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Re- , since my first one was over a year and two careers ago. I'm an instructional technology consultant at a Big 10 school. I started 2 weeks ago & I love it so far- it's a tech team full of humanities people.

My MS is in library science, MEd in curriculum & instruction, BA is English and Journalism. I've worked in public and academic libraries lately and spent 12 years teaching high school English and journalism. Married to a sociologist and have a 9 year old and a 13 year old.

Reading up on digital badges and recent study found students were reluctant to share badges because they didn't think the work they did to get them was good enough to show public/potential employers.

Cheng, Z., Richardson, J. C., & Newby, T. J. (2019). Using digital badges as goal-setting facilitators: A multiple case study. Journal of Computing in Higher Education.

This is blowing my mind - study is on goal setting, but I'm thinking we're hitting imposter syndrome.

I work with a vendor that is moving into interactive textbooks - buy the student response system to access the textbook, then buy the textbook. Checking out Eng Comp books and the first assignment in the first book is to email the author of Writing for College thanking him for making his book available for free. This has to sit well with students who just spent $20 on the license and $46 on the book that's supplement to the free book.

Like not how to job hunt, but the emotions around it. Anyhow, three jobs later, I'm in a good place. Not a library place, but I'm pretty content with that.

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I was interviewed for a study on job hunting in library land about 18 months ago and now it's an article in In the Library with a Lead Pipe. I'm pretty sure I'm quoted in it (the last quote about the temporary librarian.) It makes some good points about job hunting. inthelibrarywiththeleadpipe.or

I emailed ~700 students yesterday telling them they are not eligible for a rebate from the student response system company. ~500 actually did qualify, I just got a little copy happy. I couldn't send out a correction for ten minutes because the calls were coming in. Most of the crisis averted, I only have three emails come in after I got off work.

Holly boosted

I'm looking for writing (academic and non) about how ecologists use language like "invasion" and such that mirrors xenophobic and fascist language about people and how this can be a problem.

Boosts welcome

I heard about Riipen yesterday - it looks like Upwork, but for businesses to partner with students on projects. I'm trying to decide if I'm just overly suspicious of all ed tech in general or is this one sounds extra sketchy. At least they don't charge students directly (they charge schools and businesses.)

I may have to dig around.

I'm home sick for a cold - I think the last time I did that I was pregnant (I forget which kid, though.) I feel half like I'm skipping school, but I'm thankful I have plenty of sick days and cubicleland culture frowns upon coming in contagious.

My spouse put in an application to adopt a cat yesterday, and we're debating names. Cat's current name is Sylvester, and we can't agree on anything. The cat is as a large black American short hair, who is both cuddly and playful. Current animals are Buffy and Willow (but we wouldn't do Whedon names anymore) and Kiki (I think we're out of Studio Ghibli names.) Any suggestions?

And I forgot - the podcast "Inclusified Teaching Evaluation" with Viji Sathy and Kelly Hogan from Teaching in Higher Ed. I'm only halfway through it, but it's really interesting so far.

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Course evaluations 

Higher ups on my team are part of a university wide plan to revise how we do course evaluations - eventually the nuts and bolts of that will come to my team (we run the tech end of that now. It involves at least two hours of uploading registrar data every week and that makes us sad.) Some of the proposed changes include encouraging things like that.

Anyhow, it's cool to see a couple projects collide.

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Student peer review and course evaluations 

Like it's very much a peanut putter and chocolate moment for me. Though how it took me this long to connect students receiving feedback they can use to revise their writing and instructors receiving feedback they can use to adjust their teaching and always modeling everything all the time.

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Student peer review and course evaluations 

And of course it's good for them to think through, but they don't always like doing it or know how to do it.

Anyhow, I was just listening to a podcast on revamping course evaluations at the instructor level.

The professor discussed asking students for feedback on group projects, then relating in general terms what she heard back and how she's addressing it, including how she's addressing conflicting feedback.

Mind blown. (more)

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Student peer review and course evaluations 

I'm prepping for a workshop on student peer review (I'm the IT side because of course there's technology solutions - two we don't reccommend and are easy to access through our LMS to and one we plug every chance we get and only make available on request, I have opinions on this.)

Anyhow one feature/bug that keeps popping up is students get conflicting advice from their peers and have to figure out how to address it as they revise their papers. 1/2

US pol 

The next headline is pro-Gillibrand.

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College newspaper pro/con: Does ranch belong on pizza?
Headline 1: Ranch always makes pizza better.
Headline 2: Not every pizza needs ranch.

In other news, the dryer is broken. This is a hassel, but also the perfect excuse to go to the gaming laundromat. All the fun stuff is in Illinois.

Gross political group mention 

Former vendor was Turning Point (different one.) And I'm super careful to say Turning Technologies because no one is getting a $20 rebate for being on the other Turning Point list.

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Yesterday was first day of classes and we're switching clicker vendors, so I spent a fair amount of time telling undergrads that a rebate is not a refund.

And now I'm working with a technology shift that will leave students grumbling (new student response systems, there will be trial and error and students have to shell out $55 for a license) and I'm wondering how much benefit of the doubt the professors using this will get - and whether some can afford it more than others.

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