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Rabu, 31 Oktober 2012

UPDATED! UW-Madison's Community Speaks Out on HR Design

Tuesday morning at 11 am, my colleagues and I initiated an online petition requesting that the Director of Human Resources at UW-Madison, Bob Lavigna, put his good intentions for revising the HR plan in writing before shared governance groups are asked to vote on the plan next week.

Just one day later, we had 223 signatures and counting!  Two days later we crossed the 300 mark.  This includes dozens of faculty, including many prominent, senior members who know and love the place.  Clearly, in this town people care about having information at hand and in writing before they're asked to vote.  As Marcia Schiffman of the Department of Opthamology and Visual Science put it, "How can you make an informed decision either way without the actual proposal, changes and all, in front of you?"

One of the best things about an online petition is that signers can leave comments, and as a sociologist I'm finding their words full of insights into how we struggle to make public higher education a better place.  Consider what this effort means to them.

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"The HR redesign plan will have deep, long-run implications for the climate and values at the University of Wisconsin. Often such institutional redesigns have significant 'unintended consequences.' Only if the details are clear and explicit is it possible to assess these implications."
Erik Olin Wright, Professor, Department of Sociology

"There are reasons why people work for corporations or work for the University. I've worked at the UW for 20 years and I always felt the employee had a voice. This has not been the feeling in the last few years. We need to bring that back and now is the time to start."
 Mark Mears, Graduate Coordinator, Department of German

"As an Assistant Professor at UW-Madison, it is imperative to me that the process and outcomes of the HR Design plan reflect our campus values and commitments, and that this process be as transparent and open as possible."
Edward Hubbard, Assistant Professor, Department of Educational Psychology

"I sign this petition because I love this university and am so proud to work at a university that values faculty governance and values every one of its employees. The HR design can strengthen or weaken this incredible institution."
                          Nancy Kendall, Associate Professor, Department of Educational Policy Studies

"We don't need to move backward, we need to move forward. This effects all employees of UW-Madison. Everyone has a voice and should be heard. We should be able to work coopertavely, together."
Marsha Abrams, Medical Associate, Department of Psychiatry

"Working for the UW used to come with shiny bells and whistles. The shininess has been replaced by rust in the matter of a few years. People are talking more about leaving the UW than staying. I don’t want to feel as if I am expendable, nor do I want my fellow co-workers to feel that way. It is only fair and just to be fully informed, not just be shown what are to be the benefits of the new OHR system, but what is hidden in the dark corners as well. A well informed community is what is needed in order to make a wise decision towards any investment, and this would be a huge investment for our University. Our place of work, our lives, our family’s lives, the student’s lives, and the city’s heart will all be impacted."
Kristina Kendall, Accounts Payable

"Effective faculty governance requires full access to information."
Jon McKenzie, Associate Professor, Department of English

"As encouraged by George McGovern, I wish to be a voice of conscience."
Teryl Dobbs, Assistant Professor, Department of Music Education

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Finally, as we look forward into our future-- and our new chancellor-- I leave you with these words of warning issued by Jay Stamper, Professor Emeritus of the Department of Educational Leadership and Policy Analysis: "It is best to go into the future with a well developed plan.


Join us--sign now-- and tell us what you think.



Selasa, 30 Oktober 2012

Know What You've Voting For

On Monday the Faculty Senate at UW-Madison will vote on HR Design.  The University Committee has crafted a nice resolution supporting the plan, which is great, but the fact is that they do not know what they are supporting. They are acting on faith, a lovely sentiment, but not a realistic one in a Wisconsin where conditions for working families erode daily.

Join us in calling on the Director of Human Resources to reveal a written list of changes to the current plan that he intends to ask the executive committee (chancellor, provost, and vice chancellor for administration) to suport.

Know. Then Vote.

It's a good plan for Monday November 5-- and for Tuesday November 6 too.

SIGN NOW


My Whole-Time Husband

I'm taking a break from the topic of educational policy this morning to tell you a bit about the man who makes my active engagement with educational policy possible -- my husband, Liam.

