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Enoch Hale

The Dark Side of Music - Pacific Standard - 3 views

www.psmag.com/...ark-side-of-the-power-of-music

resources behavior learning music

shared by Enoch Hale on 11 Sep 15 - No Cached
  • anonymous on 15 Sep 15
     
    Interesting. My first thought: if music can throw off one's moral compass, what does that mean for listening to music while driving.
Enoch Hale

New effort aims to standardize faculty-driven review of student work | InsideHigherEd - 0 views

www.insidehighered.com/...lty-driven-review-student-work

resources higher education assessment

shared by Enoch Hale on 25 Sep 15 - No Cached
  • Campbell also said that the project will be much more significant if it ultimately shows whether students' skills improve over time. "If you don't have some kind of comparison of change, showing what they could do when they came in and when they left," she said, "it may do exactly what the rankings do: reinforce the reality that great students produce great work, and great institutions have great students."
  • Arum said the AAC&U/SHEEO approach has the potential to be one of "multiple indicators" that higher education institutions and policy makers eventually embrace to understand student learning. "No one measure is going to be sufficient to capture student learning performance outcomes," he said. "Responsible parties know there's a place for multiple measures, multiple approaches." Campbell, of Teachers College, agrees that "because [student learning] is such a complicated issue, any one method is going to have complications and potential limitations"
  • The Results The faculty participants scored the thousands of samples of work (which all came from students who had completed at least 75 percent of their course work) in three key learning outcome areas: critical thinking, written communication and quantitative literacy. Like several other recent studies of student learning, including Academically Adrift, the results are not particularly heartening. A few examples: Fewer than a third of student assignments from four-year institutions earned a score of three or four on the four-point rubric for the critical thinking skill of "using evidence to investigate a point of view or reach a conclusion." Nearly four in 10 work samples from four-year colleges scored a zero or one on how well students "analyzed the influence of context and assumptions" to draw conclusions. While nearly half of student work from two-year colleges earned a three or four on "content development" in written communication, only about a third scored that high on their use of sources and evidence. Fewer than half of the work from four-year colleges and a third of student work from two-year colleges scored a three or four on making judgments and drawing "appropriate conclusions based on quantitative analysis of data."
  • ...2 more annotations...
  • After her training in using the VALUE rubrics, Mullaney gathered nine faculty members on her campus to be the core of the two-year college's project group. They were previously unfamiliar with the rubrics, she says, but together they "went through them with a fine-toothed comb" and agreed "that these rubrics do represent an accurate way to assess these skills." The professors brought in their own (and their colleagues') assignments to see how well (or poorly) they aligned with the rubrics, Mullaney said. "Sometimes their assignments were missing things, but they could easily add them in and make them better." The last step of the process at the institutional level, she said, was gathering a representative sample of student work, so that it came from all of CCRI's four campuses and 18 different disciplines, and mirrored the gender, racial and ethnic demographics and age of the community college's student body. Similar efforts went on at the other 60-odd campuses.
  • "I might have thought so before, but through this process our faculty has really connected with the idea that this is about student learning," she said. "When they see areas of weakness, I think they'll say, 'Wow, OK, how can we address this? What kinds of teaching strategies can we use?'"
  • Enoch Hale on 25 Sep 15
     
    Assessment: What are students really learning?
Irina Cain

Education thought leaders forecast 2015 trends | District Administration Magazine - 1 views

www.districtadministration.com/2015forecast

education

shared by Irina Cain on 04 Jan 15 - No Cached
  • Irina Cain on 04 Jan 15
     
    trends in education related to online learning opportunities
Yin Wah Kreher

How to Think Like a Maker: Values Your Company Should be Adopting | WIRED - 3 views

www.wired.com/...how-to-think-like-a-maker

think values creativity

shared by Yin Wah Kreher on 21 Feb 15 - No Cached
  • Yin Wah Kreher on 21 Feb 15
     
    Embrace imperfection. Makers are more interested in learning and experimenting rather than perfection and that's OK. They try (and fail) often to perfect their projects and to make lots of small bets which eventually lead them to THE BIG IDEA. Makers do it for the fun first and iterate and refine as they go.

    Love the process. A focus on trusting the process rather than outcome is essential to the Maker mentality. Creativity and making is an ongoing rhythm, a lifestyle which is more a way of being than a hobby or isolated event.
  • mbaernholdt on 22 Feb 15
     
    Other thoughts on this interesting link. Writing a grant focused on the iterative process of improving health care this is exactly what the funders are looking for. How to set up teams (with the 'right' mix of individuals) that are working in an environment where they can fail (without hurting anybody) and improve processes both for the team and the rest of the organization. The later is much harder - how to disseminate good processes that others can then improve upon in complex organizations. But yes the goal is to always work on the process improvement (the makers mentality as it is called in this piece).
anonymous

An experiment in a student-led course - 5 views

radicalteacher.library.pitt.edu/...7

shared by anonymous on 14 Aug 14 - No Cached
  • anonymous on 14 Aug 14
     
    Some of you heard incoming sociologist, Jesse Goldstein, reference this course experience during the new faculty academy. I thought you might find his description of interest.
  • Tom Woodward on 16 Aug 14
     
    I love sociologists.
Tom Woodward

Planning for Pink Time | Thoughts - 2 views

rampages.us/...planning-for-pink-time

student thinking vcu example

shared by Tom Woodward on 02 Apr 15 - No Cached
  • Tom Woodward on 02 Apr 15
     
    Worth keeping mind . . . . "Originally, reading about the assignment for what we have to do for class on Wednesday I got kind of annoyed. I am not good at open ended assignments and they frankly frustrate me to no end."
Jody Symula

Classroom Freedom Versus Control | Vitae - 3 views

chroniclevitae.com/...assroom-freedom-versus-control

active learning feed

shared by Jody Symula on 29 Jun 15 - No Cached
  • Jody Symula on 29 Jun 15
     
    "How do I balance my desire to integrate student-centered learning practices with my almost pathological need to have every last bit of the course planned out and thought through? Most of my pedagogy research has suggested that we as faculty should be looking for ways to give students a real sense of ownership in the classroom. One of our goals should be to create an atmosphere that leaves space for students take an active role in their own learning. How, then, do we design a course before even meeting our students? Isn't there a danger in showing up to the first day of class with a syllabus that shows the whole course planned out? By doing so, aren't we clearly communicating to the students that the instructor is in charge, that if you know what's good for you, you'll follow these rules?"
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