tag:blogger.com,1999:blog-51846377622302000622024-03-14T05:32:40.709-07:00On Teaching and LearningAn ongoing conversation about assessment, teaching and learning in general, and, more specifically, about higher education and the community and technical colleges of Washington State.Unknownhttp://www.blogger.com/profile/07652246815414078283noreply@blogger.comBlogger257125tag:blogger.com,1999:blog-5184637762230200062.post-16091891785736487832013-06-12T09:17:00.001-07:002013-06-12T09:17:15.355-07:00MOOC for Educators. Hybrid Courses: The Best of Both Worlds<div class="MsoNormal">
I wanted to let you know that I will be facilitating a free
online MOOC-style course on hybrid teaching called <i>Hybrid Courses: The Best
of Both Worlds</i> starting next week on the Canvas Network. I am very
excited about this course, and if any of you are interested in joining you can
enroll at <a href="https://www.canvas.net/courses/hybrid-courses-best-of-both-worlds">https://www.canvas.net/courses/hybrid-courses-best-of-both-worlds</a>.
It is a month-long course that allows you to decide how much you want to
participate – you can do all or part of the activities. Educators are enrolling
from all over the world, and the information exchange should be fantastic.
Please pass the word to anyone else you think may be interested!<o:p></o:p></div>
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Let me know any questions or concerns.<o:p></o:p></div>
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Liz</div>
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<o:p></o:p></div>
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<b><i><span style="color: #a50021; font-size: 12.0pt;">Liz
Falconer, Curriculum and Technology<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<b><i><span style="color: #a50021; font-size: 12.0pt;">425-235-2352,
ext. 7905<o:p></o:p></span></i></b></div>
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<a href="http://3.bp.blogspot.com/-O5vfy95REIg/Ubie9MtV1xI/AAAAAAAAAIc/BSLBh3nfuzE/s1600/RTC+logo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-O5vfy95REIg/Ubie9MtV1xI/AAAAAAAAAIc/BSLBh3nfuzE/s1600/RTC+logo.jpg" /></a></div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-40918192971675109602013-05-23T22:21:00.001-07:002013-05-23T22:21:45.162-07:00I haven't managed to blog much of late. Hazard of the job and the time of the academic year...<div>
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Anyway, I found <a href="http://www.nytimes.com/2013/05/23/education/2-year-colleges-getting-a-falling-share-of-spending.html?ref=education&_r=0" target="_blank">this</a><a href="http://www.nytimes.com/2013/05/23/education/2-year-colleges-getting-a-falling-share-of-spending.html?ref=education&_r=0" target="_blank"> article in the NY Times</a> interesting and worth some consideration, particularly for those of you interested in issues of equity and access in higher education. More later...</div>
Anonymoushttp://www.blogger.com/profile/15124141670347341180noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-88889705250755232562013-04-21T13:06:00.000-07:002013-04-21T13:06:04.162-07:00Faculty Learning Community Grants for 2013-14
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<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">We anticipate
accepting Faculty Learning Community (FLC) grant applications for the 2013-14
academic year</span></b><span style="font-family: Garamond; font-size: 14pt;"> </span><b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">beginning
in mid-September 2013.</span></b><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
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<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">To qualify to
submit a proposal you <u>must</u> complete the free, online FLC workshop being
offered through Canvas May 14-23, facilitated by Ruth Duffy, Ann Garnsey-Harter, and Judy Penn from Shoreline Community College. To register email Jackie Clark (jeclark@sbctc.edu) <i><u>by May 8</u></i>.</span></b></div>
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<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Additional details about the FLC grant proposals will be posted to
the <a href="http://www.sbctc.ctc.edu/college/_e-assessfaclearningcommunities.aspx">Faculty
Learning Communities</a> web page, including the questions and format for
the proposal submission.</span></b><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
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<br /></div>
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<span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Grants will be
funded in two categories: <b>eLearning</b> and <b>Assessment,
Teaching and Learning</b>.</span><span style="font-family: Garamond; font-size: 14pt;"> </span><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">The same application form and process will be used for both
categories.</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
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<br /></div>
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<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Category 1:
Assessment, Teaching and Learning FLC Grants</span></b><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
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<span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Faculty
Learning Communities in this category may address a wide range of topics. Here
are some examples:</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
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<span style="font-family: Garamond; font-size: 14pt;">·</span><span style="font-family: Garamond; font-size: 14pt;"> </span><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Assessment – placement, formative, summative; prior learning
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<span style="font-family: Garamond; font-size: 14pt;">·</span><span style="font-family: Garamond; font-size: 14pt;"> </span><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Scholarship of teaching and learning – redesigning courses;
studying and applying new strategies; strategies for cross-college
collaboration (student services, librarians, counseling, registration, faculty,
and so forth)</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
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<span style="font-family: Garamond; font-size: 14pt;">·</span><span style="font-family: Garamond; font-size: 14pt;"> </span><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Precollege Education – integrating college-level coursework with
precollege work; teaching multi-level courses; accelerated “bucket” models</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Category 2:
eLearning FLC Grants</span></b><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Faculty
Learning Communities in this category <b>must</b> focus on one of the
following topics:</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 1.0in; text-indent: -.25in;">
<span style="font-family: Garamond; font-size: 14pt;">·</span><span style="font-family: Garamond; font-size: 14pt;"> </span><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Adoption of Canvas learning management system for online, hybrid
or web-enhanced classrooms</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 1.0in; text-indent: -.25in;">
<span style="font-family: Garamond; font-size: 14pt;">·</span><span style="font-family: Garamond; font-size: 14pt;"> </span><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Adoption of open materials (textbooks, teaching resources, Open
Course Library materials, etc.) that save students money while retaining high
quality</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Also, </span></b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">a campus or departmental focus is an acceptable option in either
category, i.e., developing a critical mass of colleagues within a department or
program around a common innovation of some kind.</span><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-right: 1.0in;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<b><span style="color: #1f497d; font-family: Garamond; font-size: 14.0pt; mso-bidi-font-family: Tahoma;">Please call or
email Bill Moore (360-704-4346, <a href="mailto:bmoore@sbctc.edu">bmoore@sbctc.edu</a>) if
you have any questions that are not answered on the <a href="http://www.sbctc.ctc.edu/college/_e-assessfaclearningcommunities.aspx">Faculty
Learning Communities</a> web page.</span></b><span style="font-family: Garamond; font-size: 14pt;"><o:p></o:p></span></div>
<!--EndFragment-->BillMhttp://www.blogger.com/profile/16347690926959177848noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-38889321428966115882013-03-28T14:50:00.001-07:002013-03-28T14:50:50.570-07:00Why Do We Need "Learning Analytics"?<a href="http://mfeldstein.com/if-you-like-learning-could-i-recommend-analytics/">http://mfeldstein.com/if-you-like-learning-could-i-recommend-analytics/</a><br />
<br />
<span style="font-family: Garamond;">A colleague just sent this link to me; as I told her, I don’t know whether to be encouraged
that this argument is still being advanced, at least in some small niches of
the world, or depressed that it HAS to keep being advanced over and over
again. While the technical terminology used here is different, some of us have been saying such
things for at least the 30 years I've been involved in higher education assessment work, apparently, I might add, to little avail). </span><span style="font-family: Garamond;">
Of course, the current reality in higher education--shrinking budgets and state support, growing influence of the private sector and foundations in broad policy-setting and direction, <strong>and </strong>great advancements in all sort sof whiz-bang technological tools--creates a particularly ominous and potent confluence of forces, raising the threat/opportunity level beyond where it's been in times past; there's just something awfully seductive about "analytics" and color-coded "data dashboards" and the like, isn't there? Part of me wants to take the traditional higher education curmudgeonly position and say “this, too, shall pass,” but the other part thinks that may not work this time, and really, it’s
impossible to know whether that’s actually true when you’re in the middle of
it. In any case I also agree with Jerome that it’s important we be open to adapting and using what we might possibly learn
from these ideas as we think about the complexities of learning, so we shouldn't just close our minds , cover our ears, and and chant "la la la la" hoping it will all disappear if we don't listen to any of it. On the other hand, we also need to remember, as Michael Scriven reminded the field of educational evaluation some 40 years ago, "The question is not just, 'what does your machine produce,' but also 'how does your garden grow?'" Data analytics can be helpful in answering certain limited kinds of questions, but if we really want to understand the complex ecosystem of a classroom, let alone an academic program or a college, in ways that help direct us toward meaningful improvements, we need to ask and at least attempt to answer deeper qualitative questions, beyond even the "semantic data" that Jerome alludes to in his post (though that kind of data is certainly more helpful in this context than the "click stream data" Jerome describes). Beyond that, it's also important to remember--and remind anyone pushing things like "learning analytics"--that we already have a robust literature
about “analytics” in a learning context, we just happen to call it “formative
