Aegis Identity Software was founded on 8 years’
experience with one mission: to create an affordable Identity
Management Solution specifically for K-20 Education. With a foundation
of contemporary open standards, our Trident Identity Manager software
reduces implementation and operating costs. Learn
Struggle To Keep Online Schools Accountable The rapid growth of online education is
raising concerns. While unscrupulous or incompetent online educators may
be rare, there are enough of them that many states are considering
ratcheting up their oversight.
Empower Your Students Today
– 30-Day Free Trial for Educators
VideoBlocks for Education is a database of royalty free and copyright
safe multimedia clips that students and teachers can legally download
and use in a variety of video editing and media projects. Start
empowering your students today with a 30-Day Free Trial Today! Learn
TeachHUB Magazine is a new publication dedicated to
giving teachers and educators the best tools for their classroom—and
having some fun at the same time. Each issue is packed with original
content from the best education writers in the business. Check it out
of awesome apps, cool tools, and the books and movies your class
will be clamoring about.
insider's guide to the new Common Core State Standards, how to help
struggling students, and tactics for putting an end to bullying.
cartoons, and stories that'll remind you why it can be so fun, and
funny, to be a teacher.
of all, every issue is 100% free!
Teach Hub | 20624
Abbey Woods Court N | Frankfort, IL 60423 | United States
Online academic advising
not only helps students achieve their educational goals, it also can improve
retention rates. Online academic advisers may proactively monitor student
performance, assist with goal setting and provide regular contact to help students
feel involved in the institutional community. As online programs continue to
grow, however, the role of online academic advisers also expands.
In this webinar, learn best
practices for online academic advising and hear how one school has successfully
used these relationships to increase enrollment and retention. Dr. Howell
Williams and Michael Tyree, of The Learning House, Inc., and Dr. Carol Ziegler,
Chief Mission Officer, from Notre Dame College, will discuss:
·The Appreciative Advising approach in an online environment
·Best practices for success coaching
·How these techniques have been applied at Notre Dame College
·Lessons learned at Notre Dame College
About the presenters:
About Dr. Carol Ziegler
Dr. Carol Ziegler is a
Sister of Notre Dame and an assistant professor at Notre Dame College. She came
to Notre Dame in 2007 from Lesley University in Massachusetts. She primarily
serves as Chief Mission Officer for the college and is the national
accreditation chair for the Division of Professional Education. Carol has
written and conducted research on adjunct faculty orientation in higher
education. She advises students at the graduate, undergraduate and
post-baccalaureate levels. She believes that faculty advising work should
highly correlate with the mission of Notre Dame, which calls for the community
to care for one another.
About Dr. Howell Williams
As the Senior Director of
Client Services for Learning House, Dr. Howell Williams reviews and
investigates institution-wide student satisfaction issues and provides client
colleges and universities with best practices and tools to meet student needs,
as well as overall direction and management of success coaches and advisers.
She has extensive experience helping higher education institutions create
positive learning environments that feature comprehensive yet high impact
About Michael Tyree
Michael Tyree, Director of
Student Success for Learning House, ensures that online students have access to
resources that will enhance and encourage engagement in their education with an
overarching aim of increasing retention and graduation rates. He shapes
strategy and oversees implementation through a team of Success Coaches who work
with students directly to integrate support services for the undergraduate and
graduate student. Areas of assistance include goal setting, educational and
career planning, academic planning and problem solving. Michael has almost a
decade’s worth of experience in online education and working with diverse
FREE LearningHouse Webinar: Building Capacity for Student Success: A Case Study
The People’s Scientific Conference to Promote Health and
Eliminate Health Disparities (The People’s Scientific Conference) will occur on
Friday, June 14, 2013 and Saturday, June 15, 2013 at the University of Florida
in Gainesville, FL. The conference is sponsored by the UF Health Disparities
Research and Intervention Program in partnership with the UF Prostate Disease
Center and the NIH National Institute on Minority Health and Health Disparities
This first-of-its-kind conference will launch a Health
Disparities Research Fellow Mentoring Program that aims to inspire and train
the next generation of researchers (e.g., post-docs, assistant professors) and
community health workers to conduct research that has implications for
promoting health and eliminating health disparities in racial/ethnic minority
and underserved communities. All mentees selected to participate in the
Mentoring Program will receive funding for transportation and lodging to attend
the conference, and a registration fee waiver.
