wrote:
"Lochelt’s class load, with nearly 200 students per semester, is nearly twice as much as a full-time instructor, but he is paid far less, about $2,700 per course. He said he spends 23 hours a week in class and an additional 15 hours a week grading papers."

Sorry, but couldn't he make better money working at Whole Foods Market and buying an HSA?
The wages at the college are3 about slave-level anyway, the students are probably resentful and have a chip on their shoulder, and the work is probably mentally numbing. Better to be among the crisp organic lettuces, freshly baked bread, and mouth-watering deli meals at WFMI. Plus Mackey offers health insurance to his people unlike the republik of MA...

pete74 wrote:
The State adjuncts, and the ones teaching at every private college and university in the Commonwealth should really be suing for equal pay. These are folks with PhDs and other advanced degrees, often with years of experience, teaching kids whose families pay up to $40,000.00 in tuition. The starting pay for adjuncts is typicaly around $1800.00/course. At about 10 hours/week over 12 weeks for in-class and out-of-class time, it comes to $15.00/hr, with no benefits, no job security, and usually offers of employment which don't come until right before each term. It is a continuation of the exploitation of grad students by many of the same institutions, who then turn around and pay their instructors at the same scale used decades ago.
Do your college-age kids get a discount when an adjunct teaches the class? Do the schools tell them what they can look forward to if they want to teach at the college level? Did you know the same instructors will teach identical courses at community colleges and at the big-name private schools like BU, Tufts and Brandeis (but are often paid more at the state-run schools)? Liberal, education-oriented MA is an equal-opportunity exploiter.

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Online artwork ~ Studio Arts Faculty Exhibit ~

to view the artwork      http://tiil.us/cccc/expo09/

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Opening ~ Studio Arts Faculty Exhibit ~

                             
Click here to download:
Opening_Studio_Arts_Faculty_Ex.zip (2973 KB)

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Teaching Tool: Blogging a Mass Killing - The Chronicle of Higher Education

Leslie Whitaker, a guest blogger for Wired Campus, is a lecturer in the English Department at the University of Wisconsin at Milwaukee. Previously she worked as a reporter for Time magazine.

My first experience with blogging’s potential as a teaching tool occurred last week. I am teaching a class on blogs to English majors this semester, and I asked them to blog immediately after watching a live broadcast of President Obama’s address during the memorial service for those killed at Fort Hood, in Texas. I gave them about 10 minutes and then asked them to read aloud what they’d written. I figured we’d brush up against the limits of blogging, with its inherent pressure to process and post as quickly as possible. Even though I have a thoughtful bunch of students, I didn’t expect to hear much worth saving.

I was wrong.

The first several students reacted to the murders on an emotional level. Some mentioned their grief at learning that one of the shooting victims had been pregnant. Others wrote more like reporters, recounting highlights of what Obama had said.

A handful of students wrote things that stand out sharply in my memory. One young woman had family members in the military. She wrote a prose poem that started every sentence with “I hate.” One line I remember in particular. “I hate that my brother lost six years of his life in the Army.”

A young woman who is Muslim had to be persuaded to read her post because she considered it controversial. She raised questions with an eye toward understanding this horrific event in a larger historical perspective. An even more cautious student refused to read anything, noting that she had friends in the Army and didn’t want to publish anything stupid. A young man who was proud of his Italian heritage and yet was also proud to be American wondered how the accused killer, a U.S. citizen with a Muslim background, could shoot his fellow countrymen and -women.

The last student, who noted that he had no experience either with violence or the military, posted a confession of sorts: “I have never witnessed the horrors of a murder. To the best of my knowledge, neither has anyone I know. I cannot approximate nor rationalize nor understand the emotions involved, and pretending otherwise seems false. So I am detached.”

Hearing these students’ reactions, shared with each other, made the experience of watching President Obama far more meaningful than it would be if I had done it in my usual way: by myself or with my family. When the female student who had relatives in the military and the male student who felt detached addressed each other, civilly, I felt as if the class was giving voice to the widely divergent views that exist in our country, as well as to the sorts of confusing contradictions that sometimes occur inside our own heads.

