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D. S. Koelling

Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Education - 1 views

chronicle.com/...127168

education first year students college health

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.
  • Many young adults weren't taught the basic life skills and coping mechanisms for challenging times.
  • The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.
  • ...4 more annotations...
  • Parents and high-school educators certainly have a role to play, but college administrators and professors cannot abdicate their role as an influential socialization force to guide young adults toward better self-management.
  • The way to combat the decline in emotional health among first-year students is to offer them opportunities to build such self-efficacy from the start.
  • Teaching interpersonal skills of self-presentation is also essential, as it makes students' interactions with roommates, professors, and professional colleagues flow more smoothly. By following suggestions popularized by Dale Carnegie during the Great Depression—to think in terms of the interests of others, smile, and express honest and sincere appreciation—my Generation WTF students report being happily stunned by more-successful interviews, better relationships with family members, and more-meaningful interactions with friends.
  • While much of my advice seems revolutionary to them, adults from previous generations know that I'm simply teaching a return to core values of self-control, honesty, thrift, and perseverance­—the basic skills that will allow those in "emerging adulthood" to get on with life.
Biblioteca Juan Roa Vásquez

Alineando el trabajo internacional con las prioridades institucionales de la educación superior - WorldWise - The Chronicle of Higher Education - 5 views

chronicle.com/...28164

docentes trabajo prioridades institucionales educación superior

shared by Biblioteca Juan Roa Vásquez on 04 May 11 - Cached
  • la importancia que su trabajo puede tener en apoyo a la misión de las instituciones de educación superio
  • ¿Existe un punto de convergencia entre las prioridades internacionales e institucionales?
  • ¿qué hay del ideal de preparar a estudiantes con un amplio sentido de ciudadanía global, capaces de trabajar en equipos y ambientes internacionales, que tengan un refinado sentido de tolerancia y concientización multicultural, que hablen varios idiomas y que tengan un claro sentido de responsabilidad tanto local como global?
  • Biblioteca Juan Roa Vásquez on 04 May 11
     
    Un reto clave que tienen frente a sí las personas, departamentos universitarios y asociaciones involucradas en la educación internacional 
D. S. Koelling

The Liberal Arts Are Work-Force Development - Do Your Job Better - The Chronicle of Higher Education - 35 views

chronicle.com/...128149

student education liberal arts

shared by D. S. Koelling on 07 Jul 11 - No Cached
  • Now consider that, according to the American Association of Community Colleges, about half of all freshmen and sophomores are enrolled at the nation's 1,300 two-year colleges, and many of those students transfer to four-year institutions. For a large percentage of people who earn bachelor's degrees, then, the liberal-arts portion of their education was acquired at a two-year college. Next, factor in all of the community-college students who enter the work force after earning two-year degrees or certificates, and whose only exposure to the liberal arts occurred in whatever core courses their programs required. The conclusion becomes obvious: Two-year colleges are among the country's leading providers of liberal-arts education, although they seldom get credit for that role.
  • Employers rank communication and analytical skills among the most important attributes they seek in new hires, according to the National Association of Colleges and Employers. Perhaps those of us who teach those very skills at community colleges should embrace the integral role we play in preparing the nation's workers rather than rejecting the idea of work-force development as somehow beneath us.
  • More important, this new perspective could have a positive effect on student success. If we come to see ourselves as preparing students not just for transfer but ultimately for the work force, students may be more likely to understand the relevance of the skills that we teach them and better able to use those skills for some purpose other than just getting a passing grade.
  • ...5 more annotations...
  • Require lots of writing. As the management guru Peter Drucker argued, communication is the one skill required of all professionals, regardless of field. "As soon as you take one step up the career ladder," he said, "your effectiveness depends on your ability to communicate your thoughts in writing and in speaking."
  • Clearly, one of the best things we can do for students is to require them to write—a lot.
  • Focus on critical thinking. A common complaint of employers, as reflected in the NACE survey, is that many workers have difficulty thinking for themselves. They may be thoroughly trained, having mastered all of the concepts in the textbooks, but, inevitably, situations arise that weren't covered in the books. When that happens, the ability to think critically, independently, and creatively becomes indispensable.
  • Bring the real world into the classroom. Another strategy we can adopt, if we want our courses to be more relevant, is to make our class discussions, case studies, experiments, and assignments as real-world-based as possible. For example, in my composition courses, I not only allow students to choose their own essay topics, but I also encourage them to write about issues related to their prospective majors. I also assign reading (in addition to the old textbook standbys) from newspapers, popular magazines, even the Internet.
  • Make the connection. Take advantage of every opportunity to connect what students are doing in class with what they will be doing some day as employees. My students hear the term "the real world" so much that, by the middle of the term, they're starting to roll their eyes. But it's important for them to understand that the work we're doing now in class isn't just a series of meaningless exercises, another set of hoops for them to jump through on their way to a degree. They're going to have to do these things for real one day—describe processes, do research to find solutions, draw comparisons—and my course may be the last time anyone ever actually teaches them how.
anonymous

