Welcome to day 2 of @indiewebcamp online it is our hack day! Time to set a personal goal and have something to demo at one of our two scheduled demo days. I think I will work on a wrap up post from yesterday and a page for my poetry
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"text": "Welcome to day 2 of @indiewebcamp online it is our hack day! Time to set a personal goal and have something to demo at one of our two scheduled demo days. I think I will work on a wrap up post from yesterday and a page for my poetry"
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course many numbers of ways Domains not possible.Could be price (why we use subdomains in Ghana and #nhv), could be employer (many teachers have subdomain from school) could be privacy, life threatening (countries where they kill for disagreeing) (quickthoughts.jgregorymcverry.com/s/1PRsya)
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"text": "course many numbers of ways Domains not possible.Could be price (why we use subdomains in Ghana and #nhv), could be employer (many teachers have subdomain from school) could be privacy, life threatening (countries where they kill for disagreeing) (quickthoughts.jgregorymcverry.com/s/1PRsya)",
"html": "course many numbers of ways Domains not possible.Could be price (why we use subdomains in Ghana and <a href=\"https://twitter.com/search?q=%23nhv\">#nhv</a>), could be employer (many teachers have subdomain from school) could be privacy, life threatening (countries where they kill for disagreeing) (<a href=\"https://quickthoughts.jgregorymcverry.com/s/1PRsya\">quickthoughts.jgregorymcverry.com/s/1PRsya</a>)"
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🌤⛰ 12 miles at #SFRC today with pal Brooke. Low hanging when we started in Tennessee Valley, the fog swirled and arced between the hills(2) up Coastal Trail. As we emerged from the fog, we could see the Pacific in the distance, framed by hills, most of… tantek.com/2020/039/t3/sf…
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"text": "\ud83c\udf24\u26f0 12 miles at #SFRC today with pal Brooke. Low hanging when we started in Tennessee Valley, the fog swirled and arced between the hills(2) up Coastal Trail. As we emerged from the fog, we could see the Pacific in the distance, framed by hills, most of\u2026 tantek.com/2020/039/t3/sf\u2026",
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🌤⛰ 12 miles at #SFRC today with pal Brooke. Low hanging when we started in Tennessee Valley, the fog swirled and arced between the hills(2) up Coastal Trail. As we emerged from the fog, we could see the Pacific in the distance, framed by hills, most of the fog below(3).
Brooke and I got to the top and a stranger offered to take our photo above the fog and clouds(1). I took a photo closer to the edge(4). We ran down to and through Pirates Cove, back up a bit, down to Muir Beach, then over to the Redwood Creek Trail.
Reached the Miwok Trail and turned right, heading south toward Coyote Ridge(5). The trail wound through ferns and moss lined trees(6) until peaking, downhill to crossing Highway 1, then back up in view of the opposite side of a valley(7). On the other side, a green view back down to Tennessee Valley where we started(8).
Got veggie burgers at Good Earth. More runner friends joined us and we enjoyed catching up in the warm sunshine.
