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Thursday, March 24, 2011

Learning Online Info: 5 Strategies for Staying on Top of Schoolwork While Traveling

This is a guest post by Ripley Daniels.

You’ve heard the catch phrases about it being a mobile, interconnected world. That’s true enough, but like many things, putting it into practice is another thing. By adapting the solutions business people use you can reduce the stress and keep up with your schoolwork during a trip.

Plan
This shouldn’t come as a surprise; after all, the same caveats apply as they do in school. Preparation is critical.
•Time – when will I have time to read/study/write? Travel time is excellent. Along with a few hours scheduled at stops, this time is usually squandered watching a movie or zoning out.
•Location – Since much of what you will be doing requires either Internet access or power for a mobile device, you need to know what will be available. Surprises can be eliminated by calling ahead of time or visiting websites. This is especially important if you will be traveling overseas – check wifi availability, carrier and consider electricity. You don’t want to be caught without the right adapter or assuming that tropical resort has power 24/7.
•Resources – What will I need to take and how much material will I have to cover? The rule here is to go beyond what you expect. There are two good reasons for this. The first is because you may inadvertently miss some resource that stops you from working on task X, and task Y will fill in. But there’s another element as well. We tend to back off without the pressure of work to be done staring us in the face. And why not be optimistic? It’s entirely possible that you will have more downtime to get things accomplished.
•Connections – For business people, connectivity is critical. It can also be expensive. Multiple countries might require multiple SIM cards or an expensive pay-as-you-go plan. For this reason, try to plan your connection time (e-mail, assignment submission, online backups) for discrete times when you know there will be a local wifi hookup – usually through your hotel or public hotspot.

Practice
Once you have an idea of your basic game plan, you can find out how realistic it is by putting it into play ahead of the trip. Once the trip starts, you’re stuck with whatever you brought with you. Practice will also show you the gaps in your resources. Do you depend on books as references or class notes? Can you manage without them? A little bit of pretending will show you your own problems and help you modify your plan.

Networking
Have all the phone numbers and contact information you need before you go. This means a contact with faculty (TA’s or profs) as well as classmates. If you haven’t made any social contacts with classmates, here’s your chance. Only by touching base will you be able to find out what’s actually happening on the ground in your absence. Face to face is the best way to go. Let everyone concerned know about your trip – how long you’ll be gone and what you’ve planned to meet your obligations. Most instructors are quite flexible about assignments. Some may agree to taking work by e-mail or suggesting alternates. The key thing is to talk to them before you go and stay in touch while you are away.

Your Device
A trip is not the time to buy something new – unless you are committed to using it for awhile before you go. The reason is simply familiarity. You don’t want to be stuck on a steep learning curve. You don’t have the time for this and it’s a recipe for frustration and stress. It is better to modify what you already use rather than buy something new. That said, you may find your home system just won’t do. In that case, it’s essential to upgrade or switch as soon as possible. You’ll have to make sure all your essential software works or become familiar with what’s available on the new device.

There are usually two problems with mobile devices, no matter what type. Either memory will be an issue, or battery life. USB chargers offer one solution for the latter, and thumb drives will help with the former. One trick is to use several thumb drives – one per subject. I keep mine in doubled plastic ziplock baggies (waterproof). This is a way to scan in gobs of information (like a chapter or two of a textbook) without hogging all the native memory on a device. With images of relevant course material scanned in, I can use my iPad as a reader and swap sticks depending on the subject. My personal favorites for traveling are the newer tablet PCs. These have excellent battery life and a good deal of on-board memory. They are also in the Giga-Hertz range for processing speed.

Essential Backups
Backups are crucial. This means having a thumb drive with install programs – a browser, a saved bookmarks file and contact information. I also recommend getting a free trial of an Internet backup service with the same things stashed there. Bandwidth might be a problem if you have to restore, but it will be worth it. Another backup will be having someone who can act as office personnel for you. This might mean printing off an assignment and running it over to your professor’s office, checking a posted grade sheet, or scanning and sending you some important info. Consider a little barter here – something you can get while away and gift when you return. The way to think about your backups is to think worst-case scenario. You are robbed or you fall into the water while rafting, along with your mobile device…what would it take to recover?
Ripley Daniels is an editor at Without The Stress, a passport, travel visa, and immigration advisory firm located in Los Angeles.
5 Strategies for Staying on Top of Schoolwork While Traveling is a post from Learning Online Info, a blog dedicated to the world of e-learning and the emerging learning technologies.

