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Chronicle of higher education issues 2014,healthy tips for spring break,communication skills coaching,impact of technology in communication skills books - PDF Books

Several of the nationa€™s leading voices on education and public policy addressed state and national goals for degree attainment, cost analyses of higher education, e-learning and challenges to current educational models, as well as the political landscape for higher education. Stephen Stambough, CSUF associate professor of political science and chair of the Division of Politics, Administration and Justice. Leta€™s think about what the Internet and the Web did to newspapers, to music and to bookstores. Higher ed is now competing in a market that is incredibly different than it was 20 or 30 years ago, or even 10 years ago. I want us to raise the public dialogue about the future of higher education and the importance of it in terms of reducing poverty. For complete symposium transcripts and videos, please visit the president symposium webpage. Earlier this summer I discussed the idea of backward design, which comes from Grant Wiggins and Jay McTighe’s excellent book Understanding by Design.
The idea behind backward design is simple, yet it’s something I find myself relearning again and again. As I mentioned in my earlier post, Wiggins and McTighe provide some guidelines on determining what it is you really want students to understand at the end of the course.
Amy Cavender is a member of the Congregation of the Sisters of the Holy Cross, and Associate Professor of Political Science and interim Director of the Center for Academic Innovation at Saint Mary's College, Notre Dame, Indiana. Brian Croxall is the Digital Humanities Strategist at Emory University's Digital Scholarship Commons (DiSC) and Lecturer of English. Kathleen Fitzpatrick is director of scholarly communication of the Modern Language Association and Visiting Research Professor of English at New York University. Lincoln Mullen is a PhD candidate at Brandeis University and a historian of religion in early America and the nineteenth century.
Anastasia Salter is an assistant professor of digital media at the University of Central Florida. Mark Sample is an Associate Professor at Davidson College, where he also directs the college's Digital Studies program. Looking beyond the basics, Scratch gets even cooler when connected with Microsoft Kinect to allow anyone to make motion games. This entry was posted in Software, Teaching and tagged games, games in the classroom, scratch.
The Chronicle of Higher Education reported earlier this week that the other UW — the University of Washington — faces similar financial problems to UW-Madison.
PROFS Forum on Self-insurancePROFS recently hosted a campus forum on self-insurance for state employees. The experiment was conducted by John Watson in 1920 and was part of the psychologist’s attempt to prove that infants are blank slates and therefore infinitely malleable. Now comes another twist–one that, if accurate, would change how the Little Albert experiment is viewed and would cast a darker shadow over the career of the researcher who carried it out. But what makes it worse, the authors of the paper argue, is that Watson must have known that Little Albert was impaired. Also, when watching the original film of Little Albert, provided by Beck, who is a co-author on the paper, Fridlund thought the baby’s reactions were odd.
They also discovered notes indicating that Merritte was having problems when he was just six weeks old. At one point, doctors note that the baby’s meningitis was the result of the procedures performed at the hospital. This is frank admission that the near-lethal infection that so devastated Douglas’s early development and, we believe, diminished his responsivity, was iatrogenic [caused by treatment or examination]. In other words, medical professionals caused, perhaps inadvertently or perhaps not, his debilitating condition before the infant was used in the unrelated fear experiment. If Fridlund is right, the story of Little Albert will become even sadder and the legacy of Watson significantly more tattered. Beth McMurtrie is a senior writer focused on research in international studies and the influence of geopolitics on research.
Marc Parry is a staff reporter who splits his time between covering technology and writing about research in the humanities and social sciences.
July 25, 2011-Houston-The University of Houston is one of the best colleges in the nation to work for, according to a new survey by The Chronicle of Higher Education. The results, released today in The Chronicle’s fourth annual report on The Academic Workplace, are based on a survey of nearly 44,000 employees at 310 colleges and universities. UH joins 84 other four-year institutions and 26 two-year institutions on the annual list, which recognizes the best practices of elite groups of colleges based on enrollment size. The workplace honor comes on the heels of two other prestigious academic designations bestowed to UH in 2011. About that time, Derek Bruff published this blog post about his use of Application Projects, and I gleefully appropriated his ideas and materials for my own class. The overall goal of the Application Project is simple: Find a real-world problem that can be solved using linear algebra, and then solve it. At the end of the two weeks, teams submitted a 3–5 page project proposal in which they formally stated their team members, stated the problem or problems they intended to solve, gave some background on the problem, brainstormed ways they intended to approach their problem and resources they might use, and set goals for a status report they were required to give a little later in the course.
The biggest problem was (and has always been) teams declaring a problem that was either too general, too simple, or already taken by another team. About three weeks into the project (and three weeks from the end of the semester) teams submitted a progress report intended to catch me up to speed on their work and show that they’d met the goals they set for themselves in the proposal.
I’m a big believer that if you are going to do interesting work, the results of it need to be displayed in public. For fun and a little extra credit, I also had a balloting station open where visitors could vote for their favorite project in three categories: Most Attractive Poster, Most Interesting Topic, and Most Sophisticated Use of Mathematics. Poster from one of the traffic flow groups who learned as much about local government as they did about linear algebra.
