Monday, November 26, 2012
Community College Research Center
Marc A. Scott
New York University
Wednesday, November 21, 2012
For more information about the Common Core State Standards, see http://www.corestandards.org For additional Common Core resources specifically for teachers, see
Friday, November 16, 2012
webinar on the Affective Domain: Precursors to Academic Performance had a record turnout. This was the first webinar in our series on the affective domain, and we had many requests for a more in-depth exploration of this topic. After hearing your comments, we are excited to announce that we will be holding a two-part webinar on Precursors to Academic Performance beginning later this month!
are results from those who responded to several of our polls:
99% Strongly Agreed or Agreed (68% said Strongly Agreed) that the academic semester can be used to strengthen the affective precursors to academic performance,
- 67% said the webinar described between 50-100% of their students; and 92% said between 25-100% of their students when asked: what percentage of students at your college have we described (when describing student needs),
- 90% chose one of the ACE Solutions or All of the Above (66% chose All of the Above) when asked: what ACE Solutions most likely will help my college strengthen students' affective precursors to academic performance (ACE solutions included: ACE Professional Development, ACE Affective-Oriented Curriculum and Materials, and ACE Affective Measurement Tool).
Part 2: Who Benefits from Affective Learning, Friday, December 7, 2012 from 9 AM - 10 AM PST
In this FREE two-part webinar, ACE founder Diego Navarro will discuss the role of the affective or non-cognitive domain in meeting the needs of developmental education students in higher education and why it is an important precursor to academic performance. Diego will discuss ACE's measurement approach and the evidence collected over two years from six colleges. Register now (for Part 1)! Register now (for Part 2)!
Wednesday, November 14, 2012
Tuesday, November 13, 2012
MiningData to Help Students
In the second installment of a two-part series, CT examines how pioneering schools are mining Big Data in hopes of uncovering the ultimate riches: improved student learning and performance.
- VIDEO: Jeff Borden, VP of instruction and academic strategies at Pearson eCollege, advises institutions not to worry about perfection in Big Data collection and analysis—just get started.
Saturday, November 10, 2012
A new report from the National Student Clearinghouse Research Center released today finds 80 percent of transfer students with an associate degree either graduated or remained in a four-year institution, and 71 percent earned a degree within four years.
Read the full story...
Friday, November 9, 2012
It means that instructors are providing online resources (text, videos, podcasts, quizzes and so forth) for student learning outside of class, reserving class time for collaborative work, concept mastery and application, and other higher-level learning.
Here's a wonderful graphic depiction of flipping the classroom...
Thursday, November 8, 2012
The Real Revolution Is Openness, Clay Shirky Tells Tech Leaders
On Wednesday, Mr. Shirky took that message to a group of higher-education-technology leaders who have been buffeted by a rapidly evolving ed-tech landscape. Mr. Shirky, in a keynote speech kicking off this year’s Educause conference, explored how technology was changing everything, from research to publishing to studying. (The talk starts about 20 minutes into this link.)
Read the full article...
Wednesday, November 7, 2012
These improvements are aimed at helping the state meet the legislative mandate to increase the number of students receiving PLA credit that applies toward degrees and certificates, achieve its degree completion goals, reduce the need for required courses which might be waived for students who earn prior learning credits, give credit where credit is due for returning military veterans and other students with prior learning knowledge and skills, and reduce time and cost to complete certificates and degrees.
A statewide PLA work group has been meeting since June of 2010. Since then, colleges have identified a single point of contact on each campus (completed in fall of 2011), adopted reciprocity agreements to ensure the portability of prior learning credits (completed in spring of 2012), adopted a common coding system to accurately track prior learning credit activity (completed in summer of 2012), and published prior learning assessment information in college class schedules and on college websites (completed in fall of 2012).
In addition, the statewide prior learning workgroup has provided online prior learning assessment resources (ongoing since 2010), created a prior learning handbook for faculty and staff (distributed in fall of 2012), and held two statewide Prior Learning Assessment (PLA) workshops for college and university teams (fall of 2011 and 2012).