Related posts:
1.American Memory: The Learning Page
2.Microsoft Teacher Guides: Developing Critical Thinking Through Web Research Skills
3.Ericsson Education Online
4.Big Think: YouTube for Ideas
5.Getting Results: A Course for Teachers
6.How Online Education Can Benefit from the Social Media Model
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Faculty Focus: Make the transition from face-to-face teaching to online teaching: Online Courses: Step-by-Step


Eager to teach online, but dreading the “tech” part? Relax … this new program picks up where on-campus training leaves off and will help any faculty member make the transition, comfortably and confidently!
A three-part, self-paced online course • $299

There’s been a steady migration, if not an outright stampede, into the online classroom in recent years. Many of your colleagues are teaching there now.

What about you? Are you interested in bringing your passion for teaching into the online classroom, but are uncertain how to get there? Are you concerned about a long and painful learning curve? Or are you teaching online now but are finding the experience is less than what you expected?

If so, you’ll be pleased to discover there’s an online program developed especially for you. It’s called Online Courses: Step-by-Step, and it will help make your transition to online teaching easier and more fulfilling than you ever thought possible.

It’s focused, it’s fast, it’s practical, and it’s virtually painless.

To be successful in the online classroom, you don’t need to be a technology whiz … you don’t need to be a programmer … you don’t need a sophisticated understanding of the online world. You simply need to be a committed educator interested in engaging students in exciting new ways.

Organized into three convenient modules, Online Courses: Step-by-Step covers:

Module One: Online Pedagogy
Discover how teaching methods differ between the traditional and online classrooms. You’ll get an in-depth look at:
The history of the virtual classroom
Best practices for online teaching
Content delivery methods
Class interaction and discussion
ADA issues in online education
And more

Module Two: Design & Assessing
See how to work with your instructional design team to put your course online. You’ll learn about:
Reconceptualizing your course
Guidelines for development
Use of blogs, wikis and other social tools
Integrating video and other media
And more

Module Three: The Tools
Here you’ll learn about the tools you have at your disposal as an online educator, and how these tools can be applied to:
Class discussion
Assignments
Quizzes
Grading
Peer communication
Teacher-student communication
By program’s end, you’ll have the knowledge you need to get online, and the confidence that you’re doing it right.

Maximize your investment

The cost for this comprehensive program for one person is just $299, and the more people from your campus who sign up to take the course, the lower cost per person:

# of people Cost per person
1 $299
2-9 $269
10-20 $239
21-50 $209

Presenter: Dr. John Orlando
For this unique training program, Magna has partnered with a leading voice in online education — John Orlando, PhD., instructional resource manager of Norwich University’s School of Graduate Studies. Dr. Orlando is a 10-year online teaching veteran and a long-time faculty trainer. You’ll find his style friendly and engaging, and his grasp of the material impressive.

If you have any questions contact Customer Service at: 800-433-0499 or (608)246-3590 or email us at facultyfocussupport@magnapubs.com.
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Faculty Focus: Improve Feedback with Audio and Video Commentary


By John Orlando, PhD

While online discussion is generally deeper and more active than face-to-face discussion, even online discussions can eventually become a drudgery. Nobody likes reading long blocks of text online, yet discussion in an online classroom is text based.

One way to break the monotony is through video discussion. The sound of a voice adds interest that is not possible in text discussion. Phil Ice (article referenced below) demonstrated the power of voice when he compared voice feedback on assignments to text feedback. He found a number of advantages to voice feedback:

•Improved Ability to Understand Nuance: Students indicated that they were better able to understand the instructor's intent. Students also indicated that instructor encouragement and emphasis were clearer.
•Increased Involvement: Students felt less isolated in the online environment and were more motivated to participate when hearing their instructor's voice.
•Increased Content Retention: Students reported that they retained audio feedback better than text feedback. Interestingly, they also reported that they retained the course content to which the feedback was related better than with text feedback. These self-reported findings were supported by the fact that students incorporated into their final projects three times as much audio feedback as text feedback.
•Increased Instructor Caring: Students interpreted the instructor as caring about them and their work more when they received audio feedback over text feedback. This difference was due to audio feedback coming across as more personal than text feedback.