#run #runner #runners #trailRunner #trailRun #ultraRunner #fog #Marin #MarinHeadlands #clouds #view #hill #hills #optOutside #fromWhereIRun #NeverStopExploring #InstaRunner #50mileTraining #workHardDreamBigDoCoolShit #noFilter
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"text": "\ud83c\udf24\u26f0 12 miles at #SFRC today with pal Brooke. Low hanging when we started in Tennessee Valley, the fog swirled and arced between the hills(2) up Coastal Trail. As we emerged from the fog, we could see the Pacific in the distance, framed by hills, most of the fog below(3).\n\nBrooke and I got to the top and a stranger offered to take our photo above the fog and clouds(1). I took a photo closer to the edge(4). We ran down to and through Pirates Cove, back up a bit, down to Muir Beach, then over to the Redwood Creek Trail.\n\nReached the Miwok Trail and turned right, heading south toward Coyote Ridge(5). The trail wound through ferns and moss lined trees(6) until peaking, downhill to crossing Highway 1, then back up in view of the opposite side of a valley(7). On the other side, a green view back down to Tennessee Valley where we started(8).\n\nGot veggie burgers at Good Earth. More runner friends joined us and we enjoyed catching up in the warm sunshine.\n\n#run #runner #runners #trailRunner #trailRun #ultraRunner #fog #Marin #MarinHeadlands #clouds #view #hill #hills #optOutside #fromWhereIRun #NeverStopExploring #InstaRunner #50mileTraining #workHardDreamBigDoCoolShit #noFilter",
"html": "<a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_eLsrkBNb7WmBdu08ZEzcU6ZO3X0Bc2T_qIVLd0QFLlA.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_tUwohSFtM-CE0sQiIvDIjL0FmpWpoM_ROF7Ofo5xCWA.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_4MSNvcx5KujMzZYRYDRgq2GeAzwFUld9TJ-qJG41y9E.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_AFItKpjsD4L8UEPynBrjj8YvSo5ub3Tg5GQNlEdAt8M.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_H1DDhA2WLLcM4xhL7gXM7gzsCX1nKAaemUwyfpk4zB8.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_kYaBc7hrvxUXghIX_SI6s7NfF5Dtq1U16qzoXWFqbVQ.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_B4zdNn4dZhzrkgunkkYdw7LVYyrhbgzUyEzrLlkkrdc.jpg\"></a><a class=\"u-bridgy-flickr-photo\" href=\"https://fastly.4sqi.net/img/general/original/476_o4IlVNJyuWz8YAss7LbghtYJnVk62kSm7-r8sYN79ig.jpg\"></a>\ud83c\udf24\u26f0 12 miles at #<span class=\"p-category\">SFRC</span> today with pal Brooke. Low hanging when we started in Tennessee Valley, the fog swirled and arced between the hills(2) up Coastal Trail. As we emerged from the fog, we could see the Pacific in the distance, framed by hills, most of the fog below(3).<br /><br />Brooke and I got to the top and a stranger offered to take our photo above the fog and clouds(1). I took a photo closer to the edge(4). We ran down to and through Pirates Cove, back up a bit, down to Muir Beach, then over to the Redwood Creek Trail.<br /><br />Reached the Miwok Trail and turned right, heading south toward Coyote Ridge(5). The trail wound through ferns and moss lined trees(6) until peaking, downhill to crossing Highway 1, then back up in view of the opposite side of a valley(7). On the other side, a green view back down to Tennessee Valley where we started(8).<br /><br />Got veggie burgers at Good Earth. More runner friends joined us and we enjoyed catching up in the warm sunshine.<br /><br />#<span class=\"p-category\">run</span> #<span class=\"p-category\">runner</span> #<span class=\"p-category\">runners</span> #<span class=\"p-category\">trailRunner</span> #<span class=\"p-category\">trailRun</span> #<span class=\"p-category\">ultraRunner</span> #<span class=\"p-category\">fog</span> #<span class=\"p-category\">Marin</span> #<span class=\"p-category\">MarinHeadlands</span> #<span class=\"p-category\">clouds</span> #<span class=\"p-category\">view</span> #<span class=\"p-category\">hill</span> #<span class=\"p-category\">hills</span> #<span class=\"p-category\">optOutside</span> #<span class=\"p-category\">fromWhereIRun</span> #<span class=\"p-category\">NeverStopExploring</span> #<span class=\"p-category\">InstaRunner</span> #<span class=\"p-category\">50mileTraining</span> #<span class=\"p-category\">workHardDreamBigDoCoolShit</span> #<span class=\"p-category\">noFilter</span>"
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"html": "<p>I\u2019m serving as Chair of the Promotion, Tenure, and Evaluation Advisory Group. One of the tasks we have been charged with is to investigate best practices for promotion, tenure, and evaluation. We decided that we would read the Carnegie Foundation report called <em>Scholarship Reconsidered: Priorities of the Professoriate</em> that Ernest Boyer wrote in 1990. The <a href=\"https://depts.washington.edu/gs630/Spring/Boyer.pdf\">PDF of the report</a> is widely available because it was so influential in convincing faculty and higher education administrators to broaden their conception of scholarship so that it more accurately represents the work that faculty actually do.</p>\n<p>The report starts with a history of higher education and our societal understanding of its mission. In the 1940s, Vannevar Bush of MIT and James Bryant Conant of Harvard volunteered universities to help with the war effort and the federal government responded with many research grants. After the war, Bush urged continued federal support for research. As a result, research in the form of discovery of new knowledge became a priority for institutions of all types, regardless of the actual daily work of the faculty at those institutions. The familiar paradigm of \u201cpublish or perish\u201d became the norm.