University Presses Are Urged to Work Together to Survive - Publishing - The Chronicle of Higher Education - 7 views

chronicle.com/...126633

shared by anonymous on 08 Jul 11 - No Cached
    • anonymous
      anonymous on 08 Jul 11
       
      I'm struck by the fact that this article is quick to warn that social networking voting models are likely to be "gamed" by interested parties. The report itself notes that "monographs remain largely static objects ... instead of being vibrant hubs for discussion and engagement" (3). If this is going to be a success as we move forward, I think a balance will need to be found between those two poles.
D. S. Koelling

Collaboration and Ownership in Student Writing - ProfHacker - The Chronicle of Higher Education - 47 views

chronicle.com/...34525

student writing education

shared by D. S. Koelling on 06 Jul 11 - No Cached
  • Blau and Caspi learned two things: first, that in general students felt that collaborating with partners improved the quality of drafts. On the other hand, the students mostly felt that their edits improved other people’s drafts, whereas other people’s edits worsened their own drafts. Blau and Caspi posit that a sense of ownership of the draft was pedagogically useful–that students’ perceptions of the overall quality of their work increased as they felt responsible for it. As a consequence, they conclude that the best way to reap the benefits of collaboration and psychological ownership of writing is to have students make suggestions to one another’s drafts, but not to edit one another’s writing directly.
Steve Ransom

Our Alaska Stories - 51 views

ouralaskastories.blogspot.com

ipad ipads education integration blog video classroom

shared by Steve Ransom on 26 Oct 11 - No Cached
  • Steve Ransom on 26 Oct 11
     
    Great blog chronicling the adventures of an iPad classroom in Alaska. Larry Mitchell, Badger Road ElementarySkip Via, UAF School of Education
D. S. Koelling

Handling Student Frustration - ProfHacker - The Chronicle of Higher Education - 40 views

chronicle.com/...30195

assignments expectations student frustration

shared by D. S. Koelling on 28 Jan 11 - No Cached
  • When a student says, “Just tell me what you want,” the student could be speaking from a place of great frustration.
  • if students know what we want them to do and they understand how we will evaluate their efforts, they are more apt to do the work we assign.  They’ll take chances, and they’ll do so without much complaint. If we want students to take chances, they must be able to trust us.
  • Have I met my office hours?  (If not, have I left a note or alerted students to the change?) Is my syllabus online or otherwise available other than on the first day of the semester? Do I return student work in a reasonable amount of time? Do I require a textbook, and am I using that book? Do I respect my students and the knowledge they bring to the classroom? Have I set clear guidelines about assignments, even if the assignment is broad? If I have strict syllabus policies, do I enforce them equally and fairly? Am I creative or innovative in my approach to the subject?  (Am I modeling the kind of behavior/actions I wish to see in my students?) Have I been clear about how interpretive or creative takes on assignments will be evaluated?  (Am I sure I’m not evaluating harshly, for example, if I disagree with the student’s interpretation of the assignment?)
D. S. Koelling

A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher Education - 40 views

chronicle.com/...126451

shared by D. S. Koelling on 28 Feb 11 - No Cached
  • at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
  • What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
  • students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
  • ...10 more annotations...
  • Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.
  • It has become difficult to give students honest feedback.
  • As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.
  • Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.
  • Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.
  • It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.
  • Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.
  • Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.
  • Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.
  • Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.
  • Steve Ransom on 28 Feb 11
     
    So many issues here to deal with. Good read.
david stong

Things You Should Know Before Publishing a Book - Advice - The Chronicle of Higher Education - 15 views

chronicle.com/...147943

publishing

shared by david stong on 29 Jul 14 - No Cached
  • david stong on 29 Jul 14
     
    "'You can probably make more money having a first-class yard sale'"
Randolph Hollingsworth

Make Your Own E-Books with Pandoc - ProfHacker - The Chronicle of Higher Education - 80 views

chronicle.com/...39067

ebooks how-to Pandoc Sigil Anthologize

shared by Randolph Hollingsworth on 21 Mar 12 - No Cached
Kate Pok liked it
  • Randolph Hollingsworth on 21 Mar 12
     
    learning how to make an e-book via crowdsourcing your own blog (example from sociologist Kieran Healy) - or online journal (example from J of Southern Religion) - or open-access book (Mark Sample's Hacking the Academy) - recommending Pandoc but also refers to Sigil, Anthologize
Randy Schultz