Video takes this one step forward by providing a visual image along with the voice. A $100 webcam is all you need to start recording video and posting it to discussion.

One particularly good place to use video in the online classroom is during the instructor's wrap-up at the end of each week. I use weekly video posts to provide thoughts on what I believe to be the most important insights to come out of week's discussion. They are also an opportunity to give video shout-outs to students who made interesting points during the week.

Another option is to do video interviews with student on their thoughts concerning the discussion. These can be done with WeToKu, a free service that allows two people with webcams to record an online video on a split screen that shows both participants at once. Students especially like being about to see and hear another student online.

There is no need to worry about production values in creating these recordings. The lighting does not have to be perfect, and there is no need to edit out the "ums" and other comments. Just make sure to avoid the common mistake of looking at the keyboard rather than the camera. Talk to the camera like you would to a friend. Your language will naturally become more expressive than with text comments, and looking away briefly, rolling eyes, and other facial expressions go a long way toward adding interest. These are a lot of fun to make, and a benefit to all involved.

Reference:
Ice, P., Curtis, R., Phillips, P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of Community. Journal of Asynchronous Learning Networks, 11(2), 3-25.

Resources:
WeToKu: http://wetoku.com/
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Magna Online Seminar on CD: How to Evaluate the Impact of Faculty Development Programs


Seminar CD only $259
Seminar CD w/ Campus Access License $459

Faculty development programs are an important way of building the skills and capabilities of the professors on your campus.

When these programs are high quality, they deliver valuable training and can greatly enhance teaching and learning at your college or university.

When they are ineffective, however, they can be a big waste of time and money.

Few administrators or faculty developers understand how to accurately measure the effectiveness of faculty programming. That is because there is very little available guidance on optimal evaluation procedures. In fact, correcting this deficit was noted as a key priority at the recent 35th Annual Professional Organizational Development Network Conference.

In How to Evaluate the Impact of Faculty Development Programs, Dr. Sue Hines will fill this gap by showing you how to create a feasible plan for measuring the success of your faculty development efforts. She will also share best practices that can be used to judge your existing programs and help you plan for needed improvements.

In this 75-minute seminar, you will learn strategies for:

Customizing a framework for program evaluation
Measuring the impact of faculty development
Implementing effective evaluation practices
Examining expected outcomes
Designing useful evaluation measures based on best practices
Dealing with the challenges of measuring program effectiveness
Determining the application of program evaluation, assessment and review
Identifying situational factors impacting your evaluation plans
Developing a plan to assess satisfaction and goal-achievement
This seminar includes participant polling questions, demonstration of an evaluation framework, and a relevant case study.

Who will benefit from this seminar?

This audio online seminar is for everyone interested in improving faculty programming, including:

Faculty developers
Directors of Faculty Development
Directors of Teaching and Learning Centers
Academic Deans
Vice Presidents of Academic Affairs
Cost

The cost to purchase this 75-minute seminar is $259. Invite an unlimited number of viewers to watch the CD from a single location on your campus. To maximize the value of your investment and coordinate your faculty development plans, we suggest that you reserve a large meeting room or conference center in advance and include all of your faculty developers and related administrative personnel in this session.

Your presenter

Sue Hines, Ed.D. is the director of Faculty Development at Saint Mary’s University of Minnesota. She has over 26 years of teaching experience in higher education combined with several years of academic administration, consulting, and research. Her research area is faculty development program evaluation, including a 2007 statewide study and 2010 national study examining program evaluation practices at established teaching and learning centers at major U.S. universities.

The quality of your faculty development programming will impact the skills of your entire faculty. Learn how to implement effective assessments to optimize your faculty development efforts by registering for How to Evaluate the Impact of Faculty Development Programs today.

