Theories of transformational and charismatic leadership provide important insights about the nature of effective leadership. However, most of the theories have conceptual weaknesses that reduce their capacity to explain effective leadership. The conceptual weaknesses are identified here and refinements are suggested. The issue of compatibility between transformational and charismatic leadership is also discussed. Finally, some methodological problems involving con-struct validation and theory testing are identified, and suggestions for future research are provided.
This document describes the development of analytic rubrics for competency assessment project. The purpose of this report is to describe the process of developing a set of general analytic rubrics to assess competencies in design, communication and teamwork, and a set of outcomes and indicators to assess problem analysis and investigation.
The work to develop the rubrics was structured into three main phases. In the first or planning phase, a review of the literature was carried out to create a comprehensive list of learning outcomes in the five competency areas under investigation. A list of more specific, measureable learning outcomes, called indicators, was also compiled. The resulting comprehensive list of learning outcomes and indicators was distilled by removing redundancy between the systems, filling content gaps, and grouping indicators into common learning outcome categories.
White flight from the center city to better neigborhood schools in the leafy green suburbs has finally arrived in the nation's ivy-covered campuses. The rackial and ethnic stafification in educational opportunity entrenched in the nation's K-12 education system has faithfully reproduced itself across the full range of American Colleges and Universities.
Despite the tremendous growth of distance education, retention remains its Achilles’ heel. Estimates of the failed retention rate for distance education undergraduates range from 20 to 50 percent. Distance education administrators believe the failed retention rate for online courses may be 10 to 20 percent higher than for face-to-face courses.
As an increasing number of colleges and universities identify online education as a critical component to their long-term strategy, the issue of retention can no longer be ignored. It is mandatory for everyone who touches the distance learner to understand why these students leave their online courses, and what it will take to keep them there.
Student ratings of teaching have been used, studied, and debated for almost a century. This article examines student ratings of teaching from a statistical perspective. The common practice of relying on averages of student teaching evaluation scores as the primary measure of teaching effectiveness for promotion and tenure decisions should be abandoned for substantive and statistical reasons: There is strong evidence that student responses to questions of “effectiveness” do not measure teaching effectiveness. Response rates and response variability matter. And comparing averages of categorical responses, even if the categories are represented by numbers, makes little sense. Student ratings of teaching are valuable when they ask the right questions, report response rates and score distributions, and are balanced by a variety of other sources and methods to evaluate teaching.
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
This report is the culmination of a three‐year research project conducted by George Brown College (GBC). As a member of the Learning Outcomes Assessment Consortium, sponsored and funded by the Higher Education Quality Council of Ontario (HEQCO), this project responds to HEQCO’s request for colleges and universities to develop, implement and share new assessment tools that “measure and validate the attainment of these generic learning and cognitive skills.”
In this project, we focused on critical thinking (CT), with the goal of addressing a fundamental question:
How do we measure student learning of this essential employability skill during the course of a program of
study?
This document describes the development of analytic rubrics for competency assessment project. The purpose of this report is to describe the process of developing a set of general analytic rubrics to assess competencies in design, communication and teamwork, and a set of outcomes and indicators to assess problem analysis and investigation.
The work to develop the rubrics was structured into three main phases. In the first or planning phase, a review of the literature was carried out to create a comprehensive list of learning outcomes in the five competency areas under investigation. A list of more specific, measureable learning outcomes, called indicators, was also compiled. The resulting comprehensive list of learning outcomes and indicators was distilled by removing redundancy between the systems, filling content gaps, and grouping indicators into common learning outcome categories.
The number of students with disability in higher education is increasing. National data reveal differences in the retention and success of these students across Australian higher education institutions but the reasons for this are not clear. The overarching aim of this study was to explore the relationship between supports and university adjustment for students with disability, and their retention and success.
Most graduate research degrees culminate in a thesis. Thesis students require supervisors. There are few relationships more important to these students than their relationship with their supervisor. The centrality of this relationship requires that it be entered into and maintained with great care. It is incumbent on the University to do everything possible to provide guidance in how to maximize the likelihood of excellent supervision. The School of Graduate Studies (SGS) is charged with the responsibility of providing that guidance for the University graduate community. The previous version of this document is now 10 years old. It is time for the update that follows.
As the nation slowly emerges from the Great Recession, the patterns of student aid are returning to the paths they were on
before the economy crashed. The federal government, which dramatically stepped up its subsidies to students in 2009-10 and
2010-11, continues to play an expanded role, but not a growing role. Students continue to borrow at levels that are high by
historical standards, but that represent a retreat from the soaring debt levels of a few years ago. New data allow a clear focus
on the characteristics of students who are most at risk from debt. As Trends in Student Aid 2015 documents, those who do
not graduate are particularly vulnerable. Older, independent students, those who take longer to earn their degrees, African-
American students, and those who attend for-profit institutions accumulate more debt than others.