On the final exam, I asked students what was the most interesting thing they did or saw in the entire course, and the vast majority said the application project.

Application Projects are hard, fun, and an awesome learning experience for students whose shelf life far exceeds the date of the final exam for the course.
This entry was posted in Linear algebra, Math, Teaching and tagged Application projects, Linear algebra, Poster projects. I am a mathematician and educator with interests in cryptology, computer science, and STEM education.
The Chronicle Blog Network, a digital salon sponsored by The Chronicle of Higher Education, features leading bloggers from all corners of academe.
It took this bundled approach and went after what I would call the lowa€‘hanging fruit at first. Recall that backward design is a three-stage process, in which you as a teacher first identify your desired results for a class, then determine what would count as evidence that your students did or did not reach those results, and finally, design your learning experience around your desired results and evidence.
Even now, as I prep for the upcoming semester, I am tempted to focus on what I want my students to read, rather than what I want my students to understand.
I trust (hope?) that I am not the only one who needs gentle reminders about the value of designing curriculum around understanding. I’ll explore the idea of uncoverage more fully in a future ProfHacker post, but for now think of uncoverage as the opposite of coverage.
Templeton is the Anne Morrison Chapman Distinguished Professor of International Study and an associate professor of English at Converse College. Houston is an associate professor of English at the University of Massachusetts Lowell and a personal productivity coach for academics and professionals. For classes in labs where installing software is tricky, there’s also a web-based version in beta that worked fairly well for me. What I particularly like about Scratch from a programming perspective is how the tool doesn’t obscure the logic of the code. As the platform is primarily education-focused, the ScratchED resources reflect both the strong history of Scratch in K-12 and after school programs and some of the uses in higher education. Create and edit ALL Microsoft® Office document, spreadsheet, and presentation formats, as well as view PDF files, on the go. The university has already endured a 33-percent budget reduction from the state, with more cuts likely as Washington faces a familiar-sounding $2.6 billion budget gap. This would turn a cruel experiment of questionable value into a case of blatant academic fraud. Fridlund, an associate professor of psychology at the University of California at Santa Barbara, found the argument persuasive, and one detail stood out.
Presumably, a more cognitively developed child would be easier to condition and the results would have greater generality. The authors write about the baby’s mother, Arvilla, who was a wet nurse at the hospital. In January UH was ranked as a Tier One research university by the Carnegie Foundation for the Advancement of Teaching, and in March UH earned the distinction as one of the nation’s best institutions for undergraduate education by The Princeton Review.
I’ve modified the process and the workflow over the last few years, but the whole experience is largely the same as when I first started, and I’ve started using Application Projects not only in linear algebra but in any 200- or 300-level course I teach that has an applied slant to it, including discrete math and my cryptography course coming up in January 2014. The only stipulations are (1) the problem has to be significantly more in-depth than a simple homework problem, (2) the problem has to be small enough that it can be completed in 6–8 weeks, and (3) the problem has to involve real-world situations or — very preferably — real data. The purpose of the proposal was to make sure students had clarified in their own minds what they were going to do and what their goals were for the next three weeks. So the heart of the application project is a poster session that took place on the next-to-last day in class.
During each shift, one team member was responsible for being at the table to host any visitors while the other member(s) circulated through all the other posters and asked questions of the people “on duty” there. The students who were not on duty at their poster were responsible for grading the presentations they visited, using the rubric.
The whole project was worth 80 points and between 15% and 25% of their semester grade — students got to choose how much they wanted it to count within that range. They pick one basic linear algebra topic and go deep with it, which is helpful because we have to cover so much in the course, sometimes it can lead to shallow understanding. The biggest example of this was from two of the teams using linear systems to model traffic flow through city streets. Several teams chose problems related to Markov chains, and during the poster sessions we had great Q&A about steady-state vectors, stochastic matrices, and so on. As far as I am concerned, they’re a permanent feature of any application-friendly class at the sophomore level or above I teach from now on. I am affiliated with the Mathematics Department at Grand Valley State University in Allendale, Michigan. So as you think about the college experience, what are the things that are most at risk in the traditional college experience today and what potentially are least at risk in the traditional college experience? Leta€™s recognize that when we are speaking about more students participating in the post-secondary sector, ita€™s not the kids who are coming from Beverly Hills 90210. The block-based code structure is drag and drop, but most of the fundamental structures are available. As a result, the university is looking for greater flexibility with regard to tuition and financial management. One of the longstanding mysteries about the experiment, the identity of Little Albert, was apparently solved in 2010 by Hall P.
The entire experiment, then, would be a case of a researcher terrifying a sick baby for no valid scientific reason (not that using a healthy baby would have been ethically hunkydory). According to the official story, Merritte had died in 1925 after contracting hydrocephalus as the result of a bout of meningitis in 1922.
The reactions, Fridlund thought, were those of a baby with neurological problems and perhaps poor vision. Merritte was a very ill infant who, perhaps because of the hydrocephalus he had had since birth, couldn’t see well and, according to his relatives, never learned to walk or talk.