You've probably noticed that Liam hasn't been contributing to our blog much lately.  Don't mistake this for an absence of commentary on current debates-- he always has plenty to say. Rather, Liam's been quiet on the blogging front in order to make my scholar-activism and motherhood jointly possible.

As I muddle through my 9th academic year at UW-Madison, and prepare to walk five doctoral students  and umpteen master's students across the stage in spring to earn their degrees, I'm increasingly asked by younger colleagues, how do you do it all?  I don't think they're necessarily remarking on the content of my work itself, but rather the volume of activities in which I engage, and the degree to which I bring energy to each of them.

The answer is really quite simple: Liam.

We have two children, ages 2 and 5, along with a dog and a cat, two cars, and a beautiful home. There are three meals a day for us all, always toilet paper when needed, clean laundry, and regular dental checkups and flu shots.  Bedtimes are regular, as are baths, and bills are paid on time.  But throughout it all, I travel 3-4 times a month giving talks, and juggle several consulting gigs on top of my full-time tenured position. This year I'm chairing my department's admissions committee and search committee, co-directing the annual conference and co-organizing our 10 year review, while also chairing a university-wide committee and overseeing a research team of more than 20 people.  Ah, and teaching.

How to make these things jibe?  Liam.  He works full-time as policy director for the New Teachers Center, but begins each day after taking the kids to their daytime activities and stopping in time to pick them up for their evening ones. He is always happy to see them, knows every detail of their likes and dislikes, never cross, never a bear, and consistently joyful in everything in they do.

When he's away, everything falls to pieces.  The kids and I try to scrape by, but we never survive.  We are miserable alone together, without our glue.  He returns, and we are all back in the swing.

The British writer Arnold Bennett once said that "being a husband is a whole-time job. That is why so many husbands fail. They cannot give their entire attention to it."  Well, incredibly my husband can.  He's a whole-time husband, and if women worldwide could achieve to their full capacities supported by men like him, the next generation would be in wonderful hands.

Rabu, 24 Oktober 2012

Apple Polishing

There's always something for little kids to do
with cooking that requires fine motor skills,
concentration, and interest in healthy foods. 
Good thing we went apple picking!
Materials:  Apples, Cloth, Water, Bowl.   It's that simple, and
repetition is guarenteed!

Point of interest:  "Wow, that apple is shiny- these
are still dull"


Posted by Picasa

Kamis, 18 Oktober 2012

The Gatekeepers of Higher Education

A recent survey conducted by Inside Higher Ed may provide some insights into the sorting mechanism that today's version of higher education is known for.  How does higher education perpetuate inequality?  Let's take a look at the admissions practices of our most accessible, affordable, bachelor's-degree granting institutions-- America's public universities.

Admissions officers at public universities reported:

  • Distributing at least some financial aid as a reward, rather than focusing their limited budgets on helping the neediest students afford college. Fully 31% (nearly as many as the private universities) said they are increasing their effort to distribute such "merit" aid, which studies have shown flows disproportionately to advantaged students whose propensities to graduate college are already very high.  There's very little return on investment for such spending and yet 44% of these folks said merit aid was a "good use" of institutional resources. Why? Largely because they help improve the "profile" of entering students-- an input, not an output, but one administrators continue to be obsessed with, since the American public continues to buy the myth that most colleges create great students rather than merely enroll great students.  After all, more than one-third of these admissions officers said that senior administrators, board members, or development officers got involved in trying to influence their decisions!
  • Going whole hog after out-of-state students, transfer students, and minority students but doing far less to recruit first-generation students, adult students, or veterans-- those for whom college opportunities are most likely to be in-state and life transforming.
  • Largely disagreeing with the notion that promising minority students with otherwise low test scores should be admitted to college. Compared to their peers, about half of whom felt this was a good idea, only 39% of admissions officers at public universities agreed.  But they were more likely than their peers to feel just fine about admitting athletes with sub-par test scores!
  • Adhering to the mistaken belief that test scores predict college success, or are otherwise a good tool for admissions.  Only 9% of public university admissions officers feel their schools should go test-optional, compared to 18% of admissions officers overall. So 91% like the standardized tests, but just 84% find admissions essays helpful.  Hmmm...
All I can say is, let's hope this survey is bunk. It had a 15% response rate, which is pretty lousy.  But if it's right, we need to pay a lot more attention to the professionals who are putting our policies into practice. It seems they have some opinions of their own...



