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Saturday, January 22, 2011

The Carnegie Foundation for the Advancement of Teaching: The Carnegie Classification of Institutions of Higher Education™

The Carnegie Classification of Institutions of Higher Education™

The 2010 Update of the All-inclusive Classifications is Now Available.

The Carnegie Classification has been the leading framework for recognizing and describing institutional diversity in U.S. higher education for the past four decades. Starting in 1970, the Carnegie Commission on Higher Education developed a classification of colleges and universities to support its program of research and policy analysis. Derived from empirical data on colleges and universities, the Carnegie Classification was originally published in 1973, and subsequently updated in 1976, 1987, 1994, 2000, 2005, and 2010 to reflect changes among colleges and universities. This framework has been widely used in the study of higher education, both as a way to represent and control for institutional differences, and also in the design of research studies to ensure adequate representation of sampled institutions, students, or faculty.

To ensure continuity of the classification framework and to allow comparison across years, the 2010 Classification update retains the same structure of six parallel classifications, initially adopted in 2005. They are as follows: Basic Classification (the traditional Carnegie Classification Framework), Undergraduate and Graduate Instructional Program classifications, Enrollment Profile and Undergraduate Profile classifications, and Size & Setting classification. These classifications provide different lenses through which to view U.S. colleges and universities, offering researchers greater analytic flexibility.

These classifications were updated using the most recent national data available as of 2010, and collectively they depict the most current landscape of U.S. colleges and universities.

In addition to the all-inclusive classifications, the Carnegie Foundation also completed another round of its Elective Classification on Community Engagement. Unlike the all-inclusive classifications based on secondary analysis of existing national data, elective classifications rely on voluntary participation by institutions, permitting analysis of attributes that are not available in the national data.

Founded by Andrew Carnegie in 1905 and chartered in 1906 by an Act of Congress, The Carnegie Foundation for the Advancement of Teaching is an independent policy and research center. Its current mission is to support needed transformations in American education through tighter connections between teaching practice, evidence of student learning, the communication and use of this evidence, and structured opportunities to build knowledge.

The improvement of teaching and learning is central to all of the Foundation’s work. As we bring together researchers, teachers, policymakers and members of organizations with common interests in education, we work to invent new knowledge and to develop tools and ideas that allow us to foster positive change and enhanced learning in our nation’s schools.

In our first several decades, influential Foundation achievements included the landmark “Flexner Report” on medical education, the development of the Graduate Record Examination, the founding of the Educational Testing Service, and the creation of the Teachers Insurance Annuity Association of America (TIAA-CREF). The Foundation also established the Carnegie Classification of Institutions of Higher Education and was a leader in the effort to provide federal aid for higher education, including Pell Grants, which assist low- and middle-income students.

In 1997, the Foundation moved from Princeton, N.J., to the San Francisco Bay area. In 2004, the Foundation built on Stanford University land near the campus.

More recently, the Foundation’s work focused on moral, civic and political education; preparation for the professions (law, engineering, clergy, medicine and nursing); reform of the Ph.D.; and field-building work with teachers at all levels to develop new models for documenting classroom practice in ways that other educators can study, adapt and implement. The Foundation continues to work with community colleges to improve basic skills education in that sector.

Today, the Foundation, using both technology and face-to-face communication, is closely examining how new technological tools and digital world social networking can contribute to learning at every level of the education spectrum. Working through arrangements with public education, universities, the commercial sector—and the connections among these enterprises—the Foundation seeks to transform how we develop and support school professionals; the tools, materials, ideas and evidence with which they work; and the instructional opportunities that we afford students for learning

We are committed to determining what is working for which students, and in what contexts, and to advancing the process of continuous performance improvement by using evidence from practice to improve practice.

In our current projects, our goal is to double the proportion of students who, within one year of continuous community college enrollment, are mathematically prepared to succeed in further academic study and/or occupational pursuits, regardless of limitations that they may have in language, literacy and mathematics and their ability, on entry, to “do college.”

Governed by a board of trustees, the Foundation is led by its ninth president, Anthony S. Bryk.
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The Teaching Professor Magna Online Seminar: Concept Mapping: How Visual Connections Can Improve Learning

Recorded: 1/18/2011
Three ways to order:
1. Online - http://www.magnapubs.com/catalog/concept-mapping/?track=email#order-online
2. Mail/Fax in form - http://www.magnapubs.com/files/seminars/magnamosregiform.pdf
3. Phone: 800-433-0499 ext. 2

By using a concept map, you have a visual tool to depict a set of ideas by linking them and explaining the connections. Concept maps provide a powerful way to help students organize, represent, and understand knowledge.

