Instead of reporting to parents only two or three times a year, teachers began regularly communicating using an online student portfolio system called Fresh Grade.
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What are the Disadvantages of Online Schooling for Higher Education? - 18 views
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"hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
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NYCDOE_Create the Digital Image You Want | Piktochart Infographic Editor - 62 views
magic.piktochart.com/...cdoe_create-the-digital-image-
education Digital Footprint Digital Citizenship chart infographic resources
shared by KRISTA WYMAN on 24 Jul 15
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This infographic describes how your digital footprint is permanent and how it can positively or negatively affect your future. Videos included in the infographic discuss how college admissions and future employers use the data found. Links to various websites on digital citizenship and safety are found at the end. This is a great lesson to start the school year, especially in a 1:1 district.
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Why some schools are giving letter grades a fail - The Globe and Mail - 41 views
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ritish education researchers Paul Black and Dylan Wiliam published a widely-cited article demonstrating how increasing descriptive feedback raises student academic achievement
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Instead of Ms. Samson telling students how they are doing, they are expected to articulate to her what they learned in class, how it relates to their learning goals and where they’re struggling.
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Ms. Samson is still required to give students a letter grade at the end of each semester, but the letters have taken on a whole new meaning to her and her students.
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The move away from grades matches a growing belief among employers that traditional assessment is not the best way to help students develop the skills they need to succeed in today’s world.
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Getting A Job Is Not The Purpose Of School - 41 views
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By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
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the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
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And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
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Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
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If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
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Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
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Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
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Statemnent:Your Employment in a Job Not Covered by Social Security - 21 views
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A Critique of Technocentrism in Thinking About the School of the Future - 33 views
www.papert.org/...ACritiqueofTechnocentrism.html
Papert education technology technocentrism future trend
shared by Roland Gesthuizen on 23 Jun 13
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"So we are entering this computer future; but what will it be like? What sort of a world will it be? There is no shortage of experts, futurists, and prophets who are ready to tell us, but they don't agree. The Utopians promise us a new millennium, a wonderful world in which the computer will solve all our problems. The computer critics warn us of the dehumanizing effect of too much exposure to machinery, and of disruption of employment in the workplace and the economy. Who is right? Well, both are wrong -- because they are asking the wrong question"
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Talentism: My Son Won't Do His Homework - 2 views
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Every employer I know of (and I would assume that you are no exception Colin) wants engaged employees who are passionate about their jobs. Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
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But I have to focus on what will get them work, even if that will hurt them, society, the companies that hire them and everyone around them.
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"Why are you so convinced that my son is going to be an academic or an investment banker?" Because as far as I can tell, those are the only two things that schools prepare kids to be.
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and that the stuff that he loves (art and music and video games) will be a great future for him and the stuff he hates (math and science) is something he will never compete in, never have a chance at.
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But school doesn’t care, because school does not have the objective of helping my son produce the maximum amount of value in the future that he will probably encounter. School cares about ensuring that he knows how to take tests, follow directions and can do math that he will never have to care about for the rest of his life.
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Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
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How high-school decisions can affect your career - 72 views
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According to research cited in the book, high-school seniors who worked 20 hours per week had annual earnings as young adults that were 25 to 30 percent higher than those seniors who didn't work.
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Increased chance of being hired More hours of work over the year Higher hourly or annual earnings Increased benefits offerings, such as health insurance Greater employment stability Better upward mobility Increased chances of employer-supported training
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four key issues that need to be addressed in high school to help set students up for career success.
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"The problem for many students, and even parents, is that they fail to think of high-school education as an investment good," according to the book "College Majors Handbook with Real Career Paths and Payoffs."
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Pay levels can also vary based on how much higher learning is obtained. As the book explains, graduates of two-year degree programs earn 22 percent more per year than high-school graduates with no degree. Bachelor's degree holders earn about 66 percent more per year than their high-school graduate counterparts.
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Lydia Dobyns: A '21st Century' Education Is SO Last Century - 34 views
www.huffingtonpost.com/...tury-education-_b_2441252.html
deeperlearning edleader21 change 21stcentury learning
shared by Jennie Snyder on 27 Jan 13
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We can't know what the classroom will look or feel like. We do know, however, that most school districts are organized to deliver education that inhibits rather than encourages innovation. That needs to change.
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like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking
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t's time to move on and work together to develop education systems that meet students where they live and provide a relevant education to develop cognitive and non-cognitive skills
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Of course, schools and classroom practices need to be current -- what teacher or district leader would say that we should continue to teach the way we did back in the "good ol' days?" Can you show me a successful organization or business that prides itself on keeping things exactly the way they were?
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We need to believe the adults delivering education services are capable of being innovative, adaptive and collaborative and welcome being accountable for student outcomes. Then we need to invest in this belief by providing both the professional development and the infrastructure to make this belief a reality for all students and all teachers.