For more information about the Mentoring Program and its
application process, please see the attached document or visit http://tinyurl.com/psc-mentoringprogram.
The application deadline is Monday, April 15, 2013.
1. Andrews, T.M., Leonard, M.J., Colgrove, C.A., &
Kalinowski, S.T. (2011). Active learning not associated with student learning
in a random sample of college biology courses, CBE-Life Sciences Education, 10,
394-405. Retrieved 11 April 2012. DOI:10.1187/cbe.11-07-0061
Although ?active learning? as an approach to classroom
instruction has been around for decades, its widespread acceptance and
deployment has been hastened by the publication of numerous studies
demonstrating that active learning techniques have a positive and significant
impact on student learning. As an ?instructional method that engages students
in the learning process? (Prince, 2004, p. 223), active learning is comprised
of a host of classroom activities such as class discussion, group-work,
structured student debates, simulations, games, and collaborative problem-solving.
Along with its corollaries ? constructivism, collaborative learning, team-based
learning (Michaelsen, Bauman-Knight, & Fink, 2003), & problem-based
learning ? active learning often is contrasted with passive learning, a
modality most frequently associated with lecture-based pedagogies.
Among the most important studies that have secured active
learning?s place of prominence in the scholarship of teaching and learning is a
seminal meta-analysis conducted by Michael Prince, who concludes that, ?Although
the results vary in strength, this study has found support for all forms of
active learning examined? (2004, p. 7). However, the authors of the study
considered here note that there is the potential for significant bias in
existing scientific literature on the impact of active learning techniques.
Andrews, Leonard, Colgrove, and Kalinowski contend that given that most studies
are authored by instructors who 1) are deeply interested in science education,
and 2) are engaged in the scholarship of teaching and learning, it is possible
that this interest and engagement might enhance their ability to deploy active
learning effectively resulting in the gains observed and reported. The authors,
therefore, hypothesize that the results produced by instructors with extens
using and researching active learning teaching techniques are not comparable to
the larger population of science instructors who may not be engaged in
Data & Methods
The authors randomly selected 77 colleges and
universities from a list of 144 institutions (comprised of the 2 largest in
each state + top 50 according to the U.S. News & Report rankings). From
these randomly selected schools, the authors identified introductory biology
courses that included a unit on natural selection and invited 88 instructors to
participate in the three-semester study. Of these, 33 (38%) instructors
accepted the invitation resulting in a sample that included 29 courses at 28
institutions in 22 states; controls for self-selection bias were employed using
comparative data collected from non-participants.
For student data, the authors employed the Conceptual
Inventory of Natural Selection (CINS) ? Abbreviated version, a 10-question
multiple-choice test on the topic of natural selection that has been subjected
to validity tests by instrument developers and inter-rater reliability testing
by the authors. Additionally, students completed an open-ended question in
which they applied knowledge of natural selection to a question regarding the
adaptive ability of cheetahs to run quickly; responses to these questions were
graded using an established rubric, the results of which were subjected to
inter-rater reliability testing (Pearson?s r = 0.93). Data regarding student
experiences, instructor teaching methods, frequency of classroom activities,
and the like were collected via instructor and student surveys.
For the analysis, the authors primarily used the Cohen?s
d for repeated measures statistic to measure learning gains, but compared the
Cohen?s d results with other established learning gains measures (e.g.
normalized gains, % change, raw change) to confirm their findings. To establish
the relationship with the theoretical variables of interest, the authors
employed a generalized linear regression model that included a host of controls
for instructor and student variation.
There are four main findings reported in this article.