assessment;” most of it is in the K-12 world so outside of teacher education a lot of higher education types are blissfully unaware it exists, but it's extensive, well-supported, and ongoing. One of my favorite researchers and thinkers in this arena is <a href="http://www.dylanwiliam.org/" target="_blank">Dylan Wiliam,</a> who's keynoted at our ATL conference and worked with us on the Transition Math Project as well (he's actually speaking at the Washington Education Research Association spring meeting next month but I understand it's sold out, so if you're interested in checking out his work the resources on his web site will have to suffice...). Wiliam, along with his colleague Paul Black, wrote the classic piece "Inside the Black Box," which you can find on his site, but he's done a considerable amount of conceptual and empirical work since then on using classroom formative assessments to inform instruction and improve student achievement--to use his language, "keep learning on track." If "learning analytics" can help with that process, all the better, but let's start with the right questions and figure out what kind of tools and resources we need rather than the other way around!</span><br />
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Garamond;"> </span></o:p></div>
BillMhttp://www.blogger.com/profile/16347690926959177848noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-78778920579126901312013-03-07T20:22:00.001-08:002013-03-10T08:05:21.558-07:00Education with purpose<!--[if gte mso 9]><xml>
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<span style="font-size: 13.5pt;"><a href="http://www.slate.com/blogs/moneybox/2013/02/27/education_signaling_learning_and_credentials.html"><span style="font-family: Calibri; font-size: 11.0pt;">Matt Yglesias over at MoneyBlog
makes an interesting point</span></a></span><span style="font-family: Calibri; font-size: 11pt;"> while
responding to </span><span style="font-size: 13.5pt;"><a href="http://blogs.reuters.com/felix-salmon/2013/02/25/how-to-get-people-excited-about-education/"><span style="font-family: Calibri; font-size: 11.0pt;">Felix Salmon's suggestion that
watching lectures on YouTube is “100% education, 0% credentialing.”</span></a></span><span style="font-family: Calibri; font-size: 11pt;"> As Yglesias sees it, education isn't just about the
learning; education signals something about one’s normalcy.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 11pt;">"In particular, since going to college is a normal bourgeois
thing to do in America in 2013, doing it indicates that you are a normal
American who subscribes to normal bourgeois values. A summer intern who's just
finished up her third year at Yale doesn't have any kind of particular
credentials, but we know that she probably has very good SAT scores and sounds
like an exceedingly normal person. A young woman who got a 1600 on her SATs and
has been spending the past three years working at 7-11 and watching </span><span style="font-size: 13.5pt;"><a href="http://oyc.yale.edu/"><span style="font-family: Calibri; font-size: 11.0pt;">Open Yale Courses</span></a></span><span style="font-family: Calibri; font-size: 11pt;"> videos
sounds like a huge weirdo.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 11pt;">And employers seem to genuinely value that "you're not a
weirdo" factor. … “</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: Calibri; font-size: 11pt;">I see and hear this sort of discourse about higher education
frequently in one form or another. From my perspective as an educator, there
are at least 3 things misguided about it, starting with Salmon's equation of
watching video lectures with getting an education. While learning can certainly
take place in many forms and modalities, an education implies something more
structured and systematic than streaming among some YouTube videos: An
education includes exposure to a breadth of knowledge, appropriate assessments,
feedback, and interaction with others. To be sure, fully online degrees can provide
this sort of structure, and the technology is getting better to the point that
meaningful interaction can take place too, but you can’t exactly find that for
free on YouTube just yet. Second, I think it’s important to keep in
mind the purpose of an education. Indeed, if we want to render any worthwhile
judgments at all with respect to our social practices, we need to keep in mind
what our purposes are. This is hardly a new claim. </span><span style="font-size: 13.5pt;"><a href="http://www.amazon.com/After-Virtue-Study-Moral-Theory/dp/0268035040/ref=la_B000AQ6S8W_1_1?ie=UTF8&qid=1362452924&sr=1-1"><span style="font-family: Calibri; font-size: 11.0pt;">Alasdair McIntyre</span></a></span><span style="font-family: Calibri; font-size: 11pt;"> and other neo-Aristotelian thinkers have been making this
kind of argument since the late 1980s. Third, <a href="http://onteachingandlearning.blogspot.com/2013/02/were-new-approach-to-blog-starting-this.html">as
I’ve argued before</a>, the purpose of higher education is learning, and on a
broad social level that learning is related to the empowerment that comes with
the pursuit of knowledge and truth. Granting degrees and credentials are a
means to ensure student learning, but those aren’t the real purpose. In short,
Yglesias gets the purpose wrong. Ideally, education isn’t about signaling to
the world that you’re normal or that you’re qualified for a job, even though those
considerations may play into why some people are interested in obtaining a
degree or credential. Education is about transformative learning. It’s just
that too often in our discourse we reduce education down to an instrumental
interest, which could possibly have the effect of degrading the original
purpose. I’m willing to admit that some people—including more than a few
students—may disagree that the “real” purpose of education is learning, and
there are different ideas as to what learning means as well. I’ll need to leave
it at that for now, but it’s an issue I’ll come back to soon in the future. Our
education depends on us getting the purpose(s) right</span>. </div>
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<!--StartFragment--><span style="font-family: Calibri; font-size: 11.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: major-latin;">I've
always thought that faculty engagement was one of the primary keys to student
success, and a sufficient cadre of full-time faculty seems necessary to that
effort. That’s not a criticism of part-time faculty—many of whom are
contributing members of our campus community and excellent teachers too. Yet,
on balance, part-time faculty members are often pushed for economic reasons to
cobble together employment from multiple institutions and they aren’t generally
expected (or compensated) to do more than classroom teaching. Full-time
faculty, however, are expected to be more thoroughly engaged with the students
and the institution; their job descriptions typically involve maintaining the
curriculum as well as providing service to the broader campus community. However,
as a result of budget cuts, there tend to be fewer full-time faculty members to
shoulder this work. This issue recently surfaced on my campus and I think
it’s telling. In one of our academic divisions, there was no full-time faculty
member willing to step forward to serve as the chair. To be sure,
engagement in administrative and governance activities may not be the kind of
engagement that leads directly to student success. I wouldn’t argue that all
engagement is equal, after all, and as <a href="http://www.communitycollegetimes.com/Pages/Campus-Issues/Changing-the-faculty-culture-leads-to-better-student-outcomes.aspx">this
brief article</a> from the <i>Community College Times</i> suggests,
a healthy faculty culture focused on student learning and success has
significant impact on student success rates <a href="http://www.communitycollegetimes.com/Pages/Campus-Issues/Changing-the-faculty-culture-leads-to-better-student-outcomes.aspx">(see
Valencia CC in Florida</a>). One could argue whether serving as a department
chair, on the faculty senate, or on some other campus-wide committee is related
to student success. Intuitively though, I think service to the campus is
connected to the quality of learning that is provided to the students. A
faculty who is deeply invested in the institution and takes ownership of it
helps to create a broader culture of engagement. This sounds right to me in
theory anyway, although I’d be curious if anyone is familiar with any studies
or evidence to support it. If you’re aware of any scholarship along these
lines, drop me a line at <a href="mailto:Kenneth.lawson@skagit.edu">Kenneth.lawson@skagit.edu</a>.</span><!--EndFragment-->
</div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/15124141670347341180noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-74167820810048922712013-03-01T14:42:00.004-08:002013-03-01T14:42:43.967-08:006 Things You Should Say to Your Professor<div style="color: black; font-size: 11px; font-style: italic; font-weight: normal; margin-top: 7px;">
From USA Today College:</div>
<div style="color: black; font-size: 11px; font-style: italic; font-weight: normal; margin-top: 7px;">
Published
February 19th, 2013</div>
<br />
<div id="blogtitle">
<a href="http://www.usatodayeducate.com/staging/index.php/campuslife/6-things-you-should-say-to-your-professor" title="6 things you should say to your professor">6
things you should say to your professor</a></div>
<br />
<div class="post-content">
<div class="blogpost">
<div class="author">
By Ellen Bremen, M.A.</div>
<div class="blog-pix">
<img class="bloggy" src="http://www.usatodayeducate.com/staging/wp-content/uploads/2013/02/76763254.jpg" />
<div class="cappy">
By Creatas</div>
</div>
You’re in a bind or you’re totally confused. What should you say to your
professor? <br />
Everything you read about speaking to professors warns that you shouldn’t
tick them off, ruin their impression of you or say something to sink you
further. <br />
But should you keep your mouth shut? No! <br />
I’ve witnessed 14-plus years of student interactions and I teach
interpersonal communication. Not talking to your instructors isn’t the answer
and texting is out of the question. The right words give you a shot at solving
your problem and possibly getting better grades.<br />
<div class="spike">
<strong>RELATED:</strong> <a href="http://www.usatodayeducate.com/staging/index.php/campuslife/5-things-you-should-never-say-to-your-professor" target="_blank">5 things you should never say to your professor</a></div>
<div class="spike">
<strong>RELATED:</strong> <a href="http://www.usatodayeducate.com/staging/index.php/campuslife/5-steps-to-resolve-your-grade-dispute" target="_blank">5 steps to resolve your grade dispute</a></div>
I’ve got two pocket themes you can use with your professor that work for many
class-related situations: “Here is what I’ve done…” and “Here is what I
propose…” A little background behind my recommendations: <br />
When students have issues — late work, absences, needing help — they often
come across as, “Solve it for me. Now!” Professors’ reactions? Mildly irritated
to snarky to downright grizzly. Would you throw your lateness, your missed work
or your confusion in your boss’ lap and say, “Fix it!”? That could cost you a
job, right? You want to appear ultra-professional with your professor, even if
you’ve blown something up. So use these phrases to sound proactive, rather than
reactive.<br />
<strong>• Instead of saying,</strong> “I’m so lost!” <strong>say,</strong>
<em>“I am confused about our upcoming paper. Here is what I’ve done: I read over
the assignment sheet. I reviewed your examples. I am stuck on the transitions
and two of my sources. Can you help with that?” </em><br />
<em><a href="http://www.usatodayeducate.com/staging/index.php/campuslife/6-things-you-should-say-to-your-professor">Read the full article...</a></em></div>
</div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-53804529051331781002013-02-28T15:54:00.000-08:002013-02-28T15:54:06.597-08:00OVAE 2013 Community College Webinar Series
<br />
<div align="center" style="margin: 0in 0in 10pt; text-align: center;">
<strong><span style="color: #548dd4; font-family: "Calibri","sans-serif"; font-size: 14pt;">2013 Community College
Webinar Series</span></strong><o:p></o:p></div>
<div style="text-align: center;">
<span style="font-family: "Calibri","sans-serif";">Office
of Vocational and Adult Education (OVAE)</span><o:p></o:p></div>
<div style="text-align: center;">
<span style="font-family: "Calibri","sans-serif";">U.S.