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I believe this is the basic approach: Education needs to be more relevant and rigorous for students. Educational institutions need to be more engaging and empowering for teachers. A high school diploma needs to be more directly applicable and valued in the economy. These are attainable goals; all education investments should be measured against these objectives.
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Lydia Dobyns: A '21st Century' Education Is SO Last Century http://t.co/fieSUgnj #deeperlearning #edleader21
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CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views
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In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
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This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
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One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
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Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
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It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
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shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
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thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
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Have a school accountability and assessment framework that supports these goals rather than defining them.
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An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
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Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
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Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
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resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
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Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views
www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf
Career and Technical Education transfer transition transition to college college readiness
shared by Randolph Hollingsworth on 21 Sep 12
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New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
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Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views
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COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES: Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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Red Tape - Govt. agencies, colleges demand applicants' Facebook passwords - 6 views
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job seekers applying to the state's Department of Corrections have been asked during interviews to log into their accounts and let an interviewer watch while the potential employee clicks through wall posts, friends, photos and anything else that might be found behind the privacy wall.
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it had reviewed 2,689 applicants via social media, and denied employment to seven because of items found on their pages
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the rush to social media monitoring raises an often overlooked legal concern: It's against Facebook's Terms of Service
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You will not share your password ... let anyone else access your account or do anything else that might jeopardize the security of your account
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And the state of Illinois has followed Maryland's lead and is considering similar legislation to ban social media password demands by employers
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FinAid | Loans | Public Service Loan Forgiveness - 67 views
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Employment: The borrower must be employed full-time in a public service job for each of the 120 monthly payments. Public service jobs include, among other positions, emergency management, government (excluding time served as a member of Congress), military service, public safety and law enforcement (police and fire), public health (including nurses, nurse practitioners, nurses in a clinical setting, and full-time professionals engaged in health care practitioner occupations and health care support occupations), public education, early childhood education (including licensed or regulated childcare, Head Start, and State-funded prekindergarten), social work in a public child or family service agency, public services for individuals with disabilities or the elderly, public interest legal services (including prosecutors, public defenders and legal advocacy on behalf of low-income communities at a nonprofit organization), public librarians, school librarians and other school-based services, and employees of tax exempt 501(c)(3) organizations. Full-time faculty at tribal colleges and universities, as well as faculty teaching in high-need subject areas and shortage areas (including nurse faculty, foreign language faculty, and part-time faculty at community colleges), also qualify.
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College is a waste of time - CNN.com - 49 views
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Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
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People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change.
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I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
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36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
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college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
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A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
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Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Educ... - 1 views
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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.
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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.
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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.
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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.
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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.
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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.
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The Default Major - Skating Through B-School - NYTimes.com - 41 views
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Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
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all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
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“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
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Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
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Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
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The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
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“We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
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“A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
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“It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
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This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
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History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
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when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
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a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
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what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
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Return to Sender -- THE Journal - 60 views
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The upshot of this neglect, the report goes on to say, is to leave students unsuited for a work environment in which knowing core subject content can be secondary to being able to use technology to demonstrate the so- called 21st century skills that employers now demand:
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increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems."
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it's also about turning information into knowledge through Web searching and vetting. It's about developing effective multimedia presentations. It's about seamlessly using digital tools to collaborate and problem-solve.
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Stephen R. Covey: Our Children and the Crisis in Education - 61 views
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Employers and business leaders need people who can think for themselves -- who can take initiative and be the solution to problems. They need people who can build trust and get along with others, and solve complex challenges in teams without much supervision.
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"Partnerships between schools and parents in educating the whole child, which includes developing both the character strength and the competencies required to really succeed in the 21st Century."
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Seven Habits of Highly Effective People -- a set of universal, timeless, self-evident principles common to every enduring, prospering society, organization, or family. I take no credit for these principles. I simply organized, sequenced and articulated them. These principles include 1) taking personal responsibility and initiative, 2) getting clear about what's important to you and setting goals, 3) putting those priorities first and being disciplined, 4) seeking mutual benefit in all interactions with others -- the golden rule, 5) seeking to understand others from their perspective first before making your point, 6) valuing differences and creating third-alternative solutions to problems that are better than "my way" or "your way," and 7) taking care of and renewing yourself in all four areas of life -- body, mind, heart and spirit.
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The approach is inside-out, with the teachers and administrators learning, living and modeling the principles themselves first, and then, at the most basic level, integrating the principles into their teaching every day. There is no new curriculum. The principles of effectiveness are creatively woven by teachers into every subject -- reading, math, history, science, social studies, art, etc. From the moment they walk into the school each day until the final bell rings, the children soak in their adult leaders' belief that they are leaders of their own lives, have unique talents, and can make a difference.
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We don't define leadership as becoming the CEO or the few percent who will end up in big leadership positions. We are talking about leading your own life, being a leader among your friends, being a leader in your own family. Leadership, as one school put it, is doing the right thing even when no one is looking.