Is this what blogging at its best offers us as a society, the chance to put the various slivers of reaction to any complex problem side by side? Or is the process I stumbled upon simply a standard educational model of requiring students to think, write, and then discuss? Was 10 minutes too short a time to process a reaction to such a complicated situation? Or is 10 minutes longer than we usually get?

Categories: Teaching, Social-Networking

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video blogging class photos

             
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Collaboration Platform PBWorks Gets A Real-Time Makeover

Startup PBWorks, which was formally known as PBwiki, specializes in helping businesses, non-profits, and educational institutions collaborate via wikis. The startup has steadily added innovative, real-time features to its platform, most recently integrating Twitter-like microblogging.

Today, PBworks is entering the stream by adding real-time functionality and voice collaboration within the application. PBWorks is adding four new features to its suite.

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The Book That Contains All Books

The globally available Kindle could mark as big a shift for reading as the printing press and the codex
via The Wall Street Journal  by Stephen Marche

On Monday, the Kindle 2 will become the first e-reader available globally. The only other events as important to the history of the book are the birth of print and the shift from the scroll to bound pages. The e-reader, now widely available, will likely change our thinking and our being as profoundly as the two previous pre-digital manifestations of text. The question is how. And the answer can be found in the history of earlier book forms.

Most literate people are familiar with at least some of the consequences of the print revolution of the 15th century, but far fewer are as aware of the much more profound change that occurred when rolls were replaced by codices—pages bound between covers—in the late Roman period. Think of the scattered, tattered remainders of the Dead Sea Scrolls—each text is isolated and vulnerable. Codices were originally mini-libraries, much more useful and easy than storing masses of loose individual texts.

In "Christianity and the Transformation of the Book" (2007), Anthony Grafton and Megan Williams argue that the codex was one of the keys to the nascent power of Christianity in the late Roman period: "The rise of the codex, with its compact proportions, greatly intensified the physical—as well as the symbolic—concentration of cultural power that a sizable library embodied." The Gospels became both a single object and a small library. The simple act of binding involved the bringing together of voices and interests, a move from having the Lamentations of Jeremiah and histories of the Kings of Israel and the laws of Moses to having the Bible which contains them all.

The development of the codex was a shift from thinking of literature as a unique object, like a painting, to seeing it as an institutional object. Conversely, as the codex came to dominate as a means of intellectual transmission, the scroll began to take on the status of a holy object, which is why synagogues keep the Torah in scrolls.

The introduction of the printing press brought a similarly enormous change to the nature of reading. One of the most interesting figures in that transformation is the great Benedictine scholar Trithemius. He lived in Sponheim in the 15th century and managed to amass a library fully half the size of the Vatican library, an incredible achievement. He was also the author of "In Praise of Scribes," the foremost defense of scribal practice, in favor of writing things out and against printing them.

He reminds me particularly of Nicholson Baker, who disapproves highly of Kindle 2. I mean the comparison absolutely as a compliment to Mr. Baker, who recently published a diatribe against Kindle with the subtitle "Centuries of Evolved Beauty Rinsed Away." His argument boils down to how much he likes the feel of paper. Trithemius had stronger arguments against the newfangled technology of the press: Printed books could never match the beauty and uniqueness of a copied text; copying produced a state of contemplation which was spiritually beneficial; and copying was a way of reducing error, which indeed it was at first.

His central claim was that hand-produced books were inherently holy. His leading anecdote is the story of a scribe who died after decades of copying texts. When they disinterred him, the three fingers of his right hand, his writing hand, had not decomposed. Anyone who has held a handmade medieval missal—or even a handwritten letter—knows what Trithemius is talking about: the sense that someone is communicating something to you personally.

But "In Praise of Scribes" is a good object lesson in the impossibility of avoiding technological change. Trithemius didn't have his book copied. Too few people could have read it that way. It went straight to the printing press (just as Nicholson Baker's polemic against Kindle 2 is available online). Trithemius was the first in a line of would-be Luddites who couldn't resist the power of the new.

