Who fills these roles your campus? How many are you filling yourself?
As the next installment from the plus ça change, plus c’est la même chose department, here is an interesting excerpt from an article in Old Oregon, Vol. V, No. 3 (December, 1922). The author, Colin V. Dyment, was professor of journalism, Dean of the College of Literature, Science, and the Arts, a member of the inaugural University Library Committee (1921), and coach of the men’s soccer team.
How does this compare to current conversations about selectivity in admissions, state expectations of public universities, elitism (real or perceived), and academic standards?
Rebooting the Past… FIG readers take note — this issue of Old Oregon also includes an essay by Lucile Saunders, “Glimpses of the Southern Continent.”
Apologies for the screenshot (jpeg image) — please let me know if you need the text transcribed.
From the NYT article:
It is very hard to remove anything questionable about yourself from a search engine, but you can at least push it lower by adding positive entries, said Barbara Safani, owner of Career Solvers, a career management business in New York.
Ms. Safani says she aims to help clients create a positive professional identity on the Internet through Google profiles, LinkedIn and ZoomInfo, for example, as these tend to be among the first to appear in search results. Adding such entries can also help people who have little or no presence online, as that can be viewed with suspicion these days, she said.
Publishing exemplary academic work in the University of Oregon Scholars’ Bank is another way for members of the UO community to “add positive entries.” Institutional repositories like Scholars’ Bank are highly trusted by search engines. The contents are rapidly indexed and generally get high rankings in search results.
Academia.edu is another service with high visibility in Google. Designed for scholars and researchers at the graduate level and beyond, academia.edu has a professional look and feel a la LinkedIn. It works like any other online social network — set up a profile, add your own research interests from a vast taxonomy of user-generated topics, follow people who share your interests, find people you know and follow people they follow, and so on. The structure reflects institutional affiliation as well as research interests, making it useful for finding potential collaborators in your own department, in other departments on your own campus, or worldwide.
Feel free to use the comment section below to provide additional suggestions, or share adventure stories from the digital i.d. wilderness.
When does personal technology – your own or someone else’s – distract you from paying attention to your professor’s lecture, or to the class discussion?
How can students and professors work together to make sure that educational technology enhances learning? Share any ideas in the comments section below.
Video by Dave Martinez, Multimedia Editor, Oregon Daily Emerald.
Welcome, University of Oregon Class of 2014, new graduate students, and faculty!
What did the UO look like in 1934? Watch this video, and feel free to share your “then and now” observations in the comments section below.
Then: “The library, the center of intellectual life, houses a collection of 236,444 volumes…”
Now: According to the UO Libraries 2008-2009 Annual Report, the collections now include 3,083,407 print volumes, in addition to vast collections of microfilm, audio and video, maps and air photos, manuscripts and archives, graphic materials (photos, slides, etc.), electronic books, and a rapidly growing assortment of digital collections.
Then: “No task is too menial for these fine young Oregonian [student workers] for the sake of an education. Girls as well as boys take advantage of such opportunities for self-help……”
Now: In 2008 (latest available figures), the UO employed 2,837 students in part-time campus jobs. Working on campus is still a great way to meet people and explore potential career paths, while providing essential services and supporting your education. For more information, check out the Career Center’s job search site.
Plus ça change, plus c’est la même chose?
This is a draft greeting for the ufolio main page:
Welcome! UfoliO is a blogging and web publishing service for the University of Oregon, running on the WordPress MultiUser platform.
UfoliO offers students and faculty an easy-to-use, personalized web environment that can be used for a wide variety of purposes:
- Students can use their online workspaces for project development, reflection and feedback. Students can later mine this archive for targeted presentations (i.e. scholarships, jobs, outreach).
- Instructors can aggregate student work to encourage scholarly exchange, clarify expectations, and highlight excellence.
- Groups can use support activities that fall outside of the curriculum per se. Examples include summer community readings and living-learning initiatives.
UfoliO is a pilot system originally created for student electronic portfolios and course-integrated blogging. Beginning in the Summer of 2010, the pilot is being extended to additional users. Looking beyond the pilot phase, Information Services is planning to establish a permanent blogging/web publishing service to the campus. The target for establishing this as a core service is June 30, 2011.
The UO Libraries and Information Services are collaborating to provide user support and system hosting. We also plan to name a User Group of interested faculty and students.
To learn more about the history and vision for UfoliO project, see:
- Making Connections in a Web2.0 World (2009 Big Idea proposal)
- Educause Learning Initiative presentation
- Pilot Project progress reports (ufolio : year one and Summary of Eportfolio Survey)
7 Things You Need To Know About Personal Learning Environments (EDUCAUSE Learning Initiative)
7 Things You Need To Know About Blogs (EDUCAUSE Learning Initiative)
‘How are you going to grade this?’: Evaluating Classroom Blogs (Chronicle of Higher Education)