Making Income-Contingent Loans Cost Effective

Check out an op-ed that I co-authored with my doctoral student Robert Kelchen on income-contingent loans, over at the Chronicle.   Then, be sure to check out Robert's new blog!

Minggu, 14 Oktober 2012

The Next UW-Madison Chancellor... Tommy Thompson?

The search for a new chancellor of UW-Madison is now underway.  This is a critical search for our community, as changes on multiple fronts threaten to destroy the aspects of Madison that makes it such a wonderful place to teach and learn.

It's absolutely imperative that YOU get involved.  Start by attending one of the upcoming sessions on campus, hosted by the search and screen committee.  Think about nontraditional candidates-- consider those who've worked hard to take leadership roles as faculty in public higher education, for example, but not yet worked as a high-level administrator.  Think outside the typical research university model.  Think outside of the usual corporate models.

Sift and winnow.  Others already are.  Word reached me late last week that some people are thinking "nontraditional" indeed, and seeking to follow the lead of Indiana by bringing this guy into the mix.  Does Tommy meet your definition of a top-notch UW-Madison chancellor? If not, what do you plan to do about it?


Think. Act. Get involved. Don't sit still and wait for it to simply "happen" to us. Please.

Selasa, 09 Oktober 2012

Cool Public Service Apps

It is interesting to see the number of government agencies and departments starting to use apps to get their information across to a wider audience. These apps can be both public service announcements and a means to crowd source data in order to inform decision making. Here are a couple from Australia that I really like - some because of the design, graphics and visual representation of the message, other because they assist the public in locating, accessing or experiencing public places, resources or amenities.

The first is an app that I was informed about a while ago. It was designed to get kids involved in the process of storm preparation. The graphics are fantastic and the gaming element is a clever tactic. This is a clever way to get kids to have conversations with their parents about emergency plans in case of natural disasters.






Before The Storm: FREE
While the mad scientist builds a world-conquering robot, his hapless cyborg offsider tries to prepare the house for storms. Help iGor search the house to find all the items he needs for a disaster/emergency survival kit, then use these items to prepare and repair the property, before and after the storm hits.

http://itunes.apple.com/au/app/before-the-storm/id496753593?mt=8



WilderQuest: FREE
Ever wondered about the mysteries of Australia’s subtropical rainforests? Take a peak inside a virtual ecosystem and immerse yourself in the sights and sounds of our natural landscape. Welcome to WilderQuest - Nature Discovery, an initiative by the NSW National Parks and Wildlife Service. There are 16 different native animals to discover and unlock. 

http://itunes.apple.com/au/app/wilderquest/id512907623?mt=8



ClimateWatch: FREE
ClimateWatch is the best way to record the seasonal behaviour you see in plants and animals, and help scientists understand how Australia’s environment is responding to climate change. The ClimateWatch app is the perfect tool to use anytime you are bushwalking, in your local park, or relaxing in your backyard. 

http://itunes.apple.com/au/app/climatewatch/id504472919?mt=8



Beachsafe: FREE
Users of the Beachsafe app can access detailed information about Australia's approx 12,000 beaches including weather and forecast's, tide, swell, water temperature, service patrol periods, Lifesaving Clubs, regulatory and hazard information! 

http://itunes.apple.com/au/app/beachsafe/id397699623?mt=8



Field Guide to Victorian Fauna: FREE
The animals found in the south eastern Australian State of Victoria are unique and diverse. Detailed descriptions of animals, maps of distribution, and endangered species status combine with stunning imagery and sounds to provide a valuable reference that can be used in urban, bush and coastal environments. 

