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Rebecca Patterson

News: A New Model Community College - Inside Higher Ed - 0 views

  • In contrast, there has been relatively little controversy over a different kind of partnership between a company and a private college: a joint effort of Tiffin University, a small private institution in northeast Ohio, and Altius Education, a for-profit company based in San Francisco.
    • Rebecca Patterson
       
      This could be DR!!
  • every Ivy Bridge student is assigned a “personal success coach” — a non-instructional employee — who helps with everything from course selection to academic support to career counseling.
  • he is cautiously optimistic about the preliminary student success figures.
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  • One fear many educators have had about privatizing the community college model is that doing so might serve only wealthy, white students.
    • Rebecca Patterson
       
      And if we make it cheaper and asynchronous??
  • “Still, we wanted to ramp up our associate degree program but didn’t want to put start-up money into it. We thought we had an interesting concept and looked to partner with an investment group to get start-up funds and also get the enrollment moving along faster. We’ve always been a fairly entrepreneurial institution and have been willing to look at new options and opportunities.”
  • I wanted a partner that we would be comfortable with and for them to understand our commitment to keeping our reputation.”
  • All academic responsibilities and management, including course design and instruction, are controlled by Tiffin, which has hired additional faculty for Ivy Bridge. The “Cadillac enrollment management” of the college, as Slone calls it, is controlled by Altius.
    • Rebecca Patterson
       
      I realize that this is a different setup than one we have entertained, but I think we can extrapolate here. :-)
  • he says his biggest challenge is determining how much remediation the institution should offer its least prepared students.
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    Cooperation between a company and a community college. Hmm...
Rebecca Patterson

College 2.0: 6 Top Smartphone Apps to Improve Teaching, Research, and Your Life - Techn... - 0 views

  • He couldn't find any software to keep those paper check marks on a smartphone, so he wrote his own app about two years ago, in a two-week burst of coding. He called his task-specific app Attendance and put it on the iTunes store for other professors, charging a couple of bucks (and adding features as colleagues suggested them). So far he has earned about $20,000 from the more than 7,500 people who have virtually shouted "Here."
  • A professor at the University of California at Davis is asking drivers to help him with his research on roadkill by logging any dead squirrel, possum, or other critter they see along the highway. At first he asked people to write down the location and details about the carcass on a scrap of paper and upload the information to a Web site when they got home. Then the research team built an iPhone app to let citizen-scientists participate at the scene. It's more convenient, and it gives the researchers better data, because a phone's GPS feature can send along exact location coordinates
    • Rebecca Patterson
       
      We could do this with subQuan and having individuals upload where they found situations where subQuanning is better than counting. Uses!
  • That's just one of many research projects adding smartphone interfaces to so-called "crowd science," in which the public is invited to add structured data to an online database. "For crowd science, I think it's definitely the next step
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  • Mr. McAllister, the student blogger at Trinity, uses his iPhone's camera as a document scanner, with an app called JotNot Pro. After he takes a picture of a page of text, the app (which costs 99 cents), can turn it into a PDF file for easy review later.
  • A company named Inkling creates textbooks made for iPads, with interactive features and videos—things that paper volumes cannot do.
  • Brainstorming for classroom talks has gone high-tech with "mind mapping" software that encourages arranging thoughts and ideas in nonlinear diagrams. These programs have been available for years on laptops and desktop computers, but some professors say the touch-screen interface of smartphones or tablet computers enhances the process, letting scholars toss around ideas with a flick of the finger. Gerald C. Gannod, director of mobile learning at Miami University, in Ohio, recommends Thinking Space for Android devices, MindBlowing for the iPhone, and Popplet for the iPad. Mr. Delwiche, of Trinity University, likes MindJet.
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    Professors write their own apps. Very cool! Couple bucks an app and he's earned $20,000 for a couple weeks of coding. Wow!
Anna-Marie Robertson

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf - 1 views

    • Anna-Marie Robertson
       
      Interesting that some of the highest priority content for college and career readiness comes from grades 6-8.
Anna-Marie Robertson

The 50 Best Twitter Feeds for Math Geeks | Best Colleges Online - 0 views

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    A list of tweets to follow for math related information
Rebecca Patterson

Change Magazine - May-June 2011 - 0 views

  • The underlying principle is simple: Students learn math by doing math, not by listening to someone talk about doing math. Interactive computer software, personalized on-demand assistance, and mandatory student participation are the key elements of success.
  • What is critical is the pedagogy: eliminating lecture and using interactive computer software combined with personalized, on-demand assistance.
  • Students spend the bulk of their course time doing math problems rather than listening to someone talk about doing them.
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  • Students spend more time on things they don't understand and less time on things they have already mastered.
  • Students get assistance when they encounter problems.
  • Students are required to do math.
  • Lord Kelvin once made the observation, “If you can measure that of which you speak and express it in numbers, you know something about your subject; but if you cannot measure it, your knowledge is of a very meager and unsatisfactory kind.” If he is correct, then our knowledge about how, and to what extent, the use of information technology in teaching and learning affects outcomes—both learning and cost—is meager indeed.
  • Hispanic students who were part of the College Assistance Migrant Program (CAMP) historically had been unsuccessful in math courses. During the fall 2002 semester, however, students in the redesigned Intermediate Algebra course had an unprecedented 80 percent pass rate, compared to a prior 70 percent rate
  • SIX MODELS FOR COURSE REDESIGNSupplemental: Add to the current structure and/or change the contentReplacement: Blend face-to-face with online activitiesEmporium: Move all classes to a lab settingFully Online: Conduct all (or most) learning activities onlineBuffet: Mix and match according to student preferencesLinked Workshop: Replace developmental courses with just-in-time workshops http://www.theNCAT.org/PlanRes/R2R_ModCrsRed.htm
  • FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGNRedesign the whole course.Encourage active learning.Provide students with individualized assistance.Build in ongoing assessment and prompt (automated) feedback.Ensure sufficient time on task and monitor student progress. http://www.theNCAT.org/PlanRes/R2R_PrinCR.htm
  • At Alabama, the success rate (grades of C– or better) for African-American freshmen in the redesigned course was substantially higher than for white freshmen, despite the fact that the African-American students were less prepared when they entered the course (on a math placement exam, 20 percent of Caucasian freshmen scored less than 200, versus 41 percent of African Americans). In fall 2000, 71.4 percent of African-American freshmen were successful, versus 51.8 percent of Caucasian freshmen; in fall 2001, it was 70 percent versus 65.3 percent.
  • Students learn math by doing math, not by listening to someone talk about doing math.
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    NCAT and how they're redesigning highered math remediation and more courses.
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