First, instructors reported using active learning techniques frequently (8.03
instances/week). Second, learning gains were modest for both the CINS test
(Cohen?s d = -0.11 to 1.26; mean effect size = 0.49; normalized gain = 0.26)
and the open-ended question (Cohen?s d = -0.16 to 0.58; mean effect size =
0.15; normalized gain = 0.06). Third, no association between the frequency of
active learning activities and how much students learned about natural
selection was found. That is, student learning was not positively associated
with the amount of active learning used. Fourth, other factors, such as
overcoming misconceptions, course difficulty, and how interesting a course was,
were positively associated with student learning.
Discussion and Implications
The implications of the finding that active learning is
not associated with student learning has implications for two important groups
in the academy: 1) researchers and faculty development professionals, and 2)
instructors. For the former, the authors recommend that researchers need to
identify what it is about active learning that makes it effective. Those
findings, in turn, need to inform the development of a broad set of active
learning strategies and exercises that are fungible [i.e.,interchangeable],
useful, and easily distributed to a broad population. Faculty development
programs can be built around these strategies and exercises to train and
support the general population of instructors in using active learning more
effectively. For the latter, instructors cannot assume that they are effective
teachers just because they are using active learning exercises; they need
empirical evidence that is garnered through a carefully planned assessment
protocol to help them under
stand what is and
what is not working. Furthermore, given that it is highly unlikely that students
will not alter their a priori beliefs about a particular topic (e.g. natural
selection) without targeted instruction, instructors need to identify what
preexisting beliefs students possess and plan their approach to the topic
Four methodological issues may limit the effectiveness
and accuracy of this study. First, the selection process does not really appear
as random as the authors purport with an a priori winnowing of possible
participants and participants? self-selection into the study. Second,
self-reported frequencies of events and activities is a highly individuated
task that can introduce biased or incorrect responses due to a host of factors,
not the least of which is individual memory. Third, the number of courses
included in the analysis is relatively small, limiting the statistical power to
detect with a great deal of accuracy the impact of active learning techniques.
Fourth, although the CINS is both a valid and reliable instrument, it might not
be the appropriate instrument given the amount of instructor, course, and
institutional variation inherent to the study.
While the article?s title is jarring and certainly grabs
one?s attention, the general thrust of this research is not that active
learning is inherently ineffective, but active learning can be executed poorly,
just like any other teaching technique. Most instructors need coaching,
examples of good practice, and faculty development programs that encourage a
fundamental shift in pedagogical approach if it is to be effective.
Michaelsen, L., Bauman-Knight, Arletta, & Fink, D.
(2003) Team-based Learning: A Transformative Use of Small Groups in College
Teaching, Sterling, VA: Stylus Publishing.
Prince, M. (2004). Does active learning work? A review of
the research. Journal of Engineering Edu
1. The authors used multiple calculations for learning
gains, each of which were highly intercorrelated, to demonstrate general
consistency in results regardless the methodology used.
Tomorrow's Professor: What Do You Mean Active Learning Doesn?t Work!?!
Submissions for the
"Undergraduate Research Highlights" feature of the Summer 2013 issue
of the CUR Quarterly are being accepted until March 22, 2013. Highlights
consist of brief descriptions of recent (past six months) peer-reviewed
research or scholarly publications in scholarly journals. These publications
must be in print and must include one or more undergraduate co-authors.
EXAMPLE OF PROPER FORMAT REQUIREMENTS - SUBMISSIONS MUST CONFORM TO THIS FORMAT
TO BE CONSIDERED.
Parker JS, Stewart GS, Gantt C. Research and intervention with adolescents
exposed to domestic violence. Family Therapy. 2006; 33:45-52.
(University of South Carolina Upstate)
The present study examined
characteristics of adolescents exposed to domestic violence and tested a group
intervention protocol utilizing expressive writing (EW) as a coping method for
this population. The experimental group used "Positive Points", a
list of personal strengths, in the writing intervention based on the hypothesis
that their use would increase cognitive insight and positive word usage. A
significant group effect was found and all participants demonstrated positive
overall emotional change as a result of EW. Jennifer Parker is an assistant
professor of psychology. Gina Stewart and Courtney Gantt, both senior
psychology majors, participated in the research for independent study credit.