http://itunes.apple.com/au/app/field-guide/id423945031?mt=8



My Environment: FREE
Find the Australian environmental places and species that make up your neighbourhood or area of interest.  MyEnvironment uses the GPS to show assets around you. See the heritage places, wetlands, protected species, protected areas,weeds and invasive species near you. 

http://itunes.apple.com/au/app/myenvironment/id458267028?mt=8



Disaster Watch: FREE
This DisasterWatch app is an initiative of the Australian Government. It provides information about disaster related events and disaster resilience in Australia. You should not rely upon any single source of information during an emergency; you should seek information from as many sources as possible. 

http://itunes.apple.com/au/app/disasterwatch/id484402725?mt=8



First Aid: $4.49 AU
St John Ambulance Australia provides First Aid training to 400,000 people in Australia each year. St John Ambulance Australia is the most trusted name in First Aid training, kits and supplies. Now you can carry over 125 years of First Aid research, experience and knowledge right in your pocket.

http://itunes.apple.com/au/app/first-aid/id375699406?mt=8



OzAtlas: FREE
The Atlas of Living Australia is a national initiative to bring together rich information about Australian plants, animals, fungi and microorganisms, and make it publicly available online. The Atlas contains over 30 million records from a wide range of sources, as well as species pages, photos, distribution maps and mapping tools.

http://itunes.apple.com/au/app/ozatlas/id509021205?mt=8



Vic-Heritage: FREE
Vic-Heritage explores the histories of the most important and unusual places in Melbourne and regional Victoria, Australia. Spanning significant  places from the 1840s to the present, the App captures everything from Victorian to modern architecture; from houses to industrial spaces; from mansions to bridges.

http://itunes.apple.com/au/app/vic-heritage/id481956934?mt=8&ign



Senin, 08 Oktober 2012

Five Ways to Enhance the Effectiveness of HR Design


This fall marks my ninth academic year at UW–Madison. During my time here I’ve experienced our human resources system in many ways—as a new mother seeking a maternity leave (twice), as a temporarily disabled employee in need of a leave, as a frustrated faculty member seeking a raise, and multiple times as the director of a large research project trying to hire and retain qualified classified and academic staff. I know firsthand that the system needs to change in order to realize our campus goals of equity, efficiency, and effectiveness.

That is why I have taken seriously the HR Design team’s request for input from shared governance units, spending significant time studying the plan, and commenting on it in multiple venues. I think further adjustments to the current plan are required, because my own knowledge of higher education reform efforts and the scholarly literature on work and organizations suggests that as currently formulated it will have significant unintended consequences, eroding some of what we value most about our university. Therefore, I am providing five recommendations for revising the plan so that UW–Madison’s approach to the management of human resources continues to reflect an ethos that prioritizes egalitarianism over ego, and recognizes that our greatest resource is our communal passion for and commitment to our work, rather than the competitive yet aimless striving for prestige that has overcome many of our peer institutions.

Recommendation 1:Expand the plan’s current living wage provisions to include workers at businesses receiving university contracts of $5,000 or more and student hourly employees.

The current plan calls for the implementation of a living wage policy that omits two groups: student hourly workers and contracted employees. Including contracted employees would bring the policy in line with the City of Madison’s living wage provisions. Their exclusion creates an incentive for the university to outsource more functions, which may increase efficiency but will also erode job security. In addition, providing a living wage to contractors and students helps ensure at least a modicum of equity among all people working in our community.
           
Recommendation 2: Revise the compensation philosophy guiding the plan to make internal equity and collective performance the primary, rather than secondary, compensation drivers.