Department of Education</span><o:p></o:p></div>
<strong><span style="font-family: "Calibri","sans-serif"; mso-fareast-font-family: "Times New Roman";"></span></strong><br />
<strong><hr align="center" size="2" width="100%" />
</strong><br />
<div style="margin: 0in 0in 0pt 0.25in;">
<span style="font-family: "Calibri","sans-serif";">The
Office of Vocational and Adult Education (OVAE) of the U.S. Department of
Education, in collaboration with the American Association of Community Colleges
(AACC) and the Association of Community College Trustees (ACCT), is hosting a
series of community college webinars in 2013 to highlight the important work of
these institutions and the many contributions they make to the communities they
serve. Each webinar will bring together experts from the field and local practitioners
to discuss some of the key challenges these institutions face and highlight
promising institutional practices and policy changes from around the country
that aim to increase postsecondary student success.</span><o:p></o:p></div>
<span style="font-family: "Calibri","sans-serif";"> </span><br />
<div style="margin: 0in 0in 0pt 0.25in;">
<span style="font-family: "Calibri","sans-serif";">The
first webinar, which will be held on <strong><span style="font-family: "Calibri","sans-serif";">Thursday,
March 7 from 1:00 to 2:30pm EST</span></strong>, will focus on transforming
adult education to better prepare adult learners to successfully transition to
postsecondary education and training. Barbara Endel from Jobs for the Future
will be present to discuss the work of the Accelerating Opportunity initiative
in scaling up its adult education reform model that integrates ABE and
postsecondary occupational training. Judy Alamprese from Abt Associates
will also share key findings from her recent study on transforming reading
instruction in adult education programs to better prepare adult learners for
the demands of college-level coursework. The webinar will also highlight
the work of LaGuardia Community College to build bridge programs that ease the
transition of students from ABE and GED programs to postsecondary education and
training.</span><o:p></o:p></div>
<br />
<div style="margin: 0in 0in 0pt 0.25in;">
<span style="font-family: "Calibri","sans-serif";"> </span><strong><span style="font-family: "Calibri","sans-serif";">You
can register for this event at the following link:</span></strong><span style="font-family: "Calibri","sans-serif";"> </span><a href="http://links.govdelivery.com/track?type=click&enid=ZWFzPTEmbWFpbGluZ2lkPTIwMTMwMjI4LjE2MDg0NTAxJm1lc3NhZ2VpZD1NREItUFJELUJVTC0yMDEzMDIyOC4xNjA4NDUwMSZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTE3NDIzMTMyJmVtYWlsaWQ9d2VpeWFsQGhlY2Iud2EuZ292JnVzZXJpZD13ZWl5YWxAaGVjYi53YS5nb3YmZmw9JmV4dHJhPU11bHRpdmFyaWF0ZUlkPSYmJg==&&&100&&&https://educateevents1.webex.com/educateevents1/onstage/g.php?t=a&d=747847050"><span style="font-family: "Calibri","sans-serif";"><span style="color: blue;">https://educateevents1.webex.com/educateevents1/onstage/g.php?t=a&d=747847050</span></span></a><span style="font-family: "Calibri","sans-serif";"> </span></div>
<div style="margin: 0in 0in 0pt 0.25in;">
<span style="font-family: "Calibri","sans-serif";"></span><o:p></o:p> </div>
<span style="font-family: "Calibri","sans-serif";">The webinar series will
continue this spring, focusing on topics such as promising community college
correctional and reentry education work, the strengths and challenges of the
U.S. postsecondary CTE system, and the role of community colleges in career pathways
systems, among others. More information is forthcoming. We look
forward to your engagement on these important issues affecting the adult
education, career and technical education, and community college communities.</span><o:p></o:p><br />
<br />
<div style="margin: 0in 0in 10pt 0.25in;">
<span style="font-family: "Calibri","sans-serif";">If you have any
questions regarding the webinar series, please contact Matthew Valerius in the
Office of Vocational and Adult Education:</span><o:p></o:p></div>
<strong><span style="font-family: "Calibri","sans-serif";">Matthew
Valerius</span></strong><o:p></o:p><br />
Education Program Specialist, Community College Initiatives<br />Presidential Management Fellow<br />U.S. Department of Education<br />Office of Vocational and Adult Education<br />Direct: (202) 245-7859<br />
<u><span style="font-family: "Calibri","sans-serif";"><a href="mailto:Matthew.Valerius@ed.gov"><span style="color: blue;">Matthew.Valerius@ed.gov</span></a></span></u><o:p></o:p><br />
<br />
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<span style="color: #666666; font-family: "Arial","sans-serif"; font-size: 9pt;">Questions?<br />
<a href="http://links.govdelivery.com/track?type=click&enid=ZWFzPTEmbWFpbGluZ2lkPTIwMTMwMjI4LjE2MDg0NTAxJm1lc3NhZ2VpZD1NREItUFJELUJVTC0yMDEzMDIyOC4xNjA4NDUwMSZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTE3NDIzMTMyJmVtYWlsaWQ9d2VpeWFsQGhlY2Iud2EuZ292JnVzZXJpZD13ZWl5YWxAaGVjYi53YS5nb3YmZmw9JmV4dHJhPU11bHRpdmFyaWF0ZUlkPSYmJg==&&&102&&&http://www2.ed.gov/about/contacts/gen/index.html?src=ln" target="_blank" title="Contact Us"><span style="color: blue;">Contact Us</span></a><o:p></o:p></span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-54575920855123406482013-02-28T08:16:00.003-08:002013-02-28T08:16:21.781-08:00AAC&U Summer Institute in Portland<h1>
</h1>
<table border="0" cellpadding="0" cellspacing="1" class="MsoNormalTable" style="background: rgb(204, 204, 204); mso-cellspacing: .7pt; mso-padding-alt: 7.5pt 7.5pt 7.5pt 7.5pt; mso-yfti-tbllook: 1184; width: 534px;">
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<strong><span style="color: #333333; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Institute on
Integrative Learning and the Departments </span></strong><span style="mso-fareast-font-family: "Times New Roman";"><br />
</span><em><b><span style="color: #333333; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Faculty Leadership for the 21st Century</span></b></em><span style="mso-fareast-font-family: "Times New Roman";"><br />
<br />
</span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">July 10-14, 2013<br />
Portland State University<br />
Portland, Oregon </span><span style="mso-fareast-font-family: "Times New Roman";"><br />
<a href="http://clients.criticalimpact.com/go.cfm?a=1&eid=1cd34c3b1ec1a9de3947229f28c3afba&c=25043&jid=d9d74b8a1e6aaecc&d=2b89a741c67b99d1" target="_blank"><strong><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"><span style="color: #660e66;">Apply</span></span></strong></a></span><strong><span style="font-family: "Arial","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";"> </span></strong><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">through
March 15, 2013 </span><span style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 10pt;">AAC&U's
<strong><u><span style="font-family: "Arial","sans-serif";"><a href="http://clients.criticalimpact.com/go.cfm?a=1&eid=1cd34c3b1ec1a9de3947229f28c3afba&c=25043&jid=d9d74b8a1e6aaecc&d=4591e1240f5287a4"><span style="color: #660e66;">Institute
on Integrative Learning and the Departments</span></a> </span></u></strong>is
intended for colleges and universities interested in building faculty and
departmental leadership for advancement of <a href="http://clients.criticalimpact.com/go.cfm?a=1&eid=1cd34c3b1ec1a9de3947229f28c3afba&c=25043&jid=d9d74b8a1e6aaecc&d=a38d73e5aed0eeea" target="_blank"><strong><span style="font-family: "Arial","sans-serif";"><span style="color: #660e66;">Essential
Learning Outcomes</span></span></strong></a>—knowledge of multiple disciplines,
inquiry and critical thinking, personal and social responsibility, civic
learning, global knowledge and skills, and particularly, integrative and
applied learning. Today, college graduates must be able to integrate and
apply disciplinary and cross-disciplinary learning in new contexts as they
seek better and more responsible solutions to problems encountered in work
and in society. The Institute is designed to help colleges ensure that their
graduates have these capacities.</span><br />
<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 10pt;">Teams
applying to the Institute each propose an educational change project specific
to their individual institutions, and commit to develop and support faculty
leadership for student learning. Teams will leave the Institute having
developed action plans for achieving their specific goals. Expert faculty and
other teams will provide initial feedback on the plans at the Institute.</span><br />
<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 10pt;">Learn
more about the Institute on Integrative Learning and the Departments at </span><a href="http://clients.criticalimpact.com/go.cfm?a=1&eid=1cd34c3b1ec1a9de3947229f28c3afba&c=25043&jid=d9d74b8a1e6aaecc&d=4591e1240f5287a4"><strong><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"><span style="color: #660e66;">http://www.aacu.org/meetings/ild</span></span></strong></a>.<br />
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<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">For additional
information, contact Kathryn Angeles at (202) 884-7413 or e-mail <a href="mailto:angeles@aacu.org"><strong><span style="font-family: "Arial","sans-serif";"><span style="color: #660e66;">angeles@aacu.org</span></span></strong></a>.