Now includes a Discussion Guide for Facilitators
Participating in 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.
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Dillard University 2011 Annual Honors Convocation Decorum


Sunday, March 27, 2011 at 3:00 p.m.
Lawless Assembly Hall

Because the annual Honors Convocation is hosted to acknowledge all currently enrolled full-time students of high academic achievement, this year, to improve the overall experience and to respond to various student requests to more personalize the experience, follow the decorum below. As high achievers, you must also demonstrate professionalism at every turn in every way. Move quickly and quietly; this should not prolong the ceremony much.

Line up in alphabetical order by classification.

Be attentive. Be quiet. Stand when your name is called.
When 12 student names are called, quietly exit to the right.
Quietly and quickly walk to line up facing the audience.
President Hughes, or Provost Taylor, or Dr. Mona Lisa Saloy will shake each hand and hand you a blue folder representing your certificate.
After you receive your award, quickly and quietly return to your seat; re-enter your seat from the center main aisle.
Some students will return again for certificates for scholarships, honors’ societies; continue as stated above.
Your parents or a friend will be allowed pictures from the opposite (left) side of the Chapel only; no one else should come forward.
Continue to check your Dillard email for details.
Be sure to urge family and friends in courtesy, quiet, and quickness with picture taking.

Office of the Director of the Daniel C. Thompson/Samuel DuBois Cook Honors Program 504-816-4138; 2601 Gentilly Boulevard, New Orleans, Louisiana 70122
http://www.dillard.edu/
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New Orleans Poet, Folklorist and Educator Mona Lisa Saloy's Prize Winning Poetry Volume "Red Beans and Ricely Yours"



NEW ORLEANS (WWNO) - Today - on "The Sound of Books" - with Fred Kasten - New Orleans poet, folklorist and educator Mona Lisa Saloy's multi-award-winning volume of poetry "Red Beans and Ricely Yours" - which is now available as an audio book...

To find out more about Mona Lisa Saloy's reading on Saturday, March 26, 2011 - at the Tennessee Williams Festival - please click here .

For more information about Mona Lisa Saloy - and "Red Beans and Ricely Yours" - please click here . © Copyright 2011, WWNO
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Inside Higher Ed: Creating Academic 'Dream Teams'


http://www.timeshighereducation.co.uk/

March 24, 2011
A fantasy football-style application has been launched that allows ­research managers to compare the performance of their own ­researchers with that of imaginary "dream teams" drawn from other institutions.

Elsevier’s SciVal Strata tool ­allows users to draw together information on individual researchers or teams of researchers based on data from the Scopus database of bibliometric information. Researchers can be compared ­according to a number of metrics, including their annual publication output, citation counts and h- and g-indexes, which combine assessments of output and citation impact.

One of the system’s developers, Lisa Colledge, product manager at Elsevier, said the tool would allow research managers to judge how their team’s performance might be improved if they recruited specific ­individuals from other institutions, as well as how an envisaged dream team for a new center of excellence might perform.

"You can drag and drop ­researchers into any group and see what would happen," she said, adding that the tool had been developed on the basis of feedback from researchers, students, research managers and administrators.

"The most urgent gap people identified was of being able to drill down into an organization or across organizations and look at the teams of researchers [involved]. The tool allows people to say: 'We have a strategy, now how do we implement it?,' or: 'We are only as good as the people we have so let’s take a closer look at them.' "

John Curtis, director of research and public policy at the American Association of University Professors, warned that measures of ­research productivity advantaged "projects that are marketable or lead to immediate published results, to the detriment of basic science and broader conceptual works that are the building blocks for the exploration of new ideas."

He said using research productivity as the basis for individual assessment risked undermining teaching and weakening researchers’ commitment to their institutions by "de-emphasizing the importance of participating in the development of institutions that contribute to the common good."

Colledge admitted that there was increasing demand from research managers for metrics because they were "crying out" for simple, transparent ways to do a "quick comparison" of people. But she said that the Strata tool was not intended to abolish the ­necessity for them to assess each ­researcher's output in the light of their particular circumstances. "Strata should not replace anything they are doing already. I hope it will be seen as a complementary tool that gives a different way of looking at things, that quickly throws up a few other points of ­interest that they would then look at in ­other ways, such as talking to somebody’s line manager," she said.