The current plan repeatedly emphasizes enhancing “individual potential, opportunity, and achievement,” which, while important, overlooks the critical role played by teamwork in providing high-quality learning experiences and producing innovative research. The 21st century research university increasingly requires collaboration across disciplines and units, creating work environments where people trained in different disciplines (and who are thus part of different labor markets) work alongside each other. The plan briefly acknowledges this, but the compensation strategies it outlines focus first on the role of market competitiveness (noting that it will be a factor in establishing compensation) and only secondly (and far less frequently) on internal equity. The roles of these factors should be reversed in each section. After all, the compensation work team (which, as an aside, did not include any non-administrator faculty members) recommended that market value be considered in setting wages but said nothing about de-valuing or de-emphasizing equity (although it appears the committee did not consider alternative, equity-focused models of compensation at all). It is reasonable that the committee wanted to add market-based pay to the mix of compensation drivers. However, the extent to which this driver should be emphasized, and how to assess cross-departmental collaborations taking into account diverse disciplinary “markets,” are very complex questions deserving a more careful work.

Recommendation 3: Require mandatory training for all managers tasked with setting employee compensation and/or benefits.

Given the highly decentralized nature of the plan, managers will almost always be faculty members, and yet most would acknowledge that they are not trained for or comfortable with performing human resources functions. The compensation work group noted this among its concerns, stating, “Another concern is that not all faculty and staff supervisors will assume responsibility to fairly, objectively and consistently implement formal performance evaluation processes.” This is too important a role to be left to the untrained, but the efficacy of this plan relies exclusively on their responsible participation in the training. It is especially important to give managers guidance about how to conduct and utilize market analyses in departments and units where scholars from different disciplines work side by side (thus creating much potential for internal inequity), and also to train them in assessing the comparable worth of similar yet unequal tasks. The current plan notes that a lack of training for managers was named as a problem in the listening sessions and mentions the training of hiring managers, but says nothing about rigorously training those who set compensation.

Recommendation 4: Alter the recommendation in the plan associated with shared governance to focus on joint decision making rather than advice and input.

The recommendations on shared governance, particularly with respect to development of the compensation pay plan and changes in benefits (leave, insurances, etc.) stress that the shared governance institutions, specifically that of the newly created University Staff, provide advice and input to the administration afterthe plan is developed. This is not indicative of a collaborative or shared governance model. While at many institutions shared governance merely requires the involvement of faculty, staff, and students as listeners and occasional speakers, this is not the historic practice at Madison and shared decision-making responsibilities should not be eroded through changes to language in specific plans like these.

Recommendation 5: Require mandatory performance reporting and accountability metrics for the new HR System.

At minimum, the plan should explain which reports should be produced and what consequences will be associated with performance. For example, public annual reports should assess changes in internal equity (between faculty and staff, among groups with regard to gender and race), faculty and staff turnover, and the absolute and relative number of positions that are university employees versus contractors. These reports should be presented to both the Faculty Senate and the Academic Staff Assembly (and the shared governance body of the University Staff), and the senior leadership council should describe what responses to the plan will take place should inequity, turnover, outsourcing, or other negative unintended consequences of the new HR design emerge or worsen.


Kamis, 04 Oktober 2012

In Virginia, the Bigotry of Crude Expectations

Recently (or not so recently by the time I'm posting this), the state of Virginia was granted a waiver from NCLB requirements. This has been a relief for many, but it's also caused further stress, in that it exchanges one yoke for another. Fairfax County, for example, had no plans to evaluate their teachers according to the standardized test scores of their students, but now is being required to due to conditions of the waiver.

However, because the goals in the waiver application for some children are lower than for others, there have also been cries of low expectations and racismVirginia has since re-written their goals. Certainly, we should not have one set of expectations for one set of children and a lower one for another set simply based on their socio-economic status or race--the outcry is understandable. 

But, to me, those folks have got their eyes on the wrong prize. If boosting scores on low-quality multiple choice tests is their greatest educational goal for Virginia's children, then they've got very low and crude expectations in the first place, and our schools and our children will only rise so high as the low and crude expectation that have been set.