</span><span style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<br />
<strong><span style="font-size: x-small;">Fees</span></strong><br />
<span style="font-size: x-small;">
</span><br />
<span style="font-size: x-small;">The registration fee for the Institute covers room, most meals, tuition,
materials, and access to the faculty consultants. Meals begin with breakfast on
Thursday, July 11 and continue through breakfast on Sunday, July 14. On
Wednesday, Thursday and Friday, July 10, 11 and 12, dinner is “on your own” so
that participants can sample the excellent restaurants in the Portland area.
</span><br />
<span style="font-size: x-small;">
</span><br />
<ul><span style="font-size: x-small;">
</span>
<li><span style="font-size: x-small;">$6,900 per five-member team from AAC&U member institutions
</span>
<li><span style="font-size: x-small;">$7,700 per five-member team from AAC&U non-member institutions
</span></li>
</li>
</ul>
<span style="font-size: x-small;">
</span><br />
<br />
<br /><br />
<!-- InstanceEndEditable -->Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-37176630593121897202013-02-26T10:26:00.000-08:002013-02-26T10:26:11.856-08:00
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";"><strong>THE
WAIL OF THE ONLINE COURSE<o:p></o:p></strong></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq4cuok_9CENKnj1L5MBSjfAaPdwdb6k_lhLYF-xD9FyV9t-Q2367kNIn7mWJOoY-SenwWB2TELSwBk4fNK3VOsK1_PTgpwgFHop6XUBfNN9iBM8Rtf7Bsa0IEa38x_EsQtky-P3STPlSY/s1600/crying-toddler.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq4cuok_9CENKnj1L5MBSjfAaPdwdb6k_lhLYF-xD9FyV9t-Q2367kNIn7mWJOoY-SenwWB2TELSwBk4fNK3VOsK1_PTgpwgFHop6XUBfNN9iBM8Rtf7Bsa0IEa38x_EsQtky-P3STPlSY/s200/crying-toddler.jpg" width="200" /></a></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">Elizabeth
Falconer, Renton Technical College<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">Taking
part in an online course - whether as a student or teacher – is like suddenly
being asked to take care of someone else’s three-year old. A very rambunctious
three-year-old. <span style="mso-spacerun: yes;"> </span>And even though it may have
seemed easy enough when you agreed, it demands far more attention that you
could ever have imagined.<span style="mso-spacerun: yes;"> </span>All day long,
as you attempt to carry on with the rest of your life it interrupts what you
are doing and tosses toys at you and needs to be fed.<span style="mso-spacerun: yes;"> </span>It may play quietly for a few minutes, but only
temporarily. As soon as you try to put it down for a nap, it starts wailing
uncontrollably. And at night, when you have checked in on it for what you swear
will be the last time and are quietly tip-toeing away so that you can have a
few moments to yourself before you too must get some sleep, it jumps up again
and asks for a glass of water.<span style="mso-spacerun: yes;"> </span>Or says
it has to go to the bathroom. Or follows you to wherever you are and just
stands there staring at you.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">You
took the “babysitting” test for online learning/teaching and easily passed: <i style="mso-bidi-font-style: normal;">Yes</i> I am self-motivated, <i style="mso-bidi-font-style: normal;">Yes</i> I like to communicate in written
form, <i style="mso-bidi-font-style: normal;">Yes</i> I can organize my schedule,
<i style="mso-bidi-font-style: normal;">Yes</i> I can meet deadlines.<span style="mso-spacerun: yes;"> </span>But what you realize as the course progresses
is that they meant all those things CONTINUOUSLY and NOW.<span style="mso-spacerun: yes;"> </span>Of course you like to write, but not when
everyone else has already said what you wanted to say in the discussion forum.
Of course you can meet deadlines, but not when they are so relentlessly
continuing to come into your inbox so that you hardly have time to check your
other email. <span style="mso-spacerun: yes;"> </span>If you are the teacher it’s
worse; even if you spend countless hours setting up a course up so that you
only have to check in once a day, the unforeseen questions and little fixes you
must make come fast and furious. You were SO wrong about that.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">You
knew you’d need to allow “space” in your schedule – but how can anyone allow<i style="mso-bidi-font-style: normal;"> this</i> much space in their schedule? If you
are already parenting, this three-year-old is added on top of everything else,
and doesn’t play well with your own kids. If you are done parenting, you
remember how much energy it took, and wonder if you have what it takes. And if
you’re not a parent yet…take this as an example of what it feels like. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">You
must give in and give yourself over to this demanding three-year-old. You must
abandon the rest of your life, sit down on the floor with the blocks and the
grimy toys and engage with that kid who is driving you crazy. You must suspend all
judgment on whether you want the kid in your life or not and just resign
yourself to the diapers and feedings and unreasonable demands.<span style="mso-spacerun: yes;"> </span>You must extinguish all thoughts of despair
and give yourself to whatever it takes to please this time-consuming toddler that
has inserted itself into your life.<span style="mso-spacerun: yes;">
</span>There is no other way to succeed.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">It
is not until you have finally given up half of the rest of your life; goodbye relaxed
meals, extended phone calls, Facebook and any and all superfluous semi-or-actual
online addictions, that the course comes into focus. You start to respond to
posts and in your response realize that you have offered something
worthwhile.<span style="mso-spacerun: yes;"> </span>A light goes one when you are
plodding through a reading, and an important connection is made in someone
else’s comment. <span style="mso-spacerun: yes;"> </span>You watch a video made
by someone like you and feel deeply inspired. <span style="mso-spacerun: yes;"> </span>You struggle with the glitches in the system
and doing the assignments and in doing so become increasingly more
computer-literate; finding workarounds, discovering amazing sites, piecing
together new ideas and information from the blossoms of knowledge that your
fingertips and keyboard bring to you. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">Slowly,
you realize it’s worth it.<span style="mso-spacerun: yes;"> </span>It’s worth
the late-night feedings, the messy email inbox, and the constant demands for
attention. It’s worth giving up parts of your life you thought you couldn’t
give up.<span style="mso-spacerun: yes;"> </span>You start to make it work;
being part of an online course.<span style="mso-spacerun: yes;"> </span>You
strap that kid into a car seat, put it in a baby pack on your back, and take it
everywhere. You sit down and play with it every day. You actually start to brag
about it; how interesting and fun it is, and your friends frown in bewilderment
and stare at you hard because two weeks ago you were a shamble in tears. </span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">Hold
on to your binkie. You have now become an active member of the messy, edgy,
furiously fast, extremely exacerbating, being-made-as-you-watch, overwhelmingly
global world of online education. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";">Welcome.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">
<span style="font-family: "Times New Roman","serif";"><o:p> </o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Cambria;">Liz Falconer is Curriculum and Technology Specialist at
Renton Technical College and is currently in a love-hate relationship with the
internet. Her blog can be found at <a href="http://falconercloud.blogspot.com/" target="_blank">http://falconercloud.blogspot.com</a></span></div>
BillMhttp://www.blogger.com/profile/16347690926959177848noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-15151914449481678312013-02-19T22:49:00.001-08:002013-02-19T23:00:04.570-08:00Access and Completion<br />
<div class="p1">
<a href="http://opinionator.blogs.nytimes.com/2013/02/16/equal-opportunity-our-national-myth/?emc=eta1" target="_blank">Joe Stiglitz' recent article about equality of opportunity</a> raises an important tension in the realm of higher ed. I'm very conflicted myself. On the one hand, there's something worthwhile about driving down costs in order to increase access so that any potential student, regardless of income, can afford to better their life prospects through education. After all, access to higher ed is the great leveler in our society. As Stiglitz suggests though, this isn't working as it once was. Indeed I fear that the lower cost version of higher education will be an inferior one, and yet financed entirely through student loans which don't have nearly the same return on investment when not coupled with the social capital one earns from a more traditional higher education. I fear that real access--the kind that allows equal opportunity for anyone from any background--is getting drowned under the weight of the completion agenda that virtually screams that the real issue is completion as if we've somehow solved the access problem. But access is a problem and has become an even greater problem since the financial collapse of 2008 that has lead to state governments shifting more of the costs of higher education onto students. Yet those students confront a job environment in which it is difficult to land the kind of higher paying job that has been promised to college graduates and which are necessary to pay back all those student loans. Completion is important, and I support it. Equal access is important though too, and I hope that all the focus on completion doesn't leave us with different tiers of access. After all, different qualitative access to higher education may lead to a society that doesn't genuinely promote equality of opportunity, at least not to the level that I'd think is socially optimal. Instead, we could almost unwittingly end up supporting government policies that merely perpetuate the trends that already reward those with privilege and influence. </div>
Anonymoushttp://www.blogger.com/profile/15124141670347341180noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-79840000286360367402013-02-19T08:46:00.003-08:002013-02-19T08:46:21.276-08:00High-Impact Educational Practices<h1>
</h1>
<em>Excerpt from <a href="https://secure.aacu.org/source/Orders/index.cfm?section=unknown&task=3&CATEGORY=LEAP&PRODUCT_TYPE=SALES&SKU=HIGHIMP&DESCRIPTION=&FindSpec=&continue=1&SEARCH_TYPE=">High-Impact
Educational Practices: What They Are, Who Has Access to Them, and Why They
Matter</a>, by George D. Kuh (AAC&U, 2008</em>)<br />
<br />
<a href="http://www.aacu.org/leap/documents/hip_tables.pdf" target="_blank">Chart of High-Impact Practices</a> (pdf)<br />
<br />
<strong>High-Impact Educational Practices: A Brief Overview </strong><br />
<br />
The following teaching and learning practices have been widely tested and
have been shown to be beneficial for college students from many backgrounds.
