Harvard recently rescinded admission offers for some incoming freshmen who participated in a private Facebook group sharing offensive memes. The incident has sparked a lot of discussion: Was Harvard’s decision justified? What about the First Amendment? Do young people know the dangers of social media?
I’m a business school lecturer, career services counselor and former recruiter, and I’ve seen how social media becomes part of a person’s brand—a brand that can help you or hurt you.
College admissions staff, future employers and even potential dates are more and more likely to check your profile and make decisions or judgments about you.
Here’s what you should know so you don’t end up like those Harvard prospects.
There’s a lot of talk these days about evidence-based instructional practices, so much that I’ve gotten worried we aren’t thinking enough about what that means. Let me see if I can explain with an example.
Recently I’ve been trying to locate the evidence that supports quizzing, wondering if it merits the evidence-based label. Tracking down this evidence in our discipline-based research is challenging because although quizzing has been studied across our disciplines, it’s not easily searchable. My collection of studies is good, but I know it’s not complete. As you might suspect, the results are mixed; they are more positive than negative, but still, a significant number of researchers don’t
find that quizzes affect learning outcomes.
When presented with new material, standards, and complicated topics, we need to be focused and calm as we approach our assignments. We can use brain breaks and focused-attention practices to positively impact our emotional states and learning. They refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur.
Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped
out and then came to Eagle Rock School and Professional Development Center, became engaged in her learning, and graduated. The authors provide policy and practice recommendations as well as a discussion of factors that affect engagement.
The past several decades have seen an interest in learning surge. It’s always been part of our educational endeavors, but the recent focus on it has been intense—that is, for teachers. Our interest is not shared by most of our students. They are still pretty much all about grades, preferably those acquired easily. They will work for points, but not very enthusiastically, if at all, without them.
Higher education's approach to fostering students' innovation potential has focused mostly on developing innovation leadership among a select cadre of students, originally in entrepreneurship and more recently in social sector innovation. But what about the rest of our graduates: what capability do all our graduates need if they're going to engage effectively with innovation in the workplace? Can elements of this capability be adapted to enhance their roles as community members and global citizens as well?
In order to develop the capability for workplace innovation in all our students, we're going to have to begin tackling the challenge in the space where all of them already participate – within our teaching and learning environments.
When I recently returned to my department after a decade in administration, I looked forward to reconnecting with former olleagues, getting to know the grad students, going to lectures and colloquia, teaching undergrads, and yes, even serving on departmental committees. But when I moved into my faculty office and began my work schedule, I had only one question as I looked around my department: Where did everybody go?
In their own self-interest, departments and faculty should strongly advocate to pay their adjunct faculty as high a per class wage as possible.
I say this after finding out that for teaching one section of introductory fiction writing at College of Charleston, this semester, I will be paid $2650.
I learned this after I taught my first day of class, which should evidence that money is not my personal motive for continuing to teach. I am in the fortunate position of not relying on this work to make my living, and continuing to teach is a way for me to stay connected to work I find meaningful.[
Two weeks ago, I received a rape threat in my campus office.
I am an academic, an instructor of political science, a researcher, and an administrator, and I received an anonymous phone call describing in explicit and vulgar detail exactly how and where the man on the phone would rape me.
The police were called, my phone number was removed from the university website, and I have taken steps to remain safe in my office, but the vulnerability remains.
he vulnerability. I was made to feel vulnerable in my office — my professional space — which is perhaps the one place in my life where I feel most empowered and assertive.
As I sat in my office the next day, I wondered how many of my male colleagues have received an anonymous rape threat on their office phones. As a woman in academe, I am held to the same standards as my male counterparts, and yet I am also being threatened with sexual violence while I am working. Just add that to the list of things female academics must deal with, all while still teaching, publishing, and serving their departments and universities.
This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning
are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors.
As university classes start up this week, officials are already working hard to stave off a major contributor to poor mental health among students — loneliness.
A new study of Canadian university students found more than 66 per cent reported feeling "very lonely" in the past year.
And the problem was worse for female students, with nearly 70 per cent feeling very lonely at least once in the last year, compared with male students at 59 per cent.
TORONTO, Feb. 14, 2017 /CNW/ - A new national survey released today reveals a bold portrait of Canada's Millennials (those born between 1980 and 1995), that for the first time presents the social values of this generation, and the distinct segments that help make sense of the different and often contradictory stereotypes that so frequently are applied to today's young adults.
The results show that Millennials cannot be lumped into a single group defined by their age, or by other demographic characteristics such as gender, region or socio-economic status. They are a diverse part of the Canadian society, made up of six social values "tribes", each reflecting a distinct worldview and approach to life. While Millennials may share some common experiences and aspirations as befits their stage in life, there are notable differences in outlook and life path across these tribes, be they "Engaged Idealists," "Bros and Brittanys," or "Lone Wolves."
To my memory, I have never been physically afraid of a student.
The maddest I’ve ever seen a student was one calling me a “life ruining motherfucker,” when I told the student that passing the course was mathematically impossible.
One-third of Ontario students in Grades 7 to 12 reported elevated levels of psychological distress, according to a new survey released by the Centre for Addiction and Mental Health, a substantial spike since 2013.
The rate jumped from 24 per cent in 2013 to 34 per cent – approximately 328,000 adolescents – in 2015, an increase called very “surprising” by Robert Mann, senior scientist at CAMH and co-lead investigator of the Ontario Student Drug Use and Health Survey.
The report’s authors call for at least one-quarter of students within the next decade to have an international learning experience.
“You can take bigger risks, or go do something that maybe scares you, because you know you can do it.” For Emma Monet, this was the benefit of having an international educational experience. The Ryerson University graduate studied in Turkey for the winter semester of 2016, where she took five courses at Koç University toward her sociology degree. She said that, in addition to the course credits, she gained problem-solving skills, a wider appreciation for how others live and a greater ability to trust herself.
TORONTO — Many of this year's new post-secondary graduates have left the academic world carrying tens of thousands of dollars in debt. Meantime, those heading to college and university this fall will soon contend with steep tuition rates that often result in a similar burden.
While schools attempt to lessen the load by offering financial aid, average student debt appears to be climbing. So some institutions are also responding by beefing up their mental health services to help students cope with life in the red.
Love him or hate him, there’s lots to say about Donald Trump. But how should instructors handle class discussions about the new president, if they allow them at all? An assistant professor of public and strategic communication at American University established with his students a set of ground rules for talking about Trump, which he says may be useful to colleagues elsewhere as they engage with policy and other issues.
In an increasingly competitive global marketplace, many learning institutions are re- evaluating the focus of the education they provide and embracing disciplines that provide hands-on learning and real-world experience. As a result, one can find an increasing emphasis on applied research at colleges—that is, research specifically intended to help businesses and industries find solutions to practical problems and to help develop products and services.
It was 7 a.m. on a Sunday in February of 2006 — midway through my second quarter as a Ph.D. student in Irvine,
Calif. — and I had just scared the ever-loving bejeezus out of the weekend custodian. When she opened the door to the German department’s grad-student offices, I don’t think she was expecting to find the legs of a supine 29-yearold woman sticking out from under a desk.
I got a job offer. Yay! But I only got one offer, and I’m a brand new Ph.D., so I assume I don’t really have the standing to negotiate anything. That’s only for people who have competing offers or amazing records, right?
This is one of the most common misunderstandings about negotiating. Every candidate has the potential to negotiate elements of a job offer. That’s true even if you have no competing offer, and are a brand new Ph.D. The only reason ever to hesitate on this front is if you’ve picked up red flags about the institution being one that possibly rescinds offers.