This past summer, I finally read Linda Darling-Hammond's great work, The Flat World and Education. From that, it's clear that Virginia schools also need "adequate funding and equitable opportunities to learn" and "intelligent, reciprocal accountability:"
In the current prevailing paradigm in the United States, accountability has been defined primarily as the administration of tests and the attachment of sanctions to low scores. Yet, from the perspective of children and parents, this approach does not ensure high-quality teaching each year, nor does it ensure that students have the courses, books, materials, supports services, and other resources they need to learn. In this paradigm, two-way accountability does not exist: Although the child and the school are accountable to the state for test performance, the state is not accountable to the child or school for providing adequate educational resources.
Furthermore, test-based accountability schemes have sometimes undermined education for the most vulnerable students, by narrowing curriculum and by creating incentives to exclude low-achieving students in order to boost test scores. Indeed, although tests can provide some of the information needed for an accountability system, they are not the system itself. Genuine accountability should heighten the probability of good practices occurring for all students, reduce the probability of harmful practice, and ensure that there are self-corrective mechanisms in the system--feedback, assessments, , and incentives--that support continual improvement. 
If education is to actually improve and the system is to be accountable  to students, accountability should be focused on ensuring the competence of teachers and leaders, the quality of instruction, and the adequacy of resources, as well as the capacity of the system to trigger improvements. In addition to standards of learning for students, which focus on the system's efforts on meaningful goals, this will require standards of practice that can guide professional training, development, teaching, and management at the classroom, school, and system levels, and opportunity to learn standards that ensure appropriate re sources to achieve desired outcomes. (p. 301)

In Virginia, many make the mistake of using "achievement" and "test scores" interchangeably, as if that's all achievement is. What about research papers, essays, and creative and analytic writing? What about works of art and musical performances? What about science projects, spelling bees, reading olympics, robotics contests, debate clubs, student government, conflict resolution, and mini-UN? What about vocational education? What about teacher-generated assessments and tests? What about looking at the education of ALL of Virginia's children like this Virginia superintendent does? Oh right, subjects beyond reading and math are not important, especially not for low-income children and children of color who need to get their math and reading test scores up before they can engage in rich and meaningful learning. For sub group students, it's "test scores" as "achievement" first and only. 

As long as policy makers and pundits continue to conflate "achievement" with "test scores," and as long as the public accepts that, the achievement gap will remain. As long as opportunity and equity gaps remain, so will the achievement gap. Excluding students who struggle to score high enough on low-quality standardized tests from participating in rich and meaningful learning and making test scores the currency of our public education system is the lowest expectation of all.

Selasa, 02 Oktober 2012

Equity, Performance, and Employee Compensation

Every employee at UW-Madison believes they deserve to be paid more, and the vast majority are right. It's time we recognize and begin to address the fact that most workers across Wisconsin are underpaid--in UW and far beyond. Increasing compensation for everyone in the bottom half of the income distribution should be a state and national priority, especially given the evident and long-lasting consequences of widening income inequality.

Unfortunately, the HR Design plan at UW-Madison is nearly silent on the issue of raising compensation for all currently underpaid employees. Instead, it focuses on how compensation levels will be determined and how raises will be distributed when money is available.  It does nothing whatsoever to make sure more money is available. Remember that-- don't allow the desire for more pay to lead you to blindly accept the terms of a plan that doesn't bring more pay but rather changes the terms on which you are paid.  

The biggest change related to compensation in the HR Design is the new and explicit attention to "market competitiveness" in setting compensation levels and determining raises. This is a response to the status quo, which has been identified as a problem with this statement:

"State law prohibits UW–Madison from giving unclassified employees performance-based pay raises unless they are part of an annual pay plan—and there has not been a pay plan in four years" (p. 24).  

What exactly is the problem?  Is it that performance pay cannot be given outside of annual pay plans? Or is it that there hasn't been a pay plan in 4 years? These are two separate issues, and should be tackled separately.  The first is about pay equity, and the second is about the consequences of austerity agendas.  Current discussions conflate these issues-- employees are upset about the lack of a pay plan and thus some are desperate to agree to anything that leads to pay, for anyone, no matter the consequence. That's a recipe for disaster.