These practices take many different forms, depending on learner characteristics
and on institutional priorities and contexts. <br />
<br />
On many campuses, assessment of student involvement in active learning
practices such as these has made it possible to assess the practices’
contribution to students’ cumulative learning. However, on almost all campuses,
utilization of active learning practices is unsystematic, to the detriment of
student learning. Presented below are brief descriptions of high-impact
practices that educational research suggests increase rates of student retention
and student engagement. The rest of this publication will explore in more detail
why these types of practices are effective, which students have access to them,
and, finally, what effect they might have on different cohorts of students.<br />
<a href="http://www.aacu.org/leap/hip.cfm">Read the full article on the AAC&U website...</a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-70757303471207661392013-02-14T08:36:00.000-08:002013-02-14T08:36:03.902-08:00Dept. of Education Online College Scorecard Launched<a href="mailto:Keister@pbn.com">By Rebecca Keister</a> <br /> PBN Staff Writer<br /><a href="http://twitter.com/keisterpbn">Twitter: @keisterpbn</a> <br />
<div id="published">
Posted 2/14/13</div>
<div>
</div>
<div id="body">
PROVIDENCE – The U.S. Department of Education has released an interactive online College Scorecard as part of President Barack Obama’s efforts to hold colleges accountable for cost, value and quality. <br />
The College Affordability and Transparency Center College Scorecard was released following President Obama’s State of the Union address earlier this week during which he highlighted the plight taxpayers’ face in subsidizing higher education costs and urging that colleges must work harder to keep costs manageable. <br />
The scorecard is meant to provide a snapshot of an institution’s cost and value to help families make decisions during the college search and application process.<br />
<br />
<a href="http://www.pbn.com/Dept-of-Ed-releases-college-affordability-scorecard,86339">Read the full story...</a></div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-53488600003765611132013-02-12T15:18:00.000-08:002013-02-12T15:18:05.026-08:00<span style="color: blue;">We're adding a new approach to the blog starting this month; in addition to the periodic news and links to resources and events of interest that I hope will continue, we plan to have a small group of occasional guest bloggers share their personal perspectives--speaking for and representing themselves, not their institutions--on various topics of interest related to assessment, teaching and learning issues in higher education. I hope these postings will become opportunities for our ATL community to engage in collegial discourse and debate about the issues and questions raised, rather than random and unsupported rants (as is too often the case in web comments, unfortunately). Anyway, let's try it and see how it goes!</span><br />
<span style="color: blue;"></span><br />
<span style="color: blue;">Bill</span><br />
<br />
<span style="font-family: "Calibri","serif"; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><u>Whose Agenda Is This Anyway?</u></span><br />
<span style="font-family: "Calibri","serif"; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><em>Kennie Lawson</em><br />
<br />
I just returned from the annual <a href="http://www.achievingthedream.org/" target="_blank">Achieving the Dream</a> conference that was held this past week in Anaheim. There were roughly
1600 registered participants. That's pretty impressive and, in general, the
purpose of the conference is laudable. After all, AtD seeks to assist
institutions deliver on the promise of a higher education, particularly for
low-income students and students of color. In spite of the good intention,
however, there's always something that has left me a little uneasy about
Achieving the Dream, particularly to the extent that it is allied with and
become a focal point for the “completion agenda.” (For a more careful critique
of the completion agenda, <a href="http://www.aacu.org/liberaleducation/le-wi12/index.cfm" target="_blank">this volume of the AACU's <i>Liberal Education</i></a> is
a good start.) It's true that completion of degrees and certificates can lead to higher
earnings. No serious person is against that. Yet there are several things that
tend to give me pause. First, there is something underlying those degrees and
certificates that seems lost in the vocabulary and focus of the proponents of
the completion agenda. That something is the student learning that is
antecedent to the awarding of those degrees or certificates and really, at
heart, has to be the true purpose of higher education. If the goal is simply a
degree, that can be achieved easily enough by just printing the things and
handing them out to whomever wants one. Of course, advocates of increasing
completion rates tend readily to agree that quality of learning should neither
be diminished nor sacrificed in the effort to get more students to complete.
Yet saying it and actually paying attention to it in a serious, purposeful way
are different things. If the focus was the "learning agenda" and
ensuring that students were supported and successful in that endeavor, I think
the focus would be on the proper object. I'll leave it at that for now, but
it's a theme I tend to want to come back to and no doubt will in the future.
Second, the value of learning (and a degree or certificate) isn't just in
the increased earnings, or so my intuition--and my own experience--tells me.
