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Promoting Self-Authorship to Promote Liberal Education Marcia B. Baxter Magolda, Miami University 1 ______________________________________________________________________________ Abstract Contemporary college learning outcomes such as critical thinking and intercultural maturity require transformative learning. Self-authorship-the capacity to internally generate one's beliefs, values, identity, and relationships-is a necessary foundation for transformational learning. This essay describes the evolution of self-authorship and the conditions that promote it based on a 22- year study of adult learning and development. Learning partnerships model how to promote self- authorship and enable learners to take charge of their learning. __________________________________________________________

Engaged Learning: Enabling Self-Authorship and Effective Practice David C. Hodge, Marcia B. Baxter Magolda, and Carolyn A. Haynes There is now broad consensus that higher education must extend beyond content-based knowledge to encompass intellectual and practical skills, personal and social responsibility, and integrative learning. The college learning outcomes needed for success in 21 st century life include critical thinking, a coherent sense of self, intercultural maturity, civic engagement, and the capacity for mutual relationships. Yet, research suggests that college students are struggling to achieve these outcomes in part because skills needed to succeed in college are not those needed to succeed upon graduation. One reason for this gap is that these college learning outcomes require complex developmental capacities or "self-authorship" that higher education is not currently designed to promote.

\nIn 1973 Alverno College\n\nbegan a new curriculum based on eight abilities integrated within the content of the disciplines.\n\nStudent Assessment-as-Learning is Alverno's term for a process that involves individual student demonstration of those abilities as requirements for graduation.

The UK honours degree is a robust and highly-valued qualification. It is the core product of the UK higher education system. This report considers the honours degree classification system, which measures a student's performance on an undergraduate honours degree programme. All UK higher education institutions use the same classification nomenclature which is almost universally applied to honours degrees.

Universities UK the essential voice of UK universities Universities UK is the major representative body and membership organisation for the higher education sector. Our members are the executive heads of UK universities. Together with Higher Education Wales and Universities Scotland, we work to advance the interests of universities and to spread good practice throughout the higher education sector.

Some general comments on the "Twitter Experiment" by Monica Rankin (UT Dallas) There has been a lot of interest in the "Twitter Experiment" video posted by Kim Smith chronicling my U.S. History class at U.T. Dallas and our use of twitter in the classroom. I have fielded a number of inquiries from educators across the United States and even overseas who are interested in finding ways to use social networking in an educational setting. This write-up is intended as an informal summary of my use of twitter in the classroom. I hope it will help to clarify my experience and I welcome additional questions and commentary, particularly suggestions for how to improve this type of classroom interaction. The class: I used twitter in the basic U.S. History II survey course at U.T. Dallas in the spring 2009 semester. This is a "core" course requirement in the state of Texas. It generally enrolls students from all majors across campus. At the beginning of the semester, there were 90 students enrolled in my class. The class met in a large auditorium-style classroom on Monday, Wednesday, and Friday from 11:30-12:20. I had one graduate student teaching assistant to help with grading and other administrative duties for the class.

What is this website? This website was set up to share resources for funding postgraduate study in the UK. It was initially set up by staff and prospective students of the MA Social Media at Birmingham School of Media, a part of Birmingham City University but we have opened it up for other people to add to. Where should I start? There're four key ways to fund your study. Choose the one which might be right for you, and find out more. If you're unsure, read them all: * Self funded * Grant funded * Loan funded * Sponsorship * Other financial advice For a quick introduction, Prospects have a useful video that outlines your options.

Assessment Standards Knowledge exchange ASKe is the Centre for Excellence in Teaching and Learning based at Oxford Brookes University Business School. It was set up in summer 2005 with a £4.5 million award (spread over five years) from HEFCE in recognition of good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development. ASKe's work focuses on ways of helping staff and students develop a common understanding of academic standards, and it builds on and promulgates established good practice.

Assessment Standards Manifesto In November 2007, ASKe hosted 'Designing assessment in the 21st Century' an assessment colloquium looking at the current state of assessment and ways in which practice might be improved in response to conclusions put forward by the Burgess Report. Watch Margaret Price, ASKe Director giving a presentation on the Manifesto. The event brought together the ASKe International Advisory Group (a group of seven world-class experts on assessment) and

The Sound Archive Listening and Viewing Service at the St Pancras building offers free access to our huge collection of recorded sound and video: music, wildlife, drama, literature, oral history and BBC broadcasts.

