Think, Know, Prove–Initial Recommendations

So, you read them, right? The Initial Recommendations on Registration?

They reminded me quite a bit of some (most) of the recommendations that your beloved Faculty Council made in a meeting with our local administration (here’s a list of just a few–not even including the nifty new checklist that we suggested and our Registrar/Student Services people put together for students).

So, what do you make of “just a few” of the Task Force’s Initial Recommendations? Are you dazzled that they came up with the same recommendations in just one day that it took we faculty years of observation and experience to come up with? (Must have been the Flip Cameras!) Are you underwhelmed by the lack of specificity in them (Easy there–note the word “initial!”)? Do you have any more that you’d like to add to the conversation?

What do you think? What do you know? What can you prove?

How a Small and Varied Group Can Make Change

I found this article a while ago, and some events of the last week or so reminded me of the title–though admittedly, the moments in question were moments of doubt about such possibilities), so I went back to look at it again and found all kinds of interesting stuff that I forgot was there (check out the recommendations in the comments, for example, for some summer reading possibilities).

From the piece:

As Derek Bok points out, whereas faculty members in research universities solicit, and if they are lucky get, lots of diverse and hard-to-ignore feedback on their research which they can use to improve it, they spend very little time engaged in a community of teachers trying to learn how to improve their teaching.

We probably do it more than they do (take your visits to this site as evidence of the point), but we could all probably stand to do more of it, too.