Part of the value of higher education is in the confidence and skills it
provides to recipients to enjoy life and to participate in it in a meaningful
way. Not to be too cliché, but education is empowerment, and not just related
to the empowerment that comes along with higher earning power. In my opinion,
Achieving the Dream and other organizations that seek to increase completion
rates could benefit from adopting this latter frame a little more frequently
and intentionally because, ultimately, that leads us back to this fundamental,
underlying promise of obtaining a higher education in the first place. </span><br />
<span style="font-family: "Calibri","serif"; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"></span><br />
<span style="font-family: "Calibri","serif"; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><span style="font-family: "Calibri","serif"; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><em>Kenneth Lawson serves as the Vice President for
Instruction at Skagit Valley College. Prior to that he was Dean for Humanities
and Social Sciences at Seattle Central Community College. Earlier in his
career, Dr. Lawson (or “Kenny” as his friends call him) was a faculty
member at Shoreline Community College, where he taught political science and
international studies. He is interested in educational policy and innovative
approaches to teaching and learning, particularly learning communities and
service-learning. Word on the street is that he enjoys listening to loud,
classic country twang and playing “age-appropriate” basketball.</em> </span></span><br />
<br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
BillMhttp://www.blogger.com/profile/16347690926959177848noreply@blogger.com2tag:blogger.com,1999:blog-5184637762230200062.post-66387472931102769222013-02-12T10:44:00.000-08:002013-02-12T10:50:03.771-08:00What is Core to College?Retrieved from <a href="http://www.rockpa.org/page.aspx?pid=580">http://www.rockpa.org/page.aspx?pid=580</a> on February 12, 2013:<br />
<br />
<strong>What is Core to College?</strong><br />
Core to College is a multi-state grant initiative designed to promote strong collaboration between higher education and the K-12 sectors in the implementation of the Common Core State Standards and aligned assessments. In ten grantee states – Colorado, Florida, Hawaii, Indiana, Kentucky, Louisiana, Massachusetts, North Carolina, Oregon and Washington – Core to College is helping states drive higher levels of alignment and collaboration to achieve greater college readiness with financial resources, technical assistance and evaluation support.<br />
<h4>
How will Core to College Make an Impact?</h4>
Core to College has a number of intended state-level outcomes. Each grantee state has identified its own specific activities that support the following:<br />
<ul>
<li>Establishing a statewide definition of college readiness.</li>
<li>Creating the conditions that lead to the adoption by post-secondary institutions of the CCSS assessments as a determinant of a student’s readiness for credit-bearing course enrollment.</li>
<li>Promoting greater K-12/post-secondary sector alignment around the CCSS in areas including, but not limited to: <ul>
<li>Academic courses and sequences</li>
<li>Data and accountability</li>
<li>Teacher development (including both pre-service and in-service)</li>
</ul>
</li>
</ul>
<h4>
What are Core to College States Doing?</h4>
Core to College grantees have developed a number of strategies and activities to meet their goals:<br />
<strong>Convenings.</strong><strong> </strong>All ten states are hosting trainings and convenings to foster connections between K-12 educators and leaders and post-secondary faculty and administrators. These are occurring at various levels – state, regional and local. <br />
<strong>Dedicated Staff.</strong><strong> </strong>All grantee states have hired an Alignment Director to add critical cross-sector capacity and drive the collaborative work forward.<br />
<strong>Communications.</strong> States are developing communications plans to create and disseminate information about the Common Core State Standards and assessments, and how these new tools will improve college readiness and college completion in their state.<br />
<strong>Data Activities.</strong> The grantee states plan to gather, analyze and distribute information about student transitions and preparedness to ensure that collaboration and initiatives are supported by outcomes data; in some cases, states will be collecting and sharing post-secondary student outcomes with high schools in their state.<br />
<div align="center">
<em>Core to College is a sponsored project of Rockefeller Philanthropy Advisors with funding from the Lumina Foundation, the William and Flora Hewlett Foundation, the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York. WestEd will conduct an independent evaluation of the project. Education First is the project manager and oversees the Core to College Learning Network. For more information contact Anand Vaishnav at </em><a href="mailto:avaishnav@education-first.com"><em>avaishnav@education-first.com</em></a><em>. </em></div>
<div align="center">
<em></em> </div>
<div align="center">
For information on Core-to-College in Washington State, contact Bill Moore <a href="mailto:bmoore@sbctc.edu">bmoore@sbctc.edu</a> </div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-61597928750801514572013-02-05T08:43:00.001-08:002013-02-05T08:43:13.350-08:00Coursera/GT Course Offers Lessons in MOOC Logistics<strong>From Wired Campus:</strong><br />
<br />
<h3>
Georgia Tech and Coursera Try to Recover From MOOC Stumble</h3>
<div class="time">
February 4, 2013, <span>3:49 pm</span></div>
<div class="byline">
By <a class="url fn n" href="http://chronicle.com/blogs/wiredcampus/author/skolowich" title="View all posts by Steve Kolowich">Steve Kolowich</a></div>
<div class="byline">
</div>
<div class="abstract">
<div class="entry-content">
When Fatimah Wirth decided to teach a massive open online course about how to run a virtual classroom successfully, she did not expect it to turn into a case study for the opposite.<br />
But after a series of design flaws and technical glitches turned Ms. Wirth’s MOOC, “Fundamentals of Online Education: Planning and Application,” into an Internet punch line, the instructional designer and her colleagues at the Georgia Institute of Technology decided on Saturday to suspend the course.<br />
<a href="http://chronicle.com/blogs/wiredcampus/georgia-tech-and-coursera-try-to-recover-from-mooc-stumble/42167?cid=at&utm_source=at&utm_medium=en">Read full story...</a></div>
</div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-43682536326697342512013-01-25T09:24:00.002-08:002013-01-25T09:24:22.435-08:00I-BEST and Degree Estimator Cited as Exemplary Models
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Dated January 24, 2013<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><a href="http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf"><span style="color: blue; font-family: Calibri;">An
Open Letter to College and University Leaders</span></a><span style="font-family: Calibri;">: College Completion Must Be
Our Priority<o:p></o:p></span></div>
<span style="font-family: Calibri;">National Commission on Higher Education Attainment and ACE<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Under the sub-heading of “Improve the academic experience”,
Washington State’s I-BEST program is cited as the example. (p.14)<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Under “Communicate with students about progress to
graduation”, Walla Walla CC’s “Degree Estimator” tool is cited as the example.
(p.22)<o:p></o:p></span></div>
<o:p><span style="font-family: Calibri;"> </span></o:p><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Nice
to see the recognition for work in our Washington State system of higher education!</span>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-45888272687954960012013-01-24T15:46:00.000-08:002013-01-24T15:46:46.395-08:00Fabulous Compilation of SoTL Journals and Conference<span style="color: #0b5394;">Originally posted to the POD Network listserv (<em>always</em> a great source of information), and reprinted with permission from Tom Pusateri:</span><br />
<br />
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Dear colleagues,<o:p></o:p></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">I have recently updated the lists of SoTL journals and
upcoming teaching conferences that are available from Kennesaw State
University's CETL Web site.<span style="mso-spacerun: yes;"> </span>See below
for links to those resources. <o:p></o:p></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">PLEASE NOTE:<span style="mso-spacerun: yes;"> </span>CETL
is in the process of updating its entire Web presence, and we hope to have the
new site operational in March 2013.<span style="mso-spacerun: yes;"> </span>At
that time, the journals and conferences sites will be searchable by key terms,
topics, dates, etc.<span style="mso-spacerun: yes;"> </span>Until that update occurs,
we are providing the lists of SoTL journals and teaching conferences in PDF
formats rather than in the HTML format we had used previously.<span style="mso-spacerun: yes;"> </span>We will notify you when the sites have been
updated and include redirects from the current sites to the new sites.<o:p></o:p></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;">Here are the current sites with updated information,<span style="mso-spacerun: yes;"> </span>Please feel free to share these resources
with your colleagues.<span style="mso-spacerun: yes;"> </span>If you have any
suggestions for additions or updates to the site, please email me at </span><a href="mailto:tpusater@kennesaw.edu"><span style="color: blue; font-family: Calibri;">tpusater@kennesaw.edu</span></a><span style="font-family: Calibri;">.<o:p></o:p></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;"><strong>SoTL Journals<o:p></o:p></strong></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Current site:<span style="mso-spacerun: yes;"> </span></span><a href="http://www.kennesaw.edu/cetl/resources/journals.html"><span style="color: blue; font-family: Calibri;">http://www.kennesaw.edu/cetl/resources/journals.html</span></a><o:p></o:p></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Direct link to PDF (71 pages):<span style="mso-spacerun: yes;"> </span></span><a href="http://www.kennesaw.edu/cetl/resources/SoTL-Journals.pdf"><span style="color: blue; font-family: Calibri;">http://www.kennesaw.edu/cetl/resources/SoTL-Journals.pdf</span></a><o:p></o:p></div>
<o:p><span style="font-family: Calibri;"> </span></o:p><br />
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><strong>Teaching Conferences<o:p></o:p></strong></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Current site:<span style="mso-spacerun: yes;"> </span></span><a href="http://www.kennesaw.edu/cetl/resources/na_conf_list.html"><span style="color: blue; font-family: Calibri;">http://www.kennesaw.edu/cetl/resources/na_conf_list.html</span></a><o:p></o:p></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Direct link to PDF (85 pages):<span style="mso-spacerun: yes;"> </span></span><a href="http://www.kennesaw.edu/cetl/resources/Teaching-Conferences.pdf"><span style="color: blue; font-family: Calibri;">http://www.kennesaw.edu/cetl/resources/Teaching-Conferences.pdf</span></a><o:p></o:p></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;">Tom<o:p></o:p></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Thomas P. Pusateri, Ph.D.<o:p></o:p></span></div>
<br />
<div class="MsoPlainText" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Associate Director for the Scholarship of Teaching and
Learning Center for Excellence in Teaching and Learning Kennesaw State University<o:p></o:p></span></div>
<span style="font-family: Calibri;">1000 Chastain Road NW #5400<o:p></o:p></span><br />
<span style="font-family: Calibri;">Kennesaw, GA<span style="mso-spacerun: yes;">
</span>30144<o:p></o:p></span><br />
<span style="font-family: Calibri;">Office: 770-423-6551<o:p></o:p></span><br />
<span style="font-family: Calibri;">Email: </span><a href="mailto:tpusater@kennesaw.edu"><span style="color: blue; font-family: Calibri;">tpusater@kennesaw.edu</span></a><o:p></o:p><br />
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-26090853788879274222013-01-16T13:46:00.000-08:002013-01-16T13:46:01.731-08:00Shootings on Kentucky Campus, Related Articles
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Shootings Stun 2 Colleges<o:p></o:p></span></div>
<span style="font-family: Calibri;">January 16, 2013 - 3:00am <o:p></o:p></span><br />
<b><span style="font-family: Calibri;">By <o:p></o:p></span></b><br />
<a href="http://www.insidehighered.com/users/scott-jaschik" title="View user profile."><span style="color: blue; font-family: Calibri;">Scott Jaschik</span></a><o:p></o:p><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">On Tuesday, the day before President Obama is expected to
announce new proposals to control gun violence, two campuses were stunned by
shootings.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<i><a href="http://www.kentucky.com/2013/01/15/2477560/at-least-3-injured-in-shooting.html"><span style="color: blue; font-family: Calibri;">The
Lexington Herald-Leader</span></a></i><span style="font-family: Calibri;"> reported that two people were killed and one
was injured in a shooting at Hazard Community and Technical College, in
Kentucky. The shooting took place in the early evening and the college went
into lockdown until authorities said that it was safe for people to move about.