Yung Tae Kim, aka Dr. Tae, is a skateboarder, videographer, scientist, and teacher. He earned his bachelor's degree in physics from the Georgia Institute of Technology and his Ph.D. in physics from the University of Illinois at Urbana-Champaign. He has held faculty positions Lake Forest College, DePaul University, and Northwestern University. As a skateboarder, he's best known for his consistent 360 flips, which admirers have nicknamed "Tae flips." His most recent video project is The Physics of Skateboarding with Dr. Tae, a series which combines his interests in science, skepticism, skateboarding, and education. When the Los Angeles Times needed someone to explain the physics behind Jake Brown's slam on the MegaRamp at X Games XIII, they called Dr. Tae. His unique background also caught the attention of Robomodo, a video game studio that hired him as a consultant for the development of Tony Hawk: RIDE for Activision (read about it in Time Out Chicago).

Last week I went to the annual conference of the Practice based Professional learning unit at the Open University; mainly to see David Boud, whose research I've quoted from extensively in my work on reflective practice and experiential learning. David's paper was on assessment, experience and reflection, and was very provocative and challenging in terms of his interpretation of the role of assessment. He posed a simple question to the audience: 'If we were going to modify assessment as if making a contribution to their ability to learn after their course rather than during it was the primary need, how would it be different?' His focus was then on how to reshape assessment policies so that their main intention was to help the learner build their capacity for self and peer judgment to further their lifelong learning.

The framework for higher education qualifications in England, Wales and Northern Ireland August 2008

Twitter: A Tool for Academia to Connect, Share, and Grow Relationships\n\nTwitter: A Tool for Academia to Connect, Share, and Grow Relationships\nJohn LeMasney\nDigital Media Convergence\nCOMM 563 SP09\nIntroduction\n\nTwitter allows individuals to send out messages to followers as well as the public about any topic, without editing, complete with what a power user of the system named Andrew Korf calls "ambient intimacy" or "to follow or be somewhat intimate with people without needing to directly engage them" (Salas, 2009). It is a very direct way to broadcast, relatively easy to do (comparative even to blogs), and allows for an asynchronous audience and interaction (Siegel, 2007). It allows for the following of others in the thousands and the ability to be followed by thousands (Johnson-Elie, 2009). As a result, it has the potential for greatness as a mass communication tool, as well as a one-to-one communication, often simultaneously (Johnson-Elie, 2009). While it was first envisioned as a fun way to keep in touch with friends, its ability to meet much more serious needs is being quickly realized (Shropshire, 2009; Antlfinger, 2009). Given the right context, training, and support, it can transform the ways that organizations, businesses, and communities communicate (Robinson, 2009; Ferak, 2009; Antlfinger, 2009). I'll demonstrate in this paper that Twitter is a yet-undiscovered powerful communication tool for academic staff, faculty and students to connect, share, and grow relationships.

GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).

The "Google generation" of today's students has grown up in a digital world. Most are completely au fait with the microblogging site Twitter; they organise their social lives through Facebook and MySpace; 75% of students have a profile on at least one social networking site. And they spend up to four hours a day online. Modern students are happy to share and participate but are prone to impatience - being used to quick answers - and are casual about evaluating information and attributing it, and also about legal and copyright issues. With almost weekly developments in technology and research added to increasingly web-savvy students' expectations, how are British universities keeping up? Pretty well, according to Sir David Melville, chair of Lifelong Learning UK and author of a new report into how students' use of new technologies will affect higher education.

Introduction: Many of the courses at UAL require you to produce sketchbooks and engage in reflective writing. You can use this site to develop your ideas about these practices by: * Listening to staff and students talk about their approaches * Reading short guidelines in a variety of formats * Viewing examples Both sketchbooks and reflective writing provide evidence of how your work has evolved. Remember that they are not always separate entities: some reflective learning journals contain visuals, while many sketchbooks include reflective writing.

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