Archive of ‘teaching’ category

academic freedom

What is academic freedom?

there is too little understanding of what academic freedom means. It is not absolute and it is not the simple equivalent of “freedom of speech.” All citizens have, or should have, the latter, but only individuals who have specified educational and professional qualifications are entitled to academic freedom within universities. In the words of the Canadian Association of University Teachers (CAUT), they are granted the “freedom to teach and discuss; freedom to carry out research and disseminate and publish the results thereof; freedom to produce and perform creative works; freedom to engage in service to the institution and the community; freedom to express one’s opinion about the institution, its administration, and the system in which one works.”

teaching age social media

Teaching in the age of social media

Engaging with students – both inside and outside the classroom – who are continually linked in to social media and online devices presents a range of opportunities, challenges and pitfalls.

By DAVID SMITH | April 5, 2017
More and more of our public, private and professional lives are migrating online. There is little doubt that social media will infiltrate every aspect of our day-to-day existence. If used effectively, online tools are revolutionary for communicating and stimulating important conversations.

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more on use of technology in the classroom in this IMS blog
http://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
more on teaching with social media in this IMS blog
http://blog.stcloudstate.edu/ims?s=teach+social+media 

learning out of comfort zone

Learning Outside Your Comfort Zone

By:  March 22nd, 2017

http://www.facultyfocus.com/articles/teaching-professor-blog/learning-outside-comfort-zone

When we learn something outside the comfort zone, we attempt to acquire knowledge or skills in an area where we’re lacking. Part of the discomfort derives from learning something we anticipate will be difficult. We have no idea how to do it, or we think it requires abilities we don’t have or have in meager amounts. Moreover, poor performance or outright failure lurk as likely possibilities.

I wonder if learning outside the comfort zone isn’t especially difficult for faculty. Theoretically, it shouldn’t be. We’ve devoted years to learning, but most of what we know resides in one area. We’re experts at learning more about what we already know and love. And we’re used to having our learning expertise recognized—by students, colleagues, and sometimes even at home. However, plop us down in a discipline unlike our own, task us with learning a skill we don’t have, and suddenly, we look and act exactly like our students. And that’s the very reason this kind of learning has all sorts of positive implications for teaching. It’s good every now and then to be reacquainted with feeling stupid.

learning out of comfort zone

My note. Eventually, I had to tell a [already departured] library director: it is better to throw stones in the swamp of mediocrity then to sink slowly into it. To the objection of my colleague that throwing stones does NOT improve the situation, I could only say: making ripples until someone more diplomatic will draw the attention means more then just slowing sinking into the swamp of mediocrity. That swamp is determined by the inability / unwillingness of faculty the leave their comfort zone.

In regard to the teacher, who has students memorize and recite a poem – I will never forget Herr Klenske, who made us memorize in 10th grade of high school “Erlkoening” (http://ingeb.org/Lieder/werreite.html). It made us hate him as much, as now I, at least, appreciate his unique approach to fostering to high school students persistence and will.

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more about learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=learning

student engagement

Three Ways to Engage Students In and Outside the Classroom

By:  March 20th, 2017 

http://www.facultyfocus.com/articles/effective-teaching-strategies/three-ways-engage-students/

Get real

realistic role-plays are primarily designed to be problem-solving exercises.

See a show

Breathe fire

Breathing life into concepts is the hallmark of effective teaching.

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more on students engagement in this IMS blog:
http://blog.stcloudstate.edu/ims?s=students+engagement

Koch brothers and higher ed

Here are some excerpts regarding Koch brothers’ attempts to influence higher education:

http://www.dailykos.com/story/2013/8/9/1230049/-Koch-Brothers-Influence-Peddling-Is-Your-Alma-Mater-on-the-List

The Charles G. Koch Foundation offered to give the university $1.5 million to hire two assistant professors and fund fellowships and undergraduate curriculum on free-enterprise topics.

“In exchange for his ‘gift,’ the donor got to assign specific readings, select speakers brought to campus and instruct them with regard to the focus of their lectures, shape the curriculum with new courses and specify the number of students in the courses, name the program’s director, and initiate a student club.”

How the Koch Brothers Are Influencing U.S. Colleges

The most notable difference: While some of Soros’ higher education grants go to programs aligning with his domestic policy priorities, the majority are focused overseas, tax records show.