Classes were being held in two buildings on campus when the shooting took
place.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;">Authorities said that the motive for the shooting </span><a href="http://www.kentucky.com/2013/01/15/2477560/at-least-3-injured-in-shooting.html"><span style="color: blue; font-family: Calibri;">may
have had nothing to do with the college.</span></a><span style="font-family: Calibri;"> A man charged in the shooting is
reported to have had a child with a woman whom he allegedly killed, and
officials believe the couple used the college's parking lot to exchange the
child for visitation. The child was not injured.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">College officials have called off today's classes at the
campus.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">The shootings in Kentucky came hours after a man reported to
be a part-time student at Stevens Institute of Business & Arts shot the St.
Louis college's financial aid director and then himself on Tuesday, KMOV
television </span><a href="http://www.kmov.com/news/local/Police-Suspect-shoots-himself-in-downtown-St-Louis-school-187002071.html" target="_blank"><span style="color: blue; font-family: Calibri;">reported</span></a><span style="font-family: Calibri;">. Police officers quoted by the station did not
identify a motive for the shooting of Greg Elsenrath, Stevens' financial aid
director, by the unidentified student. The shooter was taken into custody at
the hospital, where both he and Elsenrath were taken; both are expected to
survive.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;">The </span><a href="http://www.stltoday.com/news/state-and-regional/missouri/student-wounds-official-self-at-st-louis-school/article_a89d9a40-d4e3-5cbd-8ccc-612104f64855.html"><span style="color: blue; font-family: Calibri;">Associated
Press</span></a><span style="font-family: Calibri;"> reported that the shooting was not random and that that aid director
"appeared to be targeted."<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;">Here is a compilation of articles from the last two years
about higher education, shootings on campus and regulation of guns:<o:p></o:p></span></div>
<br />
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><a href="http://www.insidehighered.com/news/2012/12/20/college-presidents-urge-obama-act-gun-violence-pledge-support"><span style="color: blue; font-family: Calibri;">College
presidents urge President Obama</span></a><span style="font-family: Calibri;"> to take actions to prevent gun
violence.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><a href="http://www.insidehighered.com/quicktakes/2012/12/03/2-casper-college-faculty-members-killed"><span style="color: blue; font-family: Calibri;">Two
Casper College faculty members killed.</span></a><o:p></o:p></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><a href="http://www.insidehighered.com/views/2013/01/02/wake-newtown-rethinking-what-university-owes-its-town-essay"><span style="color: blue; font-family: Calibri;">Essay
by president of University of Connecticut</span></a><span style="font-family: Calibri;"> in wake of the killings in
Newtown.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">How campus safety and
mental-health experts try to </span><a href="http://www.insidehighered.com/news/2012/06/04/what-we-know-about-campus-shooters"><span style="color: blue; font-family: Calibri;">identify
those who may be prone to be shooters.</span></a><o:p></o:p></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Colorado Supreme Court </span><a href="http://www.insidehighered.com/news/2012/03/06/state-supreme-court-rules-colorado-regents-cant-ban-guns"><span style="color: blue; font-family: Calibri;">bars
the University of Colorado from banning guns on campus.</span></a><o:p></o:p></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><a href="http://www.insidehighered.com/news/2011/10/03/concealed_carry_in_oregon_wisconsin_and_mississippi_means_changes_for_college_and_university_campuses"><span style="color: blue; font-family: Calibri;">Momentum
shifts away from gun bans</span></a><span style="font-family: Calibri;"> and limits on college campuses.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">How higher education </span><a href="http://www.insidehighered.com/news/2011/06/01/texas_legislature_fails_to_pass_law_allowing_concealed_weapons_on_campus"><span style="color: blue; font-family: Calibri;">defeated
a move to allow concealed weapons on Texas campuses.</span></a><o:p></o:p></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Why some students </span><a href="http://www.insidehighered.com/news/2011/01/28/students_debate_concealed_gun_campus_carry_laws_in_florida_texas_arizona"><span style="color: blue; font-family: Calibri;">push
for more guns on campuses.</span></a><o:p></o:p></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">After ex-student at Pima
Community College shoots a Congresswoman, </span><a href="http://www.insidehighered.com/news/2011/01/17/pima_community_college_faced_challenges_with_loughner"><span style="color: blue; font-family: Calibri;">experts
consider the challenges faced by community colleges</span></a><span style="font-family: Calibri;"> in dealing with
potentially dangerous students.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";"><a href="http://www.insidehighered.com/views/2011/02/24/essay_about_faculty_members_feeling_threatened_by_students"><span style="color: blue; font-family: Calibri;">Essay
on what it is like to be a professor fearful for your safety</span></a><span style="font-family: Calibri;"> because
of a student.<o:p></o:p></span></span></li>
</ul>
<span style="font-family: Calibri;">
Read more: </span><a href="http://www.insidehighered.com/news/2013/01/16/2-killed-kentucky-community-college#ixzz2IB0VXBHE"><span style="color: blue; font-family: Calibri;">http://www.insidehighered.com/news/2013/01/16/2-killed-kentucky-community-college#ixzz2IB0VXBHE</span></a><br /><span style="font-family: Calibri;">
Inside Higher Ed<o:p></o:p></span><br />
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-6049754996410449812013-01-16T11:44:00.002-08:002013-01-16T11:44:32.961-08:00MOOC on OER, OER-101: Locating, Creating, Licensing and Utilizing OERs
<br />
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<span style="font-size: 10pt;">Earlier today, we sent a broadcast
message about the OER course at SUNY. However, people have to be logged into
this Community to see the details and the registration link. So I am now
sending the content of the event including the registration link. If you
register for the course and would like a mentor, write to <a href="mailto:melody@collegeopentextbooks.org"><span style="color: blue;">melody@collegeopentextbooks.org</span></a></span>
--- <span style="font-size: 10pt;">Regards, Jacky</span><o:p></o:p></div>
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<strong><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Course
Description</span></strong><o:p></o:p></div>
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<strong><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Registration
Link <a href="https://opensuny.coursesites.com/" target="_blank"><span style="color: blue;">https://OpenSUNY.coursesites.com</span></a></span></strong><o:p></o:p></div>
<div style="margin: 0in 0in 6pt;">
<em><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Use
Buffalo State as the Institution, search for Beth Burns and then choose the
class.</span></em><o:p></o:p></div>
<div style="margin: 0in 0in 6pt;">
<em><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">OER-101:
Locating, Creating, Licensing and Utilizing OERs</span></em> <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">is a self-paced
online community course that has been built to demonstrate how to find,
adapt, and develop OERs step-by-step. These OERs may then be licensed via
Creative Commons, printed and bound, and integrated into any type of learning
environment.<br />
The course is organized into five “pursuits,” each of which represents one
facet of the world of OERs. Participants are encouraged to complete all
of the pursuits by following the suggested course progression, but each
pursuit can also be completed individually.</span><o:p></o:p></div>
<div style="margin: 0in 0in 6pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">For
evaluation and feedback, OER-101 will employ a badging system powered by
Mozilla Open Badges. The exploration of badging within the course is
funded by a SUNY Innovative Instruction Technology Grant. Participants will
earn badges by completing the course pursuits and will receive a ‘master
badge’ for course completion. Additionally, OER-101 will utilize a
community learning model informed by a facilitation method established by
Philyse Banner at the American Public University System.</span><o:p></o:p></div>
<div style="margin: 0in 0in 6pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">The
results from this course will be documented within the SUNY Learning Commons.</span><o:p></o:p></div>
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<strong><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Accessing
the Course</span></strong><o:p></o:p></div>
<div style="margin: 0in 0in 6pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">The
course is offered through Blackboard’s Coursesites. Enrollment in the
course is open and continuous. Participants may self-enroll beginning
on Wednesday, January 16th, 2013, and the course content will be available to
participants after Wednesday, January 23rd, 2013. Additional
information on the course and a link to registration can be found at <a href="https://opensuny.coursesites.com/" target="_blank"><span style="color: blue;">https://OpenSUNY.coursesites.com</span></a>
Use Buffalo State as the Institution, search for Beth Burns and
then choose the class. </span><o:p></o:p></div>
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Visit College Open Textbooks Community at: <a href="http://collegeopentextbooks.ning.com/?xg_source=msg_mes_network"><span style="color: blue;">http://collegeopentextbooks.ning.com/?xg_source=msg_mes_network</span></a><o:p></o:p><br />
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-19322354449469561352013-01-16T11:42:00.000-08:002013-01-16T11:42:02.894-08:00Expanding a bit on Noreen's recent listserv invitation to "consider posting [to the ATL blog] links to the 'good stuff' you’re finding and share your thoughts...as well," I'd like to invite you to consider committing to a specific scheduled blog post as a designated ATL blogger. With Noreen leaving us to take on a new job and new challenges, at least for a while I'm going to have to pick up my game here and help out more, but I'm hoping to get some additional help by "crowdsourcing" the work load :-) We know everyone is crazy busy these days, but we think the blog is a great vehicle for an active exchange of ideas and discussion of issues that are broadly relevant to our ATL community; there's real value in hearing from multiple voices and perspectives, and I know we have lots of folks in this far-flung community with lots of valuable things to share! So contact me if you're interested (bmoore@sbctc.edu) and we'll take it from there to work out details; thanks!