</p>\n<p>Boyer and his colleagues at the Carnegie Foundation did extensive research about faculty work load and argue in this report that it is unrealistic (and actually unhelpful) for every institution to focus evaluation of faculty on this this narrow conception of scholarship. They point out that Caplow and McGee, in T<a href=\"https://www.amazon.com/Academic-Marketplace-Theodore-Caplow/dp/0765806096\"><em>he Academic Marketplace</em></a>, observed \u201cthat while young faculty were hired as <em>teachers</em>, they were evaluated primarily as <em>researchers</em>.\u201d This situation must change, Boyer argues, if higher education was going to continue to be a meaningful contributor to society.</p>\n<p>The main idea of the book is that institutions should encourage and value a wide range of scholarship. This wider range more accurately reflects the realities of faculty work across a variety of types of institutions. The four types of scholarship that Boyer suggests are: 1. discovery, 2. integration, 3. application, and 4. teaching.</p>\n<p>The <em>scholarship of discovery</em> is the first and most familiar type of scholarship that Boyer suggests. This is what many people think of when they use the phrase \u201coriginal research.\u201d This type of scholarship is investigative, focused on the discovery of new knowledge. Despite the argument to broaden our conceptions of scholarship, Boyer says that the discovery of new knowledge is still absolutely critical in our \u201ccomplicated, vulnerable world.\u201d Those focused on the scholarship of discovery ask \u201cWhat is to be known? What is to be found?\u201d</p>\n<p>The <em>scholarship of integration</em> focuses on giving meaning to knowledge, putting it in perspective, making connections between disciplines, and illuminating data in revealing ways, often educating non-specialists as well. This is serious, disciplined work that seeks to interpret, synthesize, and bring new insights to original research. Those engaged in this type of scholarship ask questions like \u201cWhat do the findings mean? Is it possible to interpret what\u2019s been discovered in ways that provide a larger, more comprehensive understanding?\u201d</p>\n<p>The <em>scholarship of application</em> is focused on asking questions like \u201cHow can knowledge be responsibly applied to consequential problems? Can social problems themselves define an agenda for scholarly investigation?\u201d This scholarly work is in service to the needs of the larger world. To be considered scholarship, these service activities must be tied directly to the the faculty member\u2019s special field of knowledge. Boyer says he doesn\u2019t mean to imply that knowledge is first discovered and then applied. \u201cNew intellectual understandings can arise out of the very act of application \u2026 . In activities such as these, theory and practice vitally interact, and one renews the other.\u201d</p>\n<p>The <em>scholarship of teaching</em> focuses on teaching that is more than just <em>transmitting</em> knowledge to students but <em>transforming</em> and <em>extending</em> it as well. Through scholarly teaching, students become active learners who are critical, creative thinkers who are capable of life-long learning. Through scholarly teaching, professors themselves are pushed in creative new directions of understanding.</p>\n<p>Boyer argues that each institution of higher education must focus its energies on the type of scholarship that most closely matches its mission rather than unthinkingly require all faculty to engage in the scholarship of discovery. A university like Plymouth State should determine our priorities so that we capture the talents of our faculty and we distinguish ourselves from every other college and university. \u201cSimply stated,\u201d he writes, \u201cwhat we have on many campuses today is a crisis of purpose. Far too many colleges and universities are being driven not by self-defined objectives but by the external imperatives of prestige. Even institutions that enroll primarily undergraduates\u2013and have few if any resources for research\u2013seek to imitate ranking research centers. In the process, their mission becomes blurred, standards of research are compromised, and the quality of teaching and learning is disturbingly diminished.\u201d He quotes Lynton and Elman, writing in <a href=\"https://www.amazon.com/New-Priorities-University-Knowledge-Individuals/dp/155542029X\"><em>New Priorities for the University</em></a>, \u201cBy believing themselves to be what they are not \u2026, institutions fall short of what they could be.\u201d This feels like particularly important advice in today\u2019s higher education landscape.</p>\n<p>After reading this report, I understood that Boyer was not saying that ALL teaching is scholarship or ALL service is scholarship. But this report does not clearly distinguish between teaching and the scholarship of teaching or service and the scholarship of application. So I decided to read the next report from the Carnegie Foundation, <a href=\"https://www.wiley.com/en-us/Scholarship+Assessed%3A+Evaluation+of+the+Professoriate-p-9780787910914\"><em>Scholarship Assessed: Evaluation of the Professoriate</em></a>.