The research was supported by a USC Scholarly Research and Development Award
and a mini grant from the USC Upstate Center for Undergraduate Research, which
was awarded to Gina. Gina is currently in a doctoral program in psychology at
the University of Mississippi. Courtney is employed and in the process of
applying to graduate programs.
INFORMATION YOU WILL NEED TO INCLUDE IN YOUR DESCRIPTION (through the
electronic submission form): -Title of the article and full journal citation (inclusive pages).
-A brief description (3-5 lines) of the research and its significance.
-Title and department or program affiliation of the faculty member.
-A brief description of the student co-author(s). Include the year of
study in which the student(s) undertook the work, the opportunity through which
the work was undertaken, (independent study project, summer project, REU
program, senior thesis project, etc.), and the current status of the student
(graduate school, employed, still enrolled, etc).
-The source of funding for the work.
Communications & Membership
Council on Undergraduate Research
734 15th Street NW Suite 550
Washington, DC 20005
p: 202.783.4810 x 206
f: 202.783.4811 www.cur.org firstname.lastname@example.org
CUR: Call for Undergraduate Research Highlights Summer 2013
At the request of leaders of the Louisiana State University Faculty Senate, the
LSU chapter of the American Association of University Professors, the LSU
System Council of Faculty Advisors, and other faculty members, the national
office of the American Association of University Professors recently sent a
detailed letter of concern about the role of the faculty in the process by
which the LSU system is being converted to a single campus and in the search
process for its new president. The letter, publicly available on the website of
the AAUP Louisiana Conference www.laaaup.org, has drawn coverage in the Chronicle of
Higher Education, the Baton Rouge Advocate, the New Orleans Times-Picayune,
and the Baton Rouge National Public Radio affiliate, among others.
This is only the most recent of the many important efforts that the AAUP has
undertaken to protect Louisiana faculty, most importantly its
investigation of the cutting of faculty positions by five universities after
Katrina and its successful efforts to spare faculty positions at the University
of Louisiana, Lafayette. These efforts are not free, however. AAUP
is almost totally funded by the membership dues of faculty members across the
country. We invite you to join and we urge you and your colleagues to
work with your state conference and your local AAUP chapter. If such a chapter
does not yet exist we will work with you to form one.
Are you a faculty member at a minority-serving institution (MSI)? Apply now for a travel award to attend Evolution 2013 in Snowbird, Utah.
The National Evolutionary Synthesis Center (NESCent), with support from the Society for the Study of Evolution (SSE), is pleased to announce travel awards for faculty from Minority Serving Institutions to attend Evolution 2013, as part of our continuing outreach efforts focusing on groups that are under-represented in evolutionary science.
If you are a faculty member at an MSI, HBCU or other institution with significant enrollment of under-represented minority students, you are encouraged to apply. Funds are available to cover conference registration, travel, food and lodging.
This award is intended to provide MSI faculty with an opportunity to present original research in evolution, systematic biology, evolutionary genomics/informatics, evolution education/outreach or other disciplines typically represented at the Evolution meetings. As such, your application must include a talk/poster title and abstract. In addition, you will be asked to provide a brief (1 page) statement describing how this award will contribute to your professional/scientific development, as well as provide benefit to your students and institution.
Application Deadline: April 5th, 2013 (Awards will be announced by April 12th, 2013)
For more information, please contact Dr. Jory Weintraub (email@example.com) ========================================== Jory P. Weintraub, PhD Assistant Director, Education & Outreach National Evolutionary Synthesis Center (NESCent) 2024 West Main St., Suite A200, Durham, NC 27705 Phone: 919.668.4578 Fax: 919.668.9198 Email: firstname.lastname@example.org Skype: jory.weintraub ========================================== Lynn Strong, Director Undergraduate Research Dillard University PSB 250 504-816-4446 email@example.com