Bill BillMhttp://www.blogger.com/profile/16347690926959177848noreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-76882074018597429992013-01-16T11:41:00.008-08:002013-01-16T11:41:59.273-08:00Learning Analytics: A comparison of tools<h2>
Learning analytics tools aim to boost student retention, outcomes</h2>
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<img alt="learning-analytics-tools-aim-to-boost-student-retention-outcomes" height="45" src="http://ecampusnews.eschoolmedia.com/wp-content/blogs.dir/3/files/icons/SarahLangmead45.jpg" width="45" /></div>
<span class="byline">By Sarah Langmead, Assistant Editor<br /> Read more by <a href="http://www.ecampusnews.com/author/slangmead/" rel="author" title="Posts by Sarah Langmead">Sarah Langmead</a></span><!--start slider dependents--><!--end slider dependents--><br />
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<a href="http://www.ecampusnews.com/files/2013/01/Analytics1.png"><img alt="" class="size-full wp-image-52385" height="143" src="http://www.ecampusnews.com/files/2013/01/Analytics1.png" width="215" /></a><div class="wp-caption-text">
Learning analytics software helps professors evaluate their course </div>
<div class="wp-caption-text">
structures and ensure better student outcomes.</div>
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As policy makers and campus leaders focus on boosting college completion rates, learning analytics is a field that has exploded in importance. A number of programs now exist to help instructors and campus leaders track student progress more closely, leading to better student outcomes.<br />
Some of these programs are standalone software packages, while others are modules or features included in leading student information or learning management systems. Here’s an overview of some of the many products that can improve communication between students and professors, allowing everyone to gain a clearer perspective on students’ needs.<br />
<br />
<a href="http://www.ecampusnews.com/technologies/learning-analytics-tools-aim-to-boost-student-retention-outcomes/">Read full article...</a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-19984960449959071082013-01-16T09:52:00.004-08:002013-01-16T09:56:06.919-08:00MOOCs, Prior Learning and Portfolios<h3 class="title" id="ctl29_MainHeading">
<span style="font-size: small;">
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin; mso-themecolor: dark2;">Interesting article with thoughts on combining MOOC-learning and prior
learning in an ePortfolio. Shouldn't everyone have an ePortfolio for course-related evidence of learning, professional development,
on-the-job highlights, and so forth? (No, I haven’t created one for myself,
yet!)<o:p></o:p></span></div>
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</span></h3>
<h3 class="title">
From Campus Technology:</h3>
<div class="title">
<a href="http://1105-sub.halldata.com/site/ONE001713SYnew/init.do?&PK=WSCMA">Click here to subscribe to CT for free</a></div>
<h3 class="title">
The Taming of the MOOC--With ePortfolio Evidence</h3>
<ul class="byline" id="ctl29_ByAuthor">
<li class="author">By Trent Batson</li>
<li class="date">01/16/13</li>
</ul>
The IT revolution that was supposed to transform higher education has failed to materialize, at least in the way we had imagined it. The revolution did occur, but not directly within higher education--instead, it changed the overall nature of work in our culture. And now, higher education seems to be behind the curve, struggling to catch up.<br />
<br />
Enter the MOOC--a relatively new buzzword meaning Massive Open Online Course. And it holds hope for many as a way for higher education to "catch up." Indeed, MOOCs could be one way to get ahead of the curve again, or, they could become a yet another material threat to higher education. <br />
<br />
Here's how to turn this "threat" into something much more positive.<br />
<br />
<a href="http://campustechnology.com/Articles/2013/01/16/The-Taming-of-the-MOOC.aspx?=CTCLV&Page=1">Read full article...</a>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-7093735844218825422013-01-15T13:00:00.003-08:002013-01-15T13:01:19.313-08:002013 Legislative News Via SBCTC Blog<br />
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<span style="color: #1f497d;"><span style="font-family: Calibri;">Please see the new forum for
SBCTC Legislative News – a blog!<o:p></o:p></span></span></div>
<br />
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<span style="color: #1f497d;"><o:p><span style="font-family: Calibri;"> </span></o:p></span><span style="color: #1f497d;"><span style="font-family: Calibri;">In lieu of the weekly Leg News
newsletter, SBCTC staff will be posting twice-weekly updates about legislative
action relevant to higher education on the blog.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: #1f497d;"><span style="font-family: Calibri;">Check it out at </span><a href="http://sbctclegislativenews.blogspot.com/"><span style="color: blue; font-family: Calibri;">http://sbctclegislativenews.blogspot.com/</span></a><span style="font-family: Calibri;">
<o:p></o:p></span></span></div>
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<span style="color: #1f497d;"><span style="font-family: Calibri;">This morning, the House Higher
Education committee heard from the Washington Student Achievement Council
(including SBCTC Executive Director, Marty Brown) and also heard from student
representatives, in a work session. The video will be available soon at </span><a href="http://www.tvw.org/index.php?option=com_tvwsearch&acronym=HE&biennium=2013-14"><span style="color: blue; font-family: Calibri;">http://www.tvw.org/index.php?option=com_tvwsearch&acronym=HE&biennium=2013-14</span></a><span style="font-family: Calibri;">
<o:p></o:p></span></span></div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-5184637762230200062.post-86434303998797442392013-01-11T10:50:00.001-08:002013-01-11T10:52:49.746-08:00Paradigm Shift: Instruction-centered to Learning-centered<div align="LEFT">
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<tbody>
<tr><td height="9" valign="TOP" width="50%"><span style="font-size: large;">Instruction Paradigm </span></td>
<td height="9" valign="TOP" width="50%"><span style="font-size: large;">Learning Paradigm </span></td>
</tr>
<tr><td height="7" valign="TOP" width="50%"><span style="font-size: small;">Improve the quality of instruction </span></td>
<td height="7" valign="TOP" width="50%"><span style="font-size: small;">Improve the quality of learning </span></td>
</tr>
<tr><td height="17" valign="TOP" width="50%"><span style="font-size: small;">Transfer knowledge from faculty to students </span></td>
<td height="17" valign="TOP" width="50%"><span style="font-size: small;">Elicit students’ discovery and construction of knowledge </span></td>
</tr>
<tr><td height="7" valign="TOP" width="50%"><span style="font-size: small;">Covering material </span></td>
<td height="7" valign="TOP" width="50%"><span style="font-size: small;">Specified learning results </span></td>
</tr>
<tr><td height="16" valign="TOP" width="50%"><span style="font-size: small;">Faculty are primarily lecturers </span></td>
<td height="16" valign="TOP" width="50%"><span style="font-size: small;">Faculty are primarily designers of learning <br />
methods and environments </span></td>
</tr>
<tr><td height="16" valign="TOP" width="50%"><span style="font-size: small;">Any expert can teach </span></td>
<td height="16" valign="TOP" width="50%"><span style="font-size: small;">Empowering learning is challenging and <br />
complex </span></td>
</tr>
<tr><td height="7" valign="TOP" width="50%"><span style="font-size: small;">Achieve access for diverse students </span></td>
<td height="7" valign="TOP" width="50%"><span style="font-size: small;">Achieve </span><i><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: small;"><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: small;">success </span></span></i><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: small;"><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: small;"></span></span><span style="font-size: small;">for diverse students </span></td>
</tr>
<tr><td height="16" valign="TOP" width="50%"><span style="font-size: small;">"Live" teacher, "live" students required </span></td>
<td height="16" valign="TOP" width="50%"><span style="font-size: small;">"Active" learner required, but not "live" teacher </span></td>
</tr>
</tbody></table>
<br />
<div align="LEFT">
<span style="font-size: xx-small;">Source: Barr & Tagg, </span><i><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;">From Teaching to Learning: A New Paradigm for Undergraduate Education, </span></span></i><br />
<span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"></span></span><span style="font-size: xx-small;">Change, November/December 1995, pp. 13-25</span><i><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;">. </span></span></i></div>
<i><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"></span></span></i><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;"></span></span><br />Anonymousnoreply@blogger.com0