First coined by Novak and Gowin in 1984, concept maps now have many updated uses in classrooms to help students grasp the connections between key points.

Concept mapping may be applied in any academic discipline to make better sense of a reading, document learning or thinking, or brainstorm a project. Used expertly, they can substantially increase student understanding of difficult topics.

There is growing recognition of the value of using a variety of formats and styles in teaching and facilitating. With concept maps, faculty members can broaden their teaching repertoire while showing students how to learn in authentic and active ways.

In Concept Mapping: How Visual Connections Can Improve Learning, Alice Cassidy, Ph.D. will introduce the idea of concept mapping and explain how it can be used to facilitate explanations and raise achievement in the classroom.

This seminar covers:
•Examples of concept and mind maps
•How and why to use concept mapping in your courses
•The appeal of concept maps to visual learners
•Where to find concept mapping software online
•Drawing concepts maps by hand or by using software applications
•Different types of maps: spokes, trees, center-focus and visual metaphor
•Using concept maps to increase engagement and foster creative connections
•Which model of concept map works best in your discipline
•An overview of the research support for this learning method
•Multiple suggested uses for concept maps
•Important Do’s and Don’ts when using concept mapping
In this hands-on seminar, you will complete your own concept map and learn strategies for incorporating maps into your daily professional activities.

Who will benefit?
This seminar is designed for those involved in college instruction, including:

•College and university professors
•Adjunct and distance education faculty
•Academic affairs
•Faculty developers and trainers
A great value!
Professors and students in every discipline can benefit from the application of concept mapping. For one low price of $229, you can offer this 75-minute seminar to faculty members and academic trainers across your entire campus. To take full advantage of this opportunity, reserve a large meeting room or conference center in advance.

Your presenter
Alice Cassidy is Principal of Alice Cassidy In View Education and Professional Development. For the past fifteen years, she held leadership roles at The University of British Columbia’s Centre for Teaching and Academic Growth and the Institute for the Scholarship of Teaching and Learning.

Her areas of focus include active and participatory learning, professional development for organizations, use of self-directed learning, problems and cases in real-world settings, instructional and narrative skills, and students as active collaborators in the scholarship of teaching and learning.

Discover one of the most dynamic ways of getting students involved with course material. Learn how to use concept mapping in your courses by enrolling for this upcoming seminar today.

Now includes a Discussion Guide for Facilitators
Purchasing a Magna Online Seminar as a team can help leverage unique insights, foster collaboration, and build momentum for change. Each seminar now includes a Discussion Guide for Facilitators which provides step-by-step instructions for generating productive discussions and thoughtful reflection. You’ll also get guidelines for continuing the conversation after the event, implementing the strategies discussed, and creating a feedback loop for sharing best practices and challenges.

Seminar CD only $249
Seminar CD w/ Campus Access License $449
Available in CD or print transcript format. Presenter's handouts are included as a PDF on CDs and in hard copy with transcript purchases. CD orders generally ship within three to five business days following the live seminar date. Print transcripts (and CD/transcript binder sets) require additional time for publishing and processing and will be shipped approximately three weeks after the live program is held.

CD now includes bonus material:
• PDF Transcript of online seminar
• Facilitator’s Discussion Guide
• Supplemental Materials
• Power Point Handouts
• Event Description

Featured Presenter: Alice Cassidy, Ph.D.
Alice Cassidy is principal of Alice Cassidy In View Education and Professional Development. She has a B.Sc. (honours) from the University of Victoria, an M.Sc. from McGill University and a Ph.D. from the University of British Columbia (UBC). For the past 15 years, she held leadership roles at UBC’s campus-wide Centre for Teaching and Academic Growth (TAG) and associated Institute for the Scholarship of Teaching and Learning (ISoTL).

Since the mid-1980s, she has designed, directed, facilitated and/or taught a wide variety of educational programs, including the award-winning Shad Valley Program for high-school students; university courses in biology and education for undergraduate and graduate students; science education and natural history field classes; teaching and learning seminars for instructors at post-secondary institutions in BC, Ontario and China, and customized workshops for professionals in organizations in the community.

Her areas of focus include active and participatory learning, professional development for organizations, use of self-directed learning, problems and cases in real-world settings, instructional and narrative skills, and students as active collaborators in the scholarship of teaching and learning.
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