It seems the HR team has concluded that the former issue must be addressed and therefore proposed mechanisms for awarding performance pay even in the absence of a pay plan by calling for a model that "balances market competitiveness and internal equity."  Essentially, instead of developing a new model for UW-Madison that leverages scarce resources for fair and humane treatment of all employees, this model opens the door to further growth in salary inequities across and within units.  It does this by promoting salary increases based at least partly on market competitiveness without explicitly requiring attention to internal equity, as part of both the compensation philosophy and the roles and responsibilities of managers.

The reasoning provided for this approach is fallible. We are told that employees want their pay based on market competitiveness-- yet the survey questions utilized in the employee polls ask about these issues in isolation. A better approach would ask employees to rank their preferences-- a pay plan distributed equitably, with some additional pay for performance; pay distributed inequitably, with no overall pay plan provided, etc. In other words, when presented with a false choice, it isn't at all surprising that employees choose to protect themselves. But what we're given here isn't our only option.

A review of extant research leads me to conclude that pay for performance has uneven effects in environments like UW-Madison. The main issue at Madison and across Wisconsin is that pay levels are low-- not that they aren't tied to performance.  Tying pay to a combination of performance and equity will reduce, not enhance, the transparency of the compensation process, and thus likely increase the sense of injustice that already pervades campus.  Basing pay on an unspecified assessment of market value will lead employees to feel even more left out of the process, making them even unhappier. In other words, it is likely that HR Design will do nothing to improve the feelings among UW employees that their compensation levels are unfair and inappropriate.   It may even make things worse.

As an alternative, I therefore propose the following revisions to the HR Design's compensation plans:

(1) Make internal equity a priority in the setting of compensation by describing it as an explicit priority central to the compensation philosophy and part of the compensation function's roles and responsibilities.  Educational institutions are unique environments that place a priority on collaboration, including across disciplines, and it is for the good of our teaching and research at UW-Madison that we be allowed to prioritize internal equity when distributing any and all forms of compensation.  This is an essential revision of state statutes and one we should fight for.

(2) Clearly define the terms "market," "performance," and "merit" in the plan and delineate among them. Be clear, which types of pay result in base increases, and which do not?

(3) Provide explicit guidance to managers working with employees who work across units or in interdisciplinary settings. These areas are where pay based on markets are likely to do the most harm - imagine the sociologist teaching alongside the economist in the same department, where the latter professor (most often a male) out-earns the former (usually a female) 2 to 1. It happens under our current system, and is demonstrably counterproductive. These are the types of problems we can and should fix in order to enhance our ability to retain workers and ensure their flourishing.

(4) Include all employees-- included contracted employees--in the plan to provide a living wage.
 The only people who will clearly benefit from HR Design in terms of current base pay are those at the bottom of the pay scale who will remain university staff and will now receive a living wage under this plan.  The number of people meeting that description is not mentioned in the plan.  That number should be considered in relation to the likely number of jobs that are currently university staff jobs and will instead be contracted out to save the university money. The City of Madison pays living wages to all contractors on contract over $5,000.

UW-Madison should take the lead in reducing income inequality in Wisconsin, not exacerbating it. We are national leaders when it comes to our collective devotion to our work, and that strong intrinsic motivation should be leveraged whenever and wherever possible.  No, it should not be exploited--as it now is-- to justify underpaying us. But do not let the poor practices of our neighbors compel us to lose what's great about our community--we have no desire to become a "winner take all" society.

10 Apps for Documenting Learning

One of the things that really excites me about the iPad is the ability of the students to show their learning. I am not talking about the end product here, I am talking about the act of learning that can be shown by students recording their processes. It is often about the student putting the information they have learnt into a context. It is this contextualisation that helps the students create meaning. Here is a perfect example from a young 1st grade student who talks us through his investigation into transport. This example was shown on a recent school visit as one way a student could document their own learning. Our Lady of the Angels, Rouse Hill is an exemplar school combining principles of contemporary pedagogy with contemporary learning spaces.