The 4 Properties of Powerful Teachers - Advice - The Chronicle of Higher Education - 63 views

chronicle.com/...228483

teachers higher education

shared by Randy Schultz on 16 Mar 15 - No Cached
  • Great teachers tend to be good-natured and approachable, as opposed to sour or foreboding; professional without being aloof; funny (even if they’re not stand-up comedians), perhaps because they don’t take themselves or their subject matter too seriously; demanding without being unkind; comfortable in their own skin (without being in love with the sound of their own voices); natural (they make teaching look easy even though we all know it isn’t); and tremendously creative, and always willing to entertain new ideas or try new things, sometimes even on the fly.
  • Passion. Of all the qualities that characterize great teachers, this is the most important, by far.
  • Don’t think, by the way, that students don’t pick up on the disdain. They absolutely do. And my experience with evaluating faculty members over the years suggests that the teachers who are most widely disliked are the ones who most dislike students.
Jeff Andersen

Here's a Snapshot of Online Learning in 2015 - The Ticker - Blogs - The Chronicle of Higher Education - 29 views

chronicle.com/...108514

online learning snapshot

shared by Jeff Andersen on 13 Feb 16 - No Cached
  • Jeff Andersen on 13 Feb 16
     
    The Babson Survey Research Group released its last annual survey of the online-education landscape on Tuesday. You can read its report on the survey here, and below are some of its key findings:
Jeff Andersen

Yes, Your Syllabus Is Way Too Long - The Chronicle of Higher Education - 23 views

www.chronicle.com/...245514

syllabus development

shared by Jeff Andersen on 24 Jan 19 - No Cached
  • Jeff Andersen on 24 Jan 19
     
    If you're a faculty member, you've spent the last few weeks preparing your syllabus for the spring semester. You've updated the document and added a little to it. This latest round of edits may have pushed your syllabus another page longer - most now run about five pages, though nearly every campus has lore of some that exceed 20. Lamentations about syllabus bloat started emerging about seven years ago in moods ranging from nostalgia to bemusement to curiosity to irritation to full-blown ideological critique. Based on 20 years of serving on curriculum committees and working with academics across the disciplines on teaching, I agree that, yes, the typical syllabus has now become a too-long list of policies, learning outcomes, grading formulas, defensive maneuvers, recommendations, cautions, and referrals. As a writing-center director who has encouraged instructors to add a pitch for tutoring services, I'm complicit.
Chema Falcó

Matching Teaching Style to Learning Style May Not Help Students - The Chronicle of Higher Education - 21 views

www.chronicle.com/...49497

learning_styles estilos_de_aprendizaje

shared by Chema Falcó on 20 Jan 18 - No Cached
  • Chema Falcó on 20 Jan 18
     
    four psychologists argue that there is no strong scientific evidence to support the "matching" idea || The grandfather of this territory is David A. Kolb: "There is no strong evidence that teachers should tailor their instruction to their students' particular learning styles"
Jeff Andersen

How to Escape Grading Jail - The Chronicle of Higher Education - 31 views

www.chronicle.com/...241830

grading tips

shared by Jeff Andersen on 27 Nov 17 - No Cached
  • Jeff Andersen on 27 Nov 17
     
    F or the first 18 years of my academic career, I ran into the same problem every semester. It happened at about the 13-week mark: I would share a tearful farewell with my family and begin serving my sentence in Grading Jail. In that moment, I would look back on a career of repeat offenses against efficient and timely grading of student work, and see clearly that I had no one to blame but myself. I was a hopeless recidivist.
Bill Guinee

Teaching with Google Wave - ProfHacker - The Chronicle of Higher Education - 91 views

chronicle.com/...24406

teaching google education wave cte

shared by Bill Guinee on 07 Jun 10 - Cached
  • Bill Guinee on 07 Jun 10
     
    Very interesting article about how the author used Wave successfully as a group note-taking platform in class.
Jeff Andersen

How to Be a Better Online Teacher - The Chronicle of Higher Education - 18 views

www.chronicle.com/...advice-online-teaching

onlineteaching

shared by Jeff Andersen on 09 Mar 20 - No Cached
  • Jeff Andersen on 09 Mar 20
     
    hether you've taught online a lot or a little, chances are you didn't enjoy it as much as teaching in person. Maybe you didn't experience that fizz after a particularly invigorating face-to-face class. Indeed, according to a 2017 Educause survey, only 9 percent of academics prefer to teach "in a completely online environment." That means a whopping 91 percent of us don't. And I suspect that a good majority of that 91 percent would prefer to teach anywhere but online.
Wayne Holly

TED Releases Educational Videos - 3 views

chronicle.com/...35745

videos ted talks

shared by Wayne Holly on 12 Mar 12 - No Cached
  • Wayne Holly on 12 Mar 12
     
    The TED-Ed channel on YouTube is now available.
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