Further, Colledge admitted that citation and output data were not yet normalized, making comparisons of researchers from different disciplines problematic. But she pointed to a "citation benchmark" option that allowed ­researchers to be assessed against the citation average in a particular field defined by a specific range of journals.

She said the system also allowed researchers to be meaningfully compared with others of an equivalent level of seniority in a similar field. Colledge added that researchers themselves might also find the tool useful to illustrate their prowess when writing funding ­applications, as well as to defend themselves against unfair appraisals.

"Our impression from talking to researchers is that they are used to being assessed from above and not having easy comeback to challenge things they think are unfair," she said. "With Strata, if they thought something being said was not justified, they could take a look themselves and understand it – or come back with some other ­information."
— Paul Jump for Times Higher Education
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Inside Higher Ed: Comparing Online Programs


March 24, 2011
Much of the debate about online higher education turns on comparing online courses to face-to-face ones. But with colleges of every type increasingly venturing into the fray of online teaching regardless, some have turned toward the practical question of comparing online programs with other online programs.

This, too, has been tricky. Kaye Shelton found this out when she was researching her 2005 book, An Administrator's Guide to Online Education, which she co-authored with George Saltsman, an educational technologist at Abilene Christian University.

“When I came to the chapter on quality, I just ended up chucking it,” says Shelton, now dean of online education at Dallas Baptist University. While attention to online programs as a recruitment battleground was growing, she says, the literature on how to compare quality was just too thin.

Now, with help from the nonprofit Sloan Consortium (Sloan-C) and dozens of veteran online education administrators, Shelton has developed a “quality scorecard” that she hopes will serve as a standardized measure for comparing any type of fully online college program, regardless of discipline. “I’m hoping that it will become an industry standard,” Shelton says.

The scorecard has 70 metrics, developed over six months by a panel of 43 long-serving online administrators representing colleges of various classifications, including several for-profit institutions. It builds on the Institute for Higher Education’s “Benchmarks for Success in Internet-Based Distance Education,” which was published in 2000 and outlines 24 metrics. Shelton and her panel used that set of benchmarks, which it thought still valid a decade later, as a “starting point,” adding on 45 additional metrics and dividing and combining some of the original 24 to round out the 70 quality indicators.

Francis X. Mulgrew, president of the for-profit Post University, which offers both face-to-face and online programs, said the Sloan-C metrics could prove influential among accrediting bodies, whose expertise in assessing Web-based education is limited compared to that of Sloan-C. "These are metrics that can be adopted by accrediting bodies that are maybe struggling with how they might evaluate online programs at both traditional and nontraditional universities,” Mulgrew said.

All of the scorecard's 70 metrics are weighted equally, each accounting for three possible points (for a total of 210 points). But certain categories contain more metrics, and therefore account for more points, than others. The categories, in descending order of aggregate weight, are support for students (24.3 percent), course development and instructional design (17.1 percent), evaluation and assessment (15.7), course structure (11.4 percent), support for faculty (8.6), technology support (8.6 percent), teaching and learning (7.1 percent), general institutional support (5.7 percent), and social and student engagement (1.4 percent).

Sloan-C, an influential group that convenes annual conferences and publishes research on online education, has thrown its full weight behind Shelton’s new scorecard, which it describes on its website as “versatile enough to be used to demonstrate the overall quality of online education programs, no matter what size or type of institution.”

Perhaps as a result, the specific metrics within the larger categories are mostly broad and nonprescriptive. For example, under the "support for students" heading, one metric asks if "efforts are made to engage students with the program and institution." In the "course structure" category, it inquires if "instructional materials are easily accessible and usable for the student."

The tool was conceived as a private self-study tool for institutions rather than any sort of U.S. News & World Report-like measuring stick for consumers, although it is too early to tell how the scorecard might evolve, says John Bourne, Sloan-C’s executive director. Janet Moore, chief knowledge officer for Sloan-C, said the scorecard might also prove “invaluable for institutional reporting.” Mulgrew, the Post University president, said institutions being assessed by accreditors might bring their scorecards to the table as evidence that they are going above and beyond the basic accreditation requirements in order to increase their odds of a favorable review.