</p>\n<p>In <em>Scholarship Assessed</em>, Glassick and his co-authors explain that faculty should still be evaluated using the three traditional areas: teaching, service, and scholarship. But we should allow for the four types of scholarship that Boyer defined. They acknowledge that there is significant overlap among the three traditional areas of evaluation. We can, however, determine whether a particular activity is teaching or the scholarship of teaching, for example.</p>\n<p>All scholarship, Glassick, et al. explain, must have the same criteria. After examination of many documents containing criteria for faculty hiring, tenure, and promotion, teaching evaluations, journal and book submissions for publication, and grant applications for funding, they found a common pattern of criteria that is focused on the scholarly process. \u201cIf this process can be defined with some clarity, it will provide terms by which scholars can discuss almost any project without denying either its uniqueness or its connections to other projects, whatever the discipline or type of project.\u201d When a particular project or activity is praised, it is because it has been guided by the following qualitative standards, each of which has a set of questions we can ask to determine the quality of the scholarship:</p>\n<p><strong>Clear goals:</strong> Does the scholar state the basic purpose of their work clearly? Does the scholar define objectives realistic and achievable? Does the scholar identify important questions in the field?</p>\n<p><strong>Adequate preparation:</strong> Does the scholar show an understanding of existing scholarship in the field? Does the scholar bring the necessary skills to their work? Does the scholar bring together the resources necessary to move the project forward?</p>\n<p><strong>Appropriate methods:</strong> Does the scholar use methods appropriate to the goals? Does the scholar apply effectively the methods selected? Does the scholar modify procedures in response to changing circumstances?</p>\n<p><strong>Significant results:</strong> Does the scholar achieve the goals? Does the scholar\u2019s work add consequentially to the field? Does the scholar\u2019s work open additional areas for further exploration?</p>\n<p><strong>Effective presentation:</strong> Does the scholar use a suitable style and effective organization to present their work? Does the scholar use appropriate forums for communicating work to the intended audiences?Does the scholar present their message with clarity and integrity?</p>\n<p><strong>Reflective critique:</strong> Does the scholar critically evaluate their own work? Does the scholar bring adequate depth of evidence to their critique? Does the scholar use evaluation to improve the quality of future work?</p>\n<p>As I said above, all types of scholarship can be evaluated using these standards and sets of questions. Teaching, for example, only becomes scholarship when the teacher engages in a process that addresses each of the standards above. The teaching scholar must articulate clear objectives for their course, be sure their goals for the amount and content material they are \u201ccovering\u201d is realistic and achievable, and be sure that the goals of the course are related to important questions in the field. The teaching scholar must be adequately prepared both in course subject matter and appropriate teaching skills and practices. The teaching scholar must think carefully about the appropriate methods to achieve the goals of their course, apply those methods effectively, and be willing and able to modify those methods if circumstances indicate that it is necessary. The teaching scholar must ask whether they met the goals they set out in teaching their course and must determine ways in which their teaching adds to the field and opens new areas for exploration. The teaching scholar must be sure their work leads to communication with colleagues as well as with students and must change their method of presentation depending on the current audience. The authors write, \u201cThe presentation of scholarship is a public act\u201d and so clear communication is paramount. Finally, the teaching scholar must think about their work, seek the opinions of others, and learn from the process so that their teaching scholarship can be improved. Not all teaching meets these requirements and so not all teaching is scholarship. For service to be considered scholarship of application, a similar set of requirements applies.</p>\n<p>The report also provides significant advice about documenting scholarship. Documentation should provide evidence that allows the scholar and their evaluators to apply the standards above to the scholarship. The authors recommend using a portfolio to provide this evidence.</p>\n<p>We at Plymouth State University already use portfolios in our Promotion and Tenure processes and have embraced the Boyer model of scholarship. But I\u2019m not sure we have always been clear about what makes a particular project or activity <em>scholarship, </em>especially scholarship of application and scholarship of teaching. So I think we will benefit from explicit conversations about what scholarship is, . The PT&E Advisory Group will be talking about how to facilitate those conversations.</p>\n<p>Image Credit: My Books taken February 7, 2020 by me.</p>",
