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By Megan Gibson, Education, Time.com. The article talks about the early hours that some Florida schools serve lunch, in order to accommodate early start Times -- and early breakfasts. According to the article, while the timing may seem controversial, it has no real impact on students health and welfare.

JEC used this article to help her students learn about developing thesis statements (week 8, semester 4).

Editorial from The New York Times, February 18 2013. This editorial points out the pitfalls of online college, identifying student attrition rates (in online courses) and the extra attention that "struggling" students need. The Times advocates for hybrid courses, as well as improving course design for any courses that are delivered 100% online.

A guideline statement published by National Council of Teachers of English (NCTE), 1987. From the statement: "Faculty members must be given adequate time to fulfill their responsibility to their students, their departments, their institutions, their profession, the larger community, and to themselves. Without that time, they cannot teach effectively."

This came up in a ped circle discussion, late in the semester, regarding workoad and how the demands of college employment tend to get in the way of the reflection, collaborative work, and intellectual development of individual instructors.

By Garry Boulard in Community College Times, published May 4 2010. The article looks at the finding that, the more Times a student takes a specific developmental math course, the less likely he or she is to pass it. Quotes Paul Nolting, learning specialist, enrollment services advisor, and author of Winning at Math: Your Guide to Learning Mathematics Through Successful Study Skills.

GSCC faculty member Michelle Zollars is quoted.

Achieving the Dream: Community Colleges Count. Cutting Edge Series No. 1 (2011) Guide is based on findings from Public Agenda's research into practices for engaging full-time and adjunct faculty in institutional change efforts toward increasing student success as community colleges.

On Radio Times, WHYY Radio. Host Marty Moss-Coane talks withThomas Bailey of Columbia University's Teachers College and Joseph Merlino, president of the 21st Century Partnership for STEM. They discuss the question of whether colleges should offer remedial courses, why so many high school students need help and how high schools and colleges can work together to prepare students for the college work load.

Website of John Taylor Gatto. According to his biography (on this website), Gatto was a long-time schoolteacher, eventually winning New York State Teacher of the Year (also multi-winner of NYC Teacher of the Year). He then very publicly quit teaching (that same year) and launched a public-speaking and film-making career, exploring what he feels is wrong with K-12 education.

SB mentions Gatto in a post describing readings that he's used that are critical of the current educational system.

By Kevin Carey, Commentary in The Chronicle of Higher Education, December 11, 2011. Community Colleges will now have an opportunity to vie for a top prize. "The Aspen Institute is awarding the first annual Aspen Prize for Community College Excellence, with the winner and up to three runners-up sharing in the $1-million prize fund." Among the 10 finalists, Aspen Institute's evaluators conducted site visits and looked closely at employment outcomes, teaching practices and student learning. "The best community colleges, they found, were focused and intentional when it came to structuring the learning experience."

Op-Ed by David Brooks in the New York Times, October 31 2011. Brooks finds that the disparity between college grads and non-grads is much more glaring than that of the "1%" who are the focus of the Occupy Wall Street and similar movements. And he finds that this disparity is seen in small cities and towns all over America. Not only does he cite income disparity, but also family structure and things like health risks.

Impact evaluations are important because they provide evidence about what works and does not work. It looks at what caused the improvement, or lack there of. This article from the Center for Effective Philanthropy talks about evaluation from the policy, practice, as well as philanthropy perspective.

By Tom Archedeacon, Dayton Daily News, July 22, 2012. Profile of Kayla Harrison, a Dayton native and favorite in judo. In addition to the rigorous training that it takes to get to the top, Harrison also had to deal with ongoing sexual abuse from the coach she had as a teen. Eventually, Harrison testified against her predator.

Not only a local hero to SS, Harrison was his student (at the time, he taught high school) at roughly the same time she was dealing with her abusive coach.

By Richard Kahlenberg, Innovations column, The Chronicle of Higher Education, July 26 2012. Kahlenberg looks at the recent New York Times article about CUNY's New Community College (see tag ncc) with a critical eye, identifying both some positives and some potential negatives.

By Richard Perez-Pena, Education section, New York Times, July 20 2012. This article profiles the New Community College, CUNY's newest 2-year college, set to begin classes in September 2012. The school has been developed to test several leading theories of how to make community colleges better, including stricter requirements, no remedial classes per se (but all include a remedial component), experiential and collaborative work, and much greater student support. See tag ncc for related articles.

Our August launch meeting will be held on the New Community College campus; here is more about what makes the New Community College "new."

Edited by Dan Cohen and Tom Scheinfeldt, MPublishing, 2011. (Print edition forthcoming) This site is an open-access version of a volume of over 300 responses to questions posed by the editors in their social networks. Contributors were allowed only one week to respond. The approach, encouraging interactivity as well as a time limit, and the questions intended to provoke thinking on how digital media and technology can beneficially reform the academy. The editors convincingly state a good case for their choice of the word "hack." (originally bookmarked September 9, 2011. The previous link is no longer active.)

Collaborative tool for instructors and students to interact in real time to add synchronous content to asynchronous distance learning.

By Susan Engel, New York Times Op-Ed, published February 1, 2010.

By Carol Pogash, from the Bay Citizen; published in the New York Times, June 24 2010. This story looks at City College of San Francisco (CCSF), a community college with a particularly long sequence of remediation courses. A trustee made a controversial recommendation that the sequence be shortened.

By Trent Batson in Campus Technology, May 20 2009. Batson argues that, though the e-Portfolio movement seems to have gained some traction in recent years, the technology offerings are still inadequate, and the rate of successful adoption and integration is also low. He introduces a new organization, the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), a professional association that focuses on e-Portfolios. Follow the aaeebl tag for more.

See page 3, where LaGuardia is included in the list of "shining examples of good work" on the e-Portfolio front!

By Benedict Carey in the Health section, The New York Times, September 6, 2010. The author shares findings that contradict common knowledge about study habits. Techniques that have had proven success in studies are alternating study environments, mixing content, spacing study session and self-testing.

Presented on TED.COM, filmed Feb 2010 and posted April 2010. Wujec discusses his experience using the Marshmallow Challenge in team-building exercises. Observing the challenge 100s of times, he sees that kindergarteners do better than recent business school grads (better at prototyping, less jockeying for leadership), CEOs do well, but do even better with an executive admin on their team because facilitation is important. High stakes (he's offered a cash reward) works better once the team has acquired skills; high stakes with no skills is a disaster.

Inspired by this video, both LS and RS used the Marshmallow Challenge as an icebreaker on their first class meetings (2nd semester) and both were pleased with the results.

The marshmallow challenge continued to be a popular icebreaker throughout the GSCC project. In semester 4, RS referenced this video again, and LS created her own video (see tag marshmallow) with her students completing the challenge.