My paper library consists of 2,000 volumes, making it both much too big and much too small. I consider a working library to have about 5,000 volumes, but a mere 2,000 has been sufficient to be one of the most continuous problems of my life. Moving it around is a nightmare. A hundred boxes of books is a terrible burden in the 21st century. Yet I know that I will never get rid of them. I'm too attached now. Just as the ancients respected the scroll more after the development of the book, just as the hand-written manuscript became sacred after the invention of print, the printed book is now beginning to glow with its own obsolescence.

But I am immensely excited for the new phase of the book. So far the new technology has been called the "e-reader," a term obviously picked by engineers, not poets. In literary terms it's a transbook, by which I mean that it is the book which can contain all books. Why are so many writers so afraid of this staggeringly wonderful possibility? A book is a singular object that can contain many voices, but the transbook has the potential to be a singular object containing all voices. It is not just another kind of media; it is the dream of ultimate text.

We are still in early days, but it is obvious where the transbook is headed: It will eventually provide access to all text that is non-copyright, and to the purchase of every book in or out of "print." Kindle 2's boast of being able to hold 1,500 titles will eventually sound as ludicrous as those early ads for floppy disks boasting that they could hold up to 64k of data. We will want everything and we will get it. Possibly there will eventually develop a subscription service, which provides access to all books for a monthly fee. At any rate, a single object will contain the contents of all the world's libraries. It's just a matter of when that will happen. And who will profit.

Kindle 2 isn't really about what we may or may not want as readers and writers. It's about what the book wants to be. And the book wants to be itself and everything. It wants to be a vast abridgment of the universe that you can hold in your hand. It wants to be the transbook.

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Online Programs: Profits are There, Technological Innovation Is Not

Online programs are generally profitable. But despite the buzz about Web 2.0, the education they provide is still dominated by rudimentary, text-based technology.

Those are two key findings in a recent report, “Benchmarking Online Operations: Snapshots of an Emerging Industry,” produced by the consulting firm Eduventures.

Online education has grown in popularity, yet it remains dependent on learning-management systems, with content-delivery built around text, says Richard Garrett, an Eduventures managing director.

“The underlying delivery model or pedagogical model hasn’t really changed much in the last five, 10 years,” Mr. Garrett says.

The survey of 96 institutions, which is not publicly available online, was released to Eduventures members and subsequently to The Chronicle. Mr. Garrett describes it as the first attempt to benchmark online-specific operational activities across a large number of schools --- activities like technology, outsourcing, and marketing. Data were collected in the fall and winter of 2008-09. The Campus Computing Project is expected to soon release an expanded, updated version of the survey.

The study found that nearly all programs were either profitable or breaking even. Overall, 65 percent reported that their online programs were profitable. For for-profits, 100 percent were profitable; for nonprofits, 62 percent were. (With nonprofit colleges, “profit” is used in the sense of a surplus, with revenues being larger than expenses. Universities have various systems for handling the surplus).

The profitability findings underscore how the recent -- and widely publicized -- demise of University of Illinois’ online Global Campus program does not reflect the typical experience, Mr. Garrett says.

The finding “gets away from any notion that online is somehow a flash in the pan, or it’s all up-front investment and no return, like the Illinois Global Campus,” Mr. Garrett says.

But when it came to technology, the Eduventures survey found that the widely used tools are email, text discussions that don't happen in real time, physical textbooks, and word and pdf documents.

That contrasts with what you find on the programs of distance-learning conferences, where the talk is often about Web 2.0 technology that allows students to interact with the content or the provider in tangible ways. Those tools might be social-networking platforms or wikis or virtual worlds.

“Any innovation is really on the periphery in terms of the odd synchronous session, or the odd video clip, or the odd simulation,” Mr. Garrett says of online programs. “But those are really to supplement what is still a pretty rudimentary core.”

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Why Email No Longer Rules…

Email has had a good run as king of communications. But its reign is over.
In its place, a new generation of services is starting to take hold—services like Twitter and Facebook and countless others vying for a piece of the new world. And just as email did more than a decade ago, this shift promises to profoundly rewrite the way we communicate—in ways we can only begin to imagine.
We all still use email, of course. But email was better suited to the way we used to use the Internet—logging off and on, checking our messages in bursts. Now, we are always connected, whether we are sitting at a desk or on a mobile phone. The always-on connection, in turn, has created a host of new ways to communicate that are much faster than email, and more fun.

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