"text": "I\u2019m serving as Chair of the Promotion, Tenure, and Evaluation Advisory Group. One of the tasks we have been charged with is to investigate best practices for promotion, tenure, and evaluation. We decided that we would read the Carnegie Foundation report called Scholarship Reconsidered: Priorities of the Professoriate that Ernest Boyer wrote in 1990. The PDF of the report is widely available because it was so influential in convincing faculty and higher education administrators to broaden their conception of scholarship so that it more accurately represents the work that faculty actually do.\nThe report starts with a history of higher education and our societal understanding of its mission. In the 1940s, Vannevar Bush of MIT and James Bryant Conant of Harvard volunteered universities to help with the war effort and the federal government responded with many research grants. After the war, Bush urged continued federal support for research. As a result, research in the form of discovery of new knowledge became a priority for institutions of all types, regardless of the actual daily work of the faculty at those institutions. The familiar paradigm of \u201cpublish or perish\u201d became the norm.\nBoyer and his colleagues at the Carnegie Foundation did extensive research about faculty work load and argue in this report that it is unrealistic (and actually unhelpful) for every institution to focus evaluation of faculty on this this narrow conception of scholarship. They point out that Caplow and McGee, in The Academic Marketplace, observed \u201cthat while young faculty were hired as teachers, they were evaluated primarily as researchers.\u201d This situation must change, Boyer argues, if higher education was going to continue to be a meaningful contributor to society.\nThe main idea of the book is that institutions should encourage and value a wide range of scholarship. This wider range more accurately reflects the realities of faculty work across a variety of types of institutions. The four types of scholarship that Boyer suggests are: 1. discovery, 2. integration, 3. application, and 4. teaching.\nThe scholarship of discovery is the first and most familiar type of scholarship that Boyer suggests. This is what many people think of when they use the phrase \u201coriginal research.\u201d This type of scholarship is investigative, focused on the discovery of new knowledge. Despite the argument to broaden our conceptions of scholarship, Boyer says that the discovery of new knowledge is still absolutely critical in our \u201ccomplicated, vulnerable world.\u201d Those focused on the scholarship of discovery ask \u201cWhat is to be known? What is to be found?\u201d\nThe scholarship of integration focuses on giving meaning to knowledge, putting it in perspective, making connections between disciplines, and illuminating data in revealing ways, often educating non-specialists as well. This is serious, disciplined work that seeks to interpret, synthesize, and bring new insights to original research. Those engaged in this type of scholarship ask questions like \u201cWhat do the findings mean? Is it possible to interpret what\u2019s been discovered in ways that provide a larger, more comprehensive understanding?\u201d\nThe scholarship of application is focused on asking questions like \u201cHow can knowledge be responsibly applied to consequential problems? Can social problems themselves define an agenda for scholarly investigation?\u201d This scholarly work is in service to the needs of the larger world. To be considered scholarship, these service activities must be tied directly to the the faculty member\u2019s special field of knowledge. Boyer says he doesn\u2019t mean to imply that knowledge is first discovered and then applied. \u201cNew intellectual understandings can arise out of the very act of application \u2026 . In activities such as these, theory and practice vitally interact, and one renews the other.\u201d\nThe scholarship of teaching focuses on teaching that is more than just transmitting knowledge to students but transforming and extending it as well. Through scholarly teaching, students become active learners who are critical, creative thinkers who are capable of life-long learning. Through scholarly teaching, professors themselves are pushed in creative new directions of understanding.\nBoyer argues that each institution of higher education must focus its energies on the type of scholarship that most closely matches its mission rather than unthinkingly require all faculty to engage in the scholarship of discovery. A university like Plymouth State should determine our priorities so that we capture the talents of our faculty and we distinguish ourselves from every other college and university. \u201cSimply stated,\u201d he writes, \u201cwhat we have on many campuses today is a crisis of purpose. Far too many colleges and universities are being driven not by self-defined objectives but by the external imperatives of prestige. Even institutions that enroll primarily undergraduates\u2013and have few if any resources for research\u2013seek to imitate ranking research centers. In the process, their mission becomes blurred, standards of research are compromised, and the quality of teaching and learning is disturbingly diminished.\u201d He quotes Lynton and Elman, writing in New Priorities for the University, \u201cBy believing themselves to be what they are not \u2026, institutions fall short of what they could be.\u201d This feels like particularly important advice in today\u2019s higher education landscape.