In recent years, college attendance for first-gen-eration students has had a high profile in Texas. First-generation students—students whose parents did not attend college—have increasingly been the target of ef-forts to increase college-going and completion rates in the state. Such efforts demonstrate a growing recogni-tion by state policymakers and educators that expand-ing postsecondary opportunity to students who have previously lacked college access—namely the state’s large and increasing low-income, minority, and first-generation populations—is critical to the future social and economic well-being of Texas.
The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province.
I’m so lost! Your course is so confusing. Like, I really have no idea what to do and, like, I’m ready to simply cry and, like, drop this crazy course.”
Susie, a major in education, blinked, but no tears came; she just kept glaring at me with her elaborately made-up brown eyes. She had texted me the previous day about how stressed she was about my course, and I had invited her to come to my office at her leisure. But this wasn’t a great start to our heart-to-heart.
The college classroom lies at the center of the educational activity structure of institutions of higher education; the educational encounters that occur therein are a major feature of student educational experience. Indeed, for students who commute to college, especially those who have multiple obligations outside the college, the classroom may be the only place where students and faculty meet, where education in the formal sense is experienced. For those students, in particular, the classroom is the crossroads where the social and the academic meet. If academic and social involvement or integration is to occur, it must occur in the classroom.
A monumental shift is steadily occurring in America’s workforce, as an ever-increasing percentage of jobs require some form of postsecondary education and training. In the Recovery 2020 report, Georgetown University Center for Education and the Workforce projects that by 2020, 65 percent of all jobs will require some form of postsecondary education. However, this may be a conservative estimate, according to the center, considering that of the 11.6 million jobs created in the 2010 to 2016 recovery, 11.5 million of them, or 99 percent, were filled by workers with postsecondary training.
While higher education has seen a plethora of initiatives designed to increase educational attainment and alternative delivery methods intended to expand educational opportunities, large numbers of students still do not have access to higher education while still in high school. In particular, offering academically advanced high school students the chance to take college courses (dual enrollment) is widely seen as a way to help them make better use of their senior year. And even less advanced students can participate in dual enrollment courses with support, through approaches such as the Early College model.
Without more efficient management, some colleges may not survive.
More colleages are facing a do-or-die-moment: become more appealing to students and parents or face closure or merger, scholars at a college conference warned.
This report is the first in a series of reports examining teenagers’ use of technology. Forthcoming reports will focus on how American adolescents use social media and mobile phones to create, maintain and end their friendships and romantic relationships. This report is a collaborative effort based on the input and analysis of the following individuals.
Observational skills, honed through experience with the literary and visual arts, bring together in a timely manner many of the goals of the medical humanities, providing thematic cohesion through the act of seeing while aiming to advance clinical skills through a unified practice. In an arts observation pedagogy, nature writing serves as an apt model for precise, clinically relevant linguistic noticing because meticulous attention to the natural world involves scientific precision; additionally, a number of visual metaphors employed in medicine are derived from close observation of the natural world. Close reading reinforces observational skills as part of integrative, multidisciplinary clinical practice. Literary precision provides an educational bridge to recognizing the importance of detail in the clinical realm. In weighing multiple perspectives, observation applied to practice helps learners understand the nuances of the role of witness, activating reflection consonant with the viewer’s professional identity. The realization that seeing is highly filtered through the observer’s values allows the act of observation to come under scrutiny, opening the observer’s gaze to disturbance and challenging the values and precepts of the prevailing medical culture. Application of observational skills can, for example, help observers recognize and address noxious effects of the built environment. As learners describe what they see, they also develop the communication skills needed to articulate both problems and possible improvements within their expanding sphere of influence. The ability to craft
this speech as public narrative can lead to interventions with positive impacts on physicians, their colleagues, and patients.
Background: In the aftermath of the Sandy Hook Elementary School shooting in Newtown, Connecticut, in 2012, state legislatures considered a flurry of legislation that would allow school districts to arm their teachers. In at least 15 states such legislation has been signed into law. Parallel to these developments, a lively and at times strident public debate on the
appropriateness of arming public school teachers has emerged in the media, especially as a result of the shooting at Marjory Stoneman Douglas High School in February 2018. Although the two sides of the debate offer illuminating insights into the pitfalls and promises of arming teachers, both tend to focus almost exclusively on the empirical issue of student safety. As a
result, the public debate fails to address several central ethical issues associated with arming public school teachers. This article is an effort to pay these issues their due attention.