While an academic goes about her public online activities, someone calls her a stupid c*nt, tells her they hope she is raped and wishes her a gruesome death. Or maybe they just tell her she is dumb and should get back in the kitchen. Or that she should smile or exercise more. Perhaps they do this in response to an opinion she expressed, or a research paper she published, or perhaps it is simply because of her gender, race or sexuality.
While more information than ever is available about autism, there are still prevalent stereotypes: The “Rain Man” stereotype of the severely impacted person with savant skills, and the less severely impacted “Bill Gates” stereotype, a scientifically or mathematically brilliant person with limited social skills.
Stereotypes, by definition, are oversimplifications, which means that many layers and nuances are frequently missed.
Employers and higher ed institutions have acknowledged the value that this type of experience could bring to the
country’s workforce. But only 3.1% of full-time university students and 1.1% of full-time college students have studied abroad as part of their postsecondary education.
Existing research shows that Canadian students are generally interested in studying abroad, yet they face a number of obstacles. These obstacles have been categorized as the four Cs: cost, curriculum, culture, and circumstance.
Active learning is "anything that involves students in doing things and thinking about the things
they are doing" (Bonwell & Eison, 1991, p. 2).
Felder & Brent (2009) define active learning as "anything course-related that all students in a
class session are called upon to do other than simply watching, listening and taking notes" (p.
2).
Active learning strategies can be as short as a few minutes long.
Active learning techniques can be integrated into a lecture or any other classroom setting
relatively easily. Even large classrooms can involve learning activities beyond the traditional
lecture format.
CHICAGO -- Community college leaders across the country are looking through the hundreds of courses in their catalogs and trying to find a way to streamline their offerings in order to get students to completion.
That's because the days of students taking courses without direction is no longer acceptable if colleges hope to get them to complete within a reasonable time, with a degree and minimal student debt.
I have written this Guidebook to assist users interested in creating a campus that will be more global in its mission, programs, and people. My approach is to focus on the views and contributions of the people who are engaged in higher education. Thus it has a “person” emphasis rather than a structural or policy point of view. I do this since I think that the goals, aspirations, and achievements of those working and studying on campus is the critical factor in creating a campus with a global perspective. (Campus is to be broadly defined to include both “in-place” multiple sites and virtual.)
For Black and Brown children in the United States, a major part of their schooling experience is associated with White female teachers who have no understanding of their culture. That was certainly my experience. My K-12 schooling was filled with White teachers who, at their core, were good people but unknowingly were murdering my spirit with their lack of knowledge, care, and love of my culture.
With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the haracteristics often attributed to successful online learners, as well as a review of a sample of the publicly available online readiness surveys, an application of one representative tool is described. Specifically, the Distance Education Aptitude and Readiness Scale was administered in both hybrid and face-to-face sections of beginning post-secondary French across a two-year span. Differences in scores between groups, as well as the relationship between scores and
grades are examined.
Audio, visual, textual—most people are willing and eager to identify themselves as a certain type of learner. And it follows pretty quickly that they learn better and faster when teachers approach a lesson in their “style.” Based on that logic, many school districts have poured money into training and materials to help teachers tailor their lessons to the various learning styles of their students. But haste makes waste, write Harold Pashler of the University of California, San Diego; Mark McDaniel of Washing-ton University, St. Louis; Doug Rohrer of the University of South Florida; and Robert A. Bjork of the University of California, Los Ange-les. There just isn’t sufficient evidence to support customizing education in this way.
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.
TheEffective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their (a) participation in the core course content and (b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. As might be expected, findings indicated that early childhood teachers accessed the course often on nights and weekends, even though participating centers allowed their teachers to do coursework during work time. In addition, participants reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. The participation of early childhood educator teachers was consistently predicted by comfort with technology, credit or non-credit status and assignment to the group that included regular conferences with the instructor. These relationships, however, did not always occur in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.
Purpose: Our study uses Remillard’s framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers' GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials?
In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete preclass work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment
The time may have come for the Ontario government to take a closer look at the issue of part-time faculty at the province's public colleges, says Charles Pascal, a professor at the Ontario Institute for Studies in Education, at the University of Toronto.
An exclusive CBC News investigation has revealed that more than 700 sexual assaults were reported to Canadian universities and colleges over the past five years. The investigation also discovered that the numbers vary widely from school to school, even when adjusted for population.
Purpose: The purpose of this study is to determine the effects of peer-level tardiness on individual-level socio-emotional outcomes utilizing nationally representative, longitudinal data.
School-level conditions nnd school leadership, in particular, arc key issue, in effort.'> LO change instruction. While new organizational structures and new leadership roles maner to instructional innovation, what seems mot critical is how leadership practice is undcrrnken. Yet, the practice of cbool leadership bas received limited attention in the research literature. Building on activity theory and theories of d1srribun:d cognition, this paper develops a disrrihute<l perspective on school leadership as a fromc for studying leadership practice, arguing that leadership practice i; constituted m the mteracuon of school leaders, followers, and the situation.
Schools are also looking to encourage domestic students to benefit from international students’ presence.
As the blip-blip-bloop of the classic Skype ringtone connects me with Zack (Guanglong) Pang at Wilfrid Laurier University, it occurs to me that a little box like this on a computer screen may be the only window through which this international student has seen his family for the past few years – they live half a world away in his hometown of Shenyang, an industrial city in the northeastern part of China. Mr. Pang, who at the time of this interview was finishing his bachelor of science degree at Laurier and preparing for a master’s in geography at York University starting this fall, cheerfully returns my wave at the screen.
The ability of postsecondary students to write and communicate proficiently is an expectation identified by many, including not only organizations such as the OECD but also other public and employer groups. There is concern, however, that students and thus employees often fail to meet expectations in these areas. To address this concern, it is necessary to understand more about the writing skills that students learn during their postsecondary education. This research project was designed to examine whether and how students are taught to write at university.
It was the 10th or 11th week of semester, a time when I’d gotten to know my students – or at least their names and faces – fairly well. I knew what most of them thought about the topics we’d covered, I knew the sounds of their voices. I knew some of their opinions on climate change, and some of their thinking on genetically modified food.
And so it was pretty odd to see someone new in class that day.
We were covering diversity in science. Looking at why far too many of our professors look, to put it bluntly, like older versions of us. White. Male. Heterosexual. Dashing.
And here was a new face. Was he…angry? Was he threatening? Did his shirt actually say “White Fight”? What does that mean? Was he tweeting what I was saying?