Bourne says the consortium is planning to evangelize the scorecard to all its 150-plus member institutions (and other curious institutions) as a tool for improving their online programs, and possibly as the centerpiece of an online forum where administrators can swap notes. The consortium plans to open an “interactive” version of the scorecard on its website on April 23.

For the latest technology news and opinion from Inside Higher Ed, follow @IHEtech on Twitter.

— Steve Kolowich
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Council on Undergraduate Research: Initiating and Sustaining Undergraduate Research Programs


May 25-27, 2011 University of Portland, Portland, OR

The purpose of the institute is to provide directors of undergraduate research programs the means to develop and effectively run their programs. Recognizing the different models of offices of undergraduate research offices, we encourage applications from those that run programs on full and/or part-time basis as well as from committees that might have this responsibility on their campus. Models will be from all types of institutions; PUI, regional comprehensive to Research I institutions.

Application Deadline: April 1, 2011

Apply Now!
http://cur.networkats.com/members_online/submissions/substart.asp?action=welcome&cid=72

More information
http://www.cur.org/institutes/isurp.html
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Diverse Issues in Higher Education: Federal Shutdown Averted, But Some Education Cuts Take Effect by Charles Dervarics


March 4, 2011

While a newly approved bill will stop a federal government shutdown for at least two weeks, the legislation comes at a price – terminating a long-standing $64 million student financial aid program.

The bill terminates Leveraging Educational Assistance Partnerships (LEAP), an incentive fund that encourages states to offer their own need-based student financial assistance. The LEAP initiative “generated about $1 billion in state student aid with that incentive investment,” said Rich Williams, a higher education advocate at US PIRG.

Past and current presidents – including President Obama – have proposed eliminating the program as a budget savings, noting that, after many years, LEAP has institutionalized state aid programs and served its purpose. But Congress always saw fit to continue the program, until now.

In recent days, higher education advocates had urged Congress to continue its long-standing commitment to the program.

“At a time when the federal government is seeking to do more with less, eliminating the LEAP Program is particularly shortsighted,” said a letter signed by Mary Corbett Broad and David Warren, co-presidents of the Student Aid Alliance. Broad is president of the American Council on Education and Warren is president of the National Association of Independent Colleges and Universities.

The $1 billion in state student aid generated through LEAP provides about $1,700 per needy student, or “the difference between earning a degree and dropping out of college for the over 80 percent of LEAP families earning less than $40,000 a year,” they wrote.

“If our economy is to recover and thrive again, we will need precisely the kind of skilled workers the LEAP Program has produced.”

Given that Congress was the entity to save the program in the past, LEAP is an unlikely candidate for revival after lawmakers voted for termination, advocates said.

Overall, the new two-week budget bill terminates more than a dozen federal education programs. In addition to LEAP, another program eliminated is the Thurgood Marshall Legal Educational Opportunity Program. Funded at $3 million a year, the program provides “low-income, minority, or disadvantaged secondary school students and college students with the information, preparation and financial assistance needed to gain access to and to complete law school study,” according to the U.S. Education Department’s website for the program.

Funds can support pre-college programs, undergraduate pre-law programs, information and counseling, tutoring services; a six-week summer law institute; mid-year seminars and other educational activities.

Other program eliminations include $24 million for Reading is Fundamental, $18 million for Teach for America and $40 million for arts in education programs. Some federal literacy programs also would see their funds reduced.

Williams said small programs are ideal targets for budget cutters since they can tout progress in reducing spending at a relatively low cost. Lawmakers can “show how many programs they’ve cut,” even if the programs do not total a large sum of federal dollars.

Budget cuts remain on the minds of many education advocates both in Washington, D.C., and states. On Thursday, U.S. Education Secretary Arne Duncan met with reporters to discuss guidance he has offered states on how to use federal education funding flexibly during the recession.

“Governments at every level face a critical need to cut spending where we can in order to invest where we must,” Duncan said. Calling the current environment “the new normal,” he urged states not to lay off effective teachers and to explore innovative approaches such as transferring money between programs where possible and combining funds in small rural districts.

“There’s a right way and a wrong way to cut spending,” he noted, adding that the overarching goal is to “minimize negative impact on students.”
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