Archive of ‘teaching’ category
Humanities need convincing data to demonstrate their value, says expert
Humanities scholars have always been good at conveying the importance of their work through stories, writes Paula Krebs for Inside Higher Ed, but they have been less successful at using data to do so. This need not be the case, adds Krebs, who recounts a meeting with faculty members, local employers, and public humanities representatives to discuss how to better measure the impact of a humanities education on graduates. Krebs offers a list of recommendations and concrete program changes, such as interviewing employers about their experiences with hiring graduates, that might help humanities programs better prepare students for postgraduate life.
Academica Group <email@example.com>
Adding Good Data to Good Stories
a list of the skills that we think graduates have cultivated in their humanities education:
- Critical thinking
- Communications skills
- Writing skills, with style
- Organizational skills
- Listening skills
- Cultural competencies, intercultural sensitivity and an understanding of cultural and historical context, including on global topics
- Empathy/emotional intelligence
- Qualitative analysis
- People skills
- Ethical reasoning
- Intellectual curiosity
As part of our list, we also agreed that graduates should have the ability to:
- Meet deadlines
- Construct complex arguments
- Provide attention to detail and nuance (close reading)
- Ask the big questions about meaning, purpose, the human condition
- Communicate in more than one language
- Understand differences in genre (mode of communication)
- Identify and communicate appropriate to each audience
- Be comfortable dealing with gray areas
- Think abstractly beyond an immediate case
- Appreciate differences and conflicting perspectives
- Identify problems as well as solving them
- Read between the lines
- Receive and respond to feedback
Then we asked what we think our graduates should be able to do but perhaps can’t — or not as a result of anything we’ve taught them, anyway. The employers were especially valuable here, highlighting the ability to:
- Use new media, technologies and social media
- Work with the aesthetics of communication, such as design
- Perform a visual presentation and analysis
- Identify, translate and apply skills from course work
- Perform data analysis and quantitative research
- Be comfortable with numbers
- Work well in groups, as leader and as collaborator
- Take risks
- Identify processes and structures
- Write and speak from a variety of rhetorical positions or voices
- Support an argument
- Identify an audience, research it and know how to address it
- Know how to locate one’s own values in relation to a task one has been asked to perform
The most comprehensive analysis of faculty and staff salaries in higher education
Find out with Chronicle Data. This interactive database gives you key data and insights on faculty, staff, and adjunct pay at more than 5,000 colleges and universities.
Explore Chronicle Data today and get:
- Industry-wide salary benchmarks and trends.
- Salary comparisons by institution, state, and gender.
Historical pay data spanning more than a decade.
Using Rubrics as a Defense Against Grade Appeals
Sydney Fulbright, PhD,
Rubrics provide the criteria for assessing students’ work. Giving students the rubric along with the assignment can clarify the instructor’s expectations. A rubric allows for much quicker, fairer, and more transparent grading. After an instructor grades 30 essays, fairness can become secondary to exhaustion. Following the rubric takes less time, and doing so allows grading the first essay to look exactly like grading the last essay. Students will be less likely to say, for example, “She got a 3 on this section, and I got a 2 for almost the same content.”
more on rubrics in this IMS blog:
7 Qualities That Promote Teacher Leadership in Schools
Free Webinar: Create and Deploy Training in 10 Minutes…Without an LMS!
Join us on Wednesday, March 9, 2016 10:00 AM – 11:00 AM EST for another great E-Learning 2.0 webinar.
Register here: http://bit.ly/1Scfhdi
In this webinar, you’ll learn about how some businesses are turning to a new breed of training product called LearnBolt to meet their in the moment training needs. LearnBolt is a Learning Development and Delivery System(LDDS) that makes it quick and easy to collect and curate content, organize it, and then immediately push it to the learners all through mobile devices. There will be a live demonstration of the application and discussion on how to make your training development and delivery a more dynamic and fluid process to meet the needs of todays evolving learners.
Key Topics discussed:
• Rapid training development and delivery
• SME Knowledge Mining
• Cloud-based Content Management Systems
• Bite-sized training chunks
• Mobile push learning
Presenter: Steve Albanese
Steve is Founder and CEO of LearnBolt. With over 20 years of building EdTech products and service based businesses, Steve brings valuable experience in training/learning methodologies, production processes, and a deep knowledge of the latest technology and transition trends.
Register Here: http://bit.ly/1Scfhdi
7 Ways to Improve Professional Learning in the 21st Century
More on use of badges in this blog:
Ten Teaching Trends from the Innovating Pedagogy Report
Ten Teaching Trends from the Innovating Pedagogy Report
The 2015 Innovating Pedagogy Report proposes ten innovations that explore ways of teaching, learning, and assessment for an interactive, engaged world.
Rubrics: An Undervalued Teaching Tool
Stephanie Almagno, PhD
Here are five different ways to apply the same rubric in your classroom.
1. A Rubric for Thinking (Invention Activity)
2. A Rubric for Peer Feedback (Drafting Activity)
3. A Rubric for Teacher Feedback (Revision Activity)
4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)
5. A Rubric for Making Grades Visible (Student Investment in Grading)
How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.
For more detailed information, go to the full version of the article: http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/
More on rubrics in this blog
For what it’s worth, here’s something I used ‘long ago’ on rubrics:
Links to information about rubrics:
The folks at TeacherVision.com weigh in on rubrics.
How to create a Rubric
The Chicago Public Schools page on writing rubrics from scratch
The Rubric Bank
The Chicago Schools again with a list of rubrics for various subject areas
Rubrics Resources – Westfield (MA) Public Schools
A links page to many other sources about using rubrics to improve instruction.
Kathy Schrock’s Guide for Educators – Assessment Rubrics
Kathy Schrock’s links listing for rubrics – examples and about them
Rubric How-To’s – MidLink’s Teacher Resource Room
Caroline McCullen’s (a multimedia teacher) page about rubrics with links to other sources on the topic
Rubrics by Bernie Dodge
The Master details how rubrics and WebQuests dovetail nicely.
An example of a web-based tool that can generate rubrics at the click of a button.
TeAch-nology.com’s Teacher Rubric Makers
Yet another example of a web-based tool that promises to generate rubrics.
The age of extremes : a history of the world, 1914-1991 /
by Hobsbawm, E. J. (Eric J.), 1917-
Published: New York : Pantheon Books, c1994.
|St. Cloud State University MC Main Collection – 2nd floor||D421 .H582 1994|
The Last Romantic
1 2 3 … 9 Next