\nAfter reading this report, I understood that Boyer was not saying that ALL teaching is scholarship or ALL service is scholarship. But this report does not clearly distinguish between teaching and the scholarship of teaching or service and the scholarship of application. So I decided to read the next report from the Carnegie Foundation, Scholarship Assessed: Evaluation of the Professoriate.\nIn Scholarship Assessed, Glassick and his co-authors explain that faculty should still be evaluated using the three traditional areas: teaching, service, and scholarship. But we should allow for the four types of scholarship that Boyer defined. They acknowledge that there is significant overlap among the three traditional areas of evaluation. We can, however, determine whether a particular activity is teaching or the scholarship of teaching, for example.\nAll scholarship, Glassick, et al. explain, must have the same criteria. After examination of many documents containing criteria for faculty hiring, tenure, and promotion, teaching evaluations, journal and book submissions for publication, and grant applications for funding, they found a common pattern of criteria that is focused on the scholarly process. \u201cIf this process can be defined with some clarity, it will provide terms by which scholars can discuss almost any project without denying either its uniqueness or its connections to other projects, whatever the discipline or type of project.\u201d When a particular project or activity is praised, it is because it has been guided by the following qualitative standards, each of which has a set of questions we can ask to determine the quality of the scholarship:\nClear goals: Does the scholar state the basic purpose of their work clearly? Does the scholar define objectives realistic and achievable? Does the scholar identify important questions in the field?\nAdequate preparation: Does the scholar show an understanding of existing scholarship in the field? Does the scholar bring the necessary skills to their work? Does the scholar bring together the resources necessary to move the project forward?\nAppropriate methods: Does the scholar use methods appropriate to the goals? Does the scholar apply effectively the methods selected? Does the scholar modify procedures in response to changing circumstances?\nSignificant results: Does the scholar achieve the goals? Does the scholar\u2019s work add consequentially to the field? Does the scholar\u2019s work open additional areas for further exploration?\nEffective presentation: Does the scholar use a suitable style and effective organization to present their work? Does the scholar use appropriate forums for communicating work to the intended audiences?Does the scholar present their message with clarity and integrity?\nReflective critique: Does the scholar critically evaluate their own work? Does the scholar bring adequate depth of evidence to their critique? Does the scholar use evaluation to improve the quality of future work?\nAs I said above, all types of scholarship can be evaluated using these standards and sets of questions. Teaching, for example, only becomes scholarship when the teacher engages in a process that addresses each of the standards above. The teaching scholar must articulate clear objectives for their course, be sure their goals for the amount and content material they are \u201ccovering\u201d is realistic and achievable, and be sure that the goals of the course are related to important questions in the field. The teaching scholar must be adequately prepared both in course subject matter and appropriate teaching skills and practices. The teaching scholar must think carefully about the appropriate methods to achieve the goals of their course, apply those methods effectively, and be willing and able to modify those methods if circumstances indicate that it is necessary. The teaching scholar must ask whether they met the goals they set out in teaching their course and must determine ways in which their teaching adds to the field and opens new areas for exploration. The teaching scholar must be sure their work leads to communication with colleagues as well as with students and must change their method of presentation depending on the current audience. The authors write, \u201cThe presentation of scholarship is a public act\u201d and so clear communication is paramount. Finally, the teaching scholar must think about their work, seek the opinions of others, and learn from the process so that their teaching scholarship can be improved. Not all teaching meets these requirements and so not all teaching is scholarship. For service to be considered scholarship of application, a similar set of requirements applies.\nThe report also provides significant advice about documenting scholarship. Documentation should provide evidence that allows the scholar and their evaluators to apply the standards above to the scholarship. The authors recommend using a portfolio to provide this evidence.\nWe at Plymouth State University already use portfolios in our Promotion and Tenure processes and have embraced the Boyer model of scholarship. But I\u2019m not sure we have always been clear about what makes a particular project or activity scholarship, especially scholarship of application and scholarship of teaching. So I think we will benefit from explicit conversations about what scholarship is, . The PT&E Advisory Group will be talking about how to facilitate those conversations.\nImage Credit: My Books taken February 7, 2020 by me."
