New Faculty Majority - The National Coalition for Adjunct & Contingent Equity NFM knows that you want to find solid solutions to crises ranging from fiscal drought to remediation. You are looking for expertise that can help you devise sound higher education policies that benefit colleges, communities, and the country as a whole. NFM helps policymakers to understand how the exploitation of contingent faculty is an unacceptable, and, ultimately unsuccessful, strategy for decreasing college costs, preparing students to join the workforce, or ensuring the integrity of American higher education. By engaging with NFM, policymakers fulfill their responsibility to respect and represent ALL of the citizens who teach and study in American institutions of higher education. CO State Rep Randy Fisher on Legislation He Sponsored to Give NTT Faculty Enforceable Contracts
National Association for the Education of Young Children Back to School Ira talks with Paul Tough, author of the new book How Children Succeed, about the traditional ways we measure ability and intelligence in American schools. They talk about the focus on cognitive abilities, conventional "book smarts." They discuss the current emphasis on these kinds of skills in American education, and the emphasis standardized testing, and then turn our attention to a growing body of research that suggests we may be on the verge of a new approach to some of the biggest challenges facing American schools today. Paul Tough discusses how “non-cognitive skills” — qualities like tenacity, resilience, impulse control — are being viewed as increasingly vital in education, and Ira speaks with economist James Heckman, who’s been at the center of this research and this shift.
National Center for Postsecondary Research (NCPR) Teachers College Led by researchers from MDRC, NCPR is evaluating learning communities, in which groups of students enroll together in two or more courses. The evaluation is being conducted at six community colleges around the country, with some colleges' programs focused on developmental math, others focused on developmental English or reading, and one with a career focus. These courses are linked with student success courses, other developmental courses, or college content courses in different configurations across the sites. Transcript-level data are being used to evaluate the impact of assigning students to a learning community, using a number of outcome measures that include progress through developmental education, credit accumulation, and persistence. Study intake began in mid-2007 and was completed in September 2009.
Why students need more than 'grit' Recently, “grit” has received growing attention from educators and others as the critical ingredient to academic success. Given our nation’s admiration for the rugged individual, it is understandable why we choose to glorify guts and grit. However, it is less clear why the idea has become such a popular explanation for success in education. University of Pennsylvania psychologist and McArthur genius awardee Angela Lee Duckworth has convincingly argued that grit is a measurable trait that predicts student achievement. She has also suggested that all students can learn to acquire grit.
bell hooks Urges "Radical Openness" in Teaching, Learning (The Council Chronicle, Sept. 04) When bell hooks writes about "education as the practice of freedom," she's "talking about that quality of education that is enabling and empowering and that allows us to grow." She adds, "The heart of education as a practice of freedom is to promote growth. It's very much an act of love in that sense of love as something that promotes our spiritual and mental growth."
What is PBL? Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. In Gold Standard PBL, Essential Project Design Elements include: Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.
New study yields instructive results on how mindset affects learning Stanford Report, February 7, 2007 When psychology Professor Carol Dweck was a sixth-grader at P.S. 153 in Brooklyn, N.Y., she experienced something that made her want to understand why some people view intelligence as a fixed trait while others embrace it as a quality that can be developed and expanded. Dweck's teacher that year, Mrs. Wilson, seated her students around the room according to their IQ. The girls and boys who didn't have the highest IQ in the class were not allowed to carry the flag during assembly or even wash the blackboard, Dweck said.
Mindset, Strengths, and Lasting Hope: An event hosted by Academic First Year Experiences at California State University, Northridge A Summer 2013 Workshop for U100 Faculty with Nyla Dalferes and Erin Delaney University 100 faculty members Erin Delaney and Nyla Jolly Dalferes presented this summer workshop on mindset, StrengthsQuest, and lasting hope in July 2013. The focus was on using principles of positive psychology in University 100 classes to build student confidence and to enable students to succeed at the university. Though it's not possible to sum up the workshop adequately after the fact, you can still learn from the materials that Erin and Nyla provided; they are listed below under "Resources." Erin introduced the work of Carol Dweck with a compilation of materials centered on "Encouraging a Growth Mindset in the Classroom."
The Sad Death Of An Adjunct Professor Sparks A Labor Debate Adjunct professors at Duquesne University in Pittsburgh are trying to unionize. The death of a longtime, part-time employee has put the debate in a larger forum. Ronald Woan/Flickr The death of a long-time, part-time professor in Pittsburgh is gathering the attention of instructors nationwide. National Union of Teachers - NUT bell hooks "Teaching to Transgress" (amazon.com)