This is where we really see the mechanics of a student's learning and how this can be individual for each student and in the case of a tool like the iPad, individualised for each student.

Here are a couple of apps that give students the opportunity to showcase, share and then reflect on their learning. Enjoy, some of these double up as my favourite apps too.



ShowMe: FREE
Turn your iPad into your personal interactive whiteboard! ShowMe allows you to record voice-over whiteboard tutorials and share them online. It’s an intuitive app that anyone will find extremely easy to use, regardless of age or background. Record and share what you know about any subject.

http://itunes.apple.com/au/app/showme/id445066279?mt=8


ExplainEverythng: $2.99 AU
Explain Everything is an easy-to-use tool that lets you annotate, animate, and narrate explanations and presentations. You can create dynamic interactive lessons, activities, assessments, and tutorials using Explain Everything's flexible and integrated design. Use Explain Everything as an interactive whiteboard using the iPad 2

http://itunes.apple.com/au/app/explain-everything/id431493086?mt=8


Educreations: FREE
Educreations turns your iPad into a recordable whiteboard. Creating a great video tutorial is as simple as touching, tapping and talking. Explain a math formula or create an animated lesson. With voice recording, realistic digital ink, photos and text, and simple sharing through email, Facebook or Twitter, now you can broadcast your ideas from anywhere.

http://itunes.apple.com/au/app/educreations/id478617061?mt=8


ScreenChomp: FREE
A simple doodling board, markers, and one-click sharing tools make spreading your ideas and know-how easy and fun! Just - Record It. Sketch It. Share It. - to create a sharable, replay-able video that tells your story clearly. Touch record to capture your touch interactions and audio instructions on a plain background, or an image from your iPad camera roll.

http://itunes.apple.com/au/app/screenchomp/id442415881?mt=8




DoodleCast Pro: $1.99
Doodlecast Pro is the easiest way to create presentations on your iPad. The app records your voice as you draw to create quick presentations. Doodlecast Pro saves videos to the camera roll making it easy to import them into popular video editors or presentation tools such as iMovie, Keynote, or iBooks Author. Perfect for teachers or students.

http://itunes.apple.com/au/app/doodlecast-pro/id469486202?mt=8

Replay Notes: $5.49
ReplayNote is an app that records your writing and voice, then converts it to YouTube video. (screencast) You can create a video and share it just by clicking a few buttons. It is quite easy to create educational videos using ReplayNote. Or you can record meetings, or you can ask questions or explain something which cannot be easily expressed with text.

http://itunes.apple.com/au/app/replaynote/id419786855?mt=8




Board Cam: $5.49 AU
Board Cam transforms your iPad in an enhanced document camera or a whiteboard. Perform live dynamic presentations of objects, interact with images stored in your device, draw on a whiteboard or over video streaming without changing of application...while you record videos!

http://itunes.apple.com/au/app/board-cam/id434217477?mt=8


Voicethread: FREE
Create and share dynamic conversations around documents, snapshots, diagrams and videos -- basically anything there is to talk about. You can talk, type, and draw right on the screen. VoiceThread takes your conversations to the next level, capturing your presence, not just your comments.

http://itunes.apple.com/au/app/voicethread/id465159110?mt=8


Skitch: FREE
Skitch is a image annotation tool.Use shapes, arrows, sketches and text annotation to get your point across fast. Point out objects and locations in a photo, brainstorm design ideas with your team, identify a point of interest on a map, annotate a screenshot or webpages, then share them with anyone you like.

http://itunes.apple.com/au/app/skitch/id490505997?mt=8

Draw on Slides: $0.99 AU
Draw on Slides lets you show your iPad photos to family, friends, and business associates and draw attention to specific details about each one. Make your point and keep their attention at the same time. Select the album with your photos, pick the first photo to show, and draw on any photo as you navigate from slide to slide.

http://itunes.apple.com/au/app/draw-on-slides/id500007683?mt=8