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tryna dunk a nigga dick in my throat like cookies in milk bro .
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"text": "tryna dunk a nigga dick in my throat like cookies in milk bro ."
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definitely NOT apple and peanut butter
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"content": {
"text": "What is a good snack?"
},
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"type": "card",
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Actor in a Leading Role - Oscar Nominees 2020 | 92nd Academy Awards. My favorite to win...
Antonio Banderas in
Pain and Glory oscar.go.com/nominees/actor…
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"text": "Actor in a Leading Role - Oscar Nominees 2020 | 92nd Academy Awards. My favorite to win...\n\nAntonio Banderas in \nPain and Glory oscar.go.com/nominees/actor\u2026",
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Is forex trading the new “let’s make some money” scam?
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"text": "It is\ntwitter.com/katibabiee/sta\u2026",
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"content": {
"text": "Is forex trading the new \u201clet\u2019s make some money\u201d scam?"
},
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"name": "KATI CHERI\ud83c\udded\ud83c\uddf9",
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Just published an updated version of my book, OAuth 2.0 Simplified! I also made a new book, The Little Book of OAuth RFCs, a collection of all the specs which are a part of OAuth. If at least one person appreciates the contrast between the sizes of these two books, I will be happy.
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Lol the last change is too much
twitter.com/nissafitt/stat…
This Tik Tok has me in tears
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"text": "Lol the last change is too much\ntwitter.com/nissafitt/stat\u2026",
"html": "Lol the last change is too much\n<a href=\"https://twitter.com/nissafitt/status/1225960657230716928\">twitter.com/nissafitt/stat\u2026</a>"
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"Notice how print books have remained ad-free in an age when every other available surface carries advertising – something about print books has kept them immune from the disease of advertising." ❧
#AdTech #publishing
boffosocko.com/2020/02/04/ele…
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"text": "\"Notice how print books have remained ad-free in an age when every other available surface carries advertising \u2013 something about print books has kept them immune from the disease of advertising.\" \u2767\n#AdTech #publishing\nboffosocko.com/2020/02/04/ele\u2026",
"html": "\"Notice how print books have remained ad-free in an age when every other available surface carries advertising \u2013 something about print books has kept them immune from the disease of advertising.\" \u2767\n<a href=\"https://twitter.com/search?q=%23AdTech\">#AdTech</a> <a href=\"https://twitter.com/search?q=%23publishing\">#publishing</a>\n<a href=\"https://boffosocko.com/2020/02/04/electric-book-works-producing-the-economy-a-case-study-in-multi-format-book-production/#Notice%20how\">boffosocko.com/2020/02/04/ele\u2026</a>"
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There have been a lot of great changes to Indigenous for Android. I’d previously had problems in using it too and so only opened it occasionally linked to a secondary website.
Now everything seems fixed and working wonderfully! This may be the mobile reader I’ve always wanted!