According to Watson and Rayner (1920), Albert was chosen because he was “stolid and unemotional” (p.

Because wet nurses were of low social status, and because she worked for the institution itself, she may have felt unable to turn down a request for her baby to be used in Watson’s experiment. Linear algebra, for me, is the cornerstone of a modern mathematics education precisely because its concepts and its mechanics lie at the heart of so much real-world stuff — from web search algorithms to scheduling problems to computer graphics and many other areas.
Around week 6 of the semester, I introduced the Application Project and had students form into teams of 2 or 3 to start researching potential problems. So I had a sense all along the timeline of how teams were doing, and the built-in accountability throughout the process helped keep teams on track.
I showed students the blog post from Derek along with some photos from past poster presentations to give them an idea of what a poster is and what a poster session is like, and I gave them this web site for ideas and guidelines on how to make good posters.
Students were asked to develop a 3-minute “elevator pitch” for their project — something that would communicate the gist of their project in a quick way to an average person. I spent about 4–5 minutes at each station asking questions or listening in to people’s presentations and grading them on the fly, and doubled the points from the student rubric. This year I had a first — a single project that won, actually dominated is a better word for it, in all three categories.
This is a simple application in the book, and the teams took the idea and tried to apply it to an actual city street grid. Ita€™s the schools that Ia€™m working in right now, where the participation rates are extremely low and the parents are working adults.
Playing with Scratch reminded me how powerful it is for a language that uses building block code, and made me reconsider it for introducing fundamental programming to some of my non-coders in the classroom. Public universities that have already moved in that direction include the Universities of Virginia, Michigan and Colorado at Boulder. And yet, in a typical one-semester course on linear algebra you only get to touch on a handful of applications, and those tend to be sort of domesticated.
Students were encouraged to look for problems in their textbook, from MAA publications, from professors in their major field (we had a lot of students from other disciplines taking the class for a math minor), or from library research. It turned out that six different teams ended up proposing the same problem, namely to focus on the Hill cipher and show how it could be used to encrypt and decrypt data. The poster session was scheduled for the usual class hour, but in an atrium area that joins two wings of GVSU’s science building — it’s a very public place with a high level of foot traffic. One of the challenges of the presentation is that students would have to adjust their pitch to their audience on the fly — bring it down a notch if a visitor didn’t understand the math, kick it up a notch if it’s a faculty member visiting. With this level of assessment, every student in each team had to be knowledgeable enough about the project to be able to present it well and answer questions intelligently.
Yeah, it’s a little crass to be so loose with extra credit, but it added to the fun and many students went all out for it. You can check out some of the Scratch projects by participants in the Learning Creative Learning course in this gallery (mine is here).
This is repeated multiple times until the baby starts to cry at the mere appearance of the rat, loud clang or no. He and his co-authors argued that Little Albert was Douglas Merritte, the son of a wet-nurse who worked at the Johns Hopkins University, where the experiment was carried out. If Merritte had meningitis severe enough to cause hydrocephalus, he believed, it’s doubtful the child would have survived it for so long.
Goldie, an associate professor of neurology at the University of California at Los Angeles, and had him review the tape, not telling him in advance that it was of the famous Little Albert experiment. Presumably, most parents, if given a choice, would not allow their babies to participate in an experiment in which researchers terrify them. A few years ago, I decided I wanted students to explore more than just the stock examples in the textbook, and I wanted them to do so in an authentic way that reflects real-world mathematical practice. The reason six different teams collided on this problem was that the “problem” was way too simple.
Students set up their posters around the periphery of the atrium so that anybody and everybody coming through would see them and have the chance to visit. I’d call out the shift changes every 15 minutes and team members would rotate through either being the presenter at their project or the person being presented to at someone else’s project. They spent hours on the phone with state and local transportation departments trying to get data for how much traffic flows along a street at a certain time of the day. The fear extends to other furry things like a dog and a monkey, animals that previously provoked only mild interest.
If we accept the investigators’ rationale, a concern for children prompted them to select such an impassive baby. The main information document I gave to the students is here, and there’s a list of suggested problem areas in the back of that document — not problems themselves, because I didn’t want teams just picking problems “off the rack” with no personal investment, but general areas for exploration.
Encryption and decryption with the Hill cipher is exceedingly well-understood, and if this were covered in our textbook, it would be a basic homework problem if the book treated it. Scratch provides a platform for anyone to try making animations, interactive experiments, and games. She was dependent on her employer both for her job and for the medical care of her sick baby. I had to contact all six of those teams and have them take another few days to retool their project topics. Another team just got completely stonewalled and eventually had to go out in the freezing cold with a clicker and a stopwatch and measure the traffic flow on their own.
In the book, these problems present the traffic numbers as if the data are just obviously out there and available — it glosses over the hardest problem about using math in the real world, which is the problem of incomplete information.
These students had to deal with it head-on, and I think that’s an outstanding lesson to learn when you’re in the second year of math major.
One team stuck with it and did an analysis of the Hill cipher when applied to Italian (one of the team members is fluent in Italian)— not extremely difficult but novel enough to be interesting and raise some interesting questions that can be solved with linear algebra.

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