Spreading the Free-Market Gospel

What’s new and interesting about the Koch brothers’ approach to funding academics

DAVE LEVINTHAL

https://www.theatlantic.com/education/archive/2015/10/spreading-the-free-market-gospel/413239/

It is well-known that the Kochs’ network has invested hundreds of millions of hard-to-track dollars in conservative political nonprofits that influence elections. The brothers, who earned theirbillions leading private oil, chemical, and manufacturing conglomerate Koch Industries Inc., were dominant forces in recent election cycles
The Kochs educational giving, while rarefied, isn’t the most abundant in the United States. Gordon Moore, the co-founder of Intel, with his wife Betty, this year pledged $100 million to the California Institute of Technology—and offered to let the school to spend it as it sees fit.
At the College of Charleston in South Carolina, for example, documents show the foundation wanted more than just academic excellence for its money. It wanted information about students it could potentially use for its own benefit

Among the proposed conditions: Teachings must align with the libertarian economic philosophy of Charles Koch, the Charles Koch Foundation would maintain partial control over faculty hiring and the chairman of the school’s economics department—a prominent economic theorist—must stay in place for another three years despite his plans to step down.

Florida State University ultimately didn’t agree to the initial requests when, in 2008, it reached a funding agreement with the foundation. It’s also tightened and clarified policies that affect private donors’ contributions to the university.

To Charles Koch, Universities Are Propaganda Machines

charter schools

Just What IS A Charter School, Anyway?

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more on charter schools in this IMS blog
http://blog.stcloudstate.edu/ims?s=charter+schools

Alternative Education

‘Alternative’ Education: Using Charter Schools to Hide Dropouts and Game the System

School officials nationwide dodge accountability ratings by steering low achievers to alternative programs. In Orlando, Florida, the nation’s tenth-largest district, thousands of students who leave alternative charters run by a for-profit company aren’t counted as dropouts.

This story was co-published with USA Today.

https://www.propublica.org/article/alternative-education-using-charter-schools-hide-dropouts-and-game-system

Accelerated Learning Solutions (ALS), a more than $1.5 million-a-year “management fee,” 2015 financial records show — more than what the school spends on instruction.

alternative schools at times become warehouses where regular schools stow poor performers to avoid being held accountable.

Concerns that schools artificially boosted test scores by dumping low achievers into alternative programs have surfaced in connection with ongoing litigation in Louisiana and Pennsylvania, and echo findings from a legislative report a decade ago in California. The phenomenon is borne out by national data: While the number of students in alternative schools grew moderately over the past 15 years, upticks occurred as new national mandates kicked in on standardized testing and graduation rates.

The role of charter alternative schools like Sunshine — publicly funded but managed by for-profit companies — is likely to grow under the new U.S. Secretary of Education, Betsy DeVos, an ardent supporter of school choice. In her home state of Michigan, charter schools have been responsible in part for a steep rise in the alternative school population. She recently portrayed Florida as a national model for charters and choice.

No Child Left Behind was supposed to improve educational outcomes for students long overlooked — including those who were black, Hispanic and low-income.

Nationwide, nearly a third of the alternative-school population attends a school that spends at least $500 less per pupil than regular schools do in the same district. Forty percent of school districts with alternative schools provide counseling services only in regular schools. Charter alternative schools — both virtual and bricks-and-mortar — in Ohio, Georgia and Florida have been accused of collecting public money for students who weren’t in classes.

Orlando schools are not unique in using alternative programs to remove struggling students from traditional classrooms. As far back as 2007, a legislative report in California warned that the state’s accountability system allowed traditional schools to shirk responsibility for low-performing students by referring them to alternative schools. The state is currently reviewing its standards for alternative schools.

Companies running schools in this niche often save costs by relying on computer programs that reduce the need for credentialed teachers. The market can be lucrative: As enrollment grew, ALS’ management fees from the schools it operates in Orange County more than doubled from $2.5 million in the 2012 school year to $5.4 million in 2015. The company says the fees pay for back-office services, such as human resources, as well as school-based support for areas such as curriculum, reading, math, security, and professional development.

The company’s affiliate — the controversial Nashville-based Community Education Partners, or CEP — contracted with school districts to serve students with behavior problems. The company, founded by a lawyer and Republican Party operative named Randle Richardson, ran schools for students who had committed disciplinary violations in cities such as Atlanta, Philadelphia, Houston and Orlando for more than a decade. Critics called CEP’s schools prison-like and dangerous, and charged that their academics were sub-par.

 

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more on charter schools in this blog
http://blog.stcloudstate.edu/ims?s=charter+schools

secretary of education

Statement by the Association of Pennsylvania State College and University Faculties

APSCUF is proud to be a founding member of the Campaign for the Future of Higher Education.

Posted by Association of Pennsylvania State College and University Faculties on Monday, January 30, 2017

http://futureofhighered.org/wp-content/uploads/2012/09/CFHE-statement-on-DeVos-final.pdf 

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more on higher ed admin in this blog:
http://blog.stcloudstate.edu/ims?s=edad 

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