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But here’s the aftermath of that lovely facial y’all think is so gay 🤗
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"content": {
"text": "Like look at mans\ntwitter.com/alandriaa_iam/\u2026",
"html": "Like look at mans\n<a href=\"https://twitter.com/alandriaa_iam/status/1226152367789346824\">twitter.com/alandriaa_iam/\u2026</a>"
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"text": "But here\u2019s the aftermath of that lovely facial y\u2019all think is so gay \ud83e\udd17",
"html": "But here\u2019s the aftermath of that lovely facial y\u2019all think is so gay \ud83e\udd17\n<a class=\"u-mention\" href=\"https://twitter.com/Salute_DeezNutz\"></a>"
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It doesn't change the fear y'all got lol.
twitter.com/robbluez/statu…
They ain’t got this in another color?
twitter.com/salute_deeznut…
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"text": "It doesn't change the fear y'all got lol.\ntwitter.com/robbluez/statu\u2026",
"html": "It doesn't change the fear y'all got lol.\n<a href=\"https://twitter.com/robbluez/status/1226193643582763016\">twitter.com/robbluez/statu\u2026</a>"
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"text": "They ain\u2019t got this in another color?\ntwitter.com/salute_deeznut\u2026",
"html": "They ain\u2019t got this in another color?\n<a href=\"https://twitter.com/salute_deeznutz/status/1226031006232215552\">twitter.com/salute_deeznut\u2026</a>"
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Watching The Good Place 2x12 "Somewhere Else" trakt.tv/shows/the-good… #trakt
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"content": {
"text": "Watching The Good Place 2x12 \"Somewhere Else\" trakt.tv/shows/the-good\u2026 #trakt",
"html": "Watching The Good Place 2x12 \"Somewhere Else\" <a href=\"https://trakt.tv/shows/the-good-place/seasons/2/episodes/12\">trakt.tv/shows/the-good\u2026</a> <a href=\"https://twitter.com/search?q=%23trakt\">#trakt</a>"
},
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I was on a video call with someone and yelled in excitement when I got this alert the other day
Unbelievable to realize Voyager 2 is 11.3 billion miles away, with a 34-hour round-trip latency for messages moving at the speed of light, and a “turn it off & turn it ...
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"content": {
"text": "Unbelievable to realize Voyager 2 is 11.3 billion miles away, with a 34-hour round-trip latency for messages moving at the speed of light, and a \u201cturn it off & turn it on again\u201d debug by the @NASAVoyager team kept the 43-year-old spacecraft plugging away. voyager.jpl.nasa.gov/news/details.p\u2026",
"html": "Unbelievable to realize Voyager 2 is 11.3 billion miles away, with a 34-hour round-trip latency for messages moving at the speed of light, and a \u201cturn it off & turn it on again\u201d debug by the <a href=\"https://twitter.com/NASAVoyager\">@NASAVoyager</a> team kept the 43-year-old spacecraft plugging away. <a href=\"https://voyager.jpl.nasa.gov/news/details.php?article_id=117\">voyager.jpl.nasa.gov/news/details.p\u2026</a>"
},
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yes yes yes yes yes yes yes
dear god yes https://t.co/kuHYx4Aud7
JAMStack is 99.9% branding and .1% substance. 😳😆
twitter.com/rauchg/status/…
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"text": "yes yes yes yes yes yes yes\n\ndear god yes https://t.co/kuHYx4Aud7"
},
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"type": "entry",
"published": "2020-02-09T04:41:01+00:00",
"url": "https://twitter.com/stubbornella/status/1226365361722773508",
"content": {
"text": "JAMStack is 99.9% branding and .1% substance. \ud83d\ude33\ud83d\ude06\ntwitter.com/rauchg/status/\u2026",
"html": "JAMStack is 99.9% branding and .1% substance. \ud83d\ude33\ud83d\ude06\n<a href=\"https://twitter.com/rauchg/status/1226348150429904897\">twitter.com/rauchg/status/\u2026</a>"
},
"author": {
"type": "card",
"name": "Nicole Sullivan",
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Lol if I did this, it'd be so much emo, rock and pop music lol
I’d be content if I only had to listen to music made from 2004-2006
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"text": "Lol if I did this, it'd be so much emo, rock and pop music lol"
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"text": "I\u2019d be content if I only had to listen to music made from 2004-2006"
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