Searching for "advising"

developmental advising

developmental advising

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Developmental-advising-definitions.aspx

Fielstein and Lammers (1992) list requisites for developmental advising:
1. To improve study skills
2. To plan courses of study
3. To improve interpersonal skills
4. To understand their own values
5. To explore career options

O’Banion’s (1972) key elements of academic advising:

1. Exploration of life goals
2. Exploration of vocational goals
3. Program choice
4. Course choice
5. Scheduling courses

Creamer and Creamer (1994) offer a conceptual framework for developmental advisors:

1. Setting career and life goals
2. Building self-insight and esteem
3. Broadening interests
4. Establishing meaningful interpersonal relationships
5. Clarifying personal values and styles of life,
6. Enhancing critical thinking and reasoning

Student Advising Technology

Penn State Adopts New Student Advising Technology

Pennsylvania State University will start using Starfish by Hobsons enterprise software to identify and assist at-risk students in real time. By Michael Hart 12/15/15

https://campustechnology.com/articles/2015/12/15/penn-state-adopts-new-student-advising-technology.aspx

“Advising is not just about selecting classes or checking on degree requirements,” said Penn State Executive Vice President and Provost Nicholas Jones. “It involves a sustained conversation that enables students to understand and articulate how the many pieces of their education come together as a whole.”

 

teaching

The Damaging Myth of the Natural Teacher

Despite decades of evidence, good teaching is still considered more art than science. That’s hurting faculty and students alike.

https://www.chronicle.com/article/the-damaging-myth-of-the-natural-teacher

Even as universities have become more bureaucratic and centrally controlled, teaching continues to operate largely independent of oversight

when she was a college administrator, before becoming a professor, she was expected to spend two to four hours a week on professional development. It was written into her job description. Her training as a faculty member, by contrast, “has all been self directed, self led, things I want to do. It’s never been part of my annual evaluation.”

At most research universities if you were publishing in pedagogy journals they would not be counted or weighted as heavily as if you were publishing in a traditional journal.

Valencia College, a community college in Central Florida that relies heavily on part-time instructors, encourages them to improve their teaching by offering certificates and pay increases for participating in 60 hours of professional development.

Some of the most notable reform efforts are coming from external funders and academic associations. The National Science Foundation, the Association of American Universities, the John N. Gardner Institute for Excellence in Undergraduate Education, the American Historical Association, the National Academies of Science, Engineering, and Medicine, and others have sponsored research and projects on teaching reform, including work on how to advance discipline-based education research.

a pilot program at Kansas to reinvent the evaluation process, as part of a multi-campus project called TEval. The new process, she says, considers seven benchmarks, including course planning, class climate, and evidence of student learning. Teaching reviews consider, for example, how well course content is aligned with the curriculum, whether a faculty member is involved in scholarship about pedagogy, and how much time they spend advising and mentoring students. Departments are also encouraged to develop “peer triads,” in which small groups of faculty members whose coursework is related meet regularly to talk about their teaching and course design.

He and his peers were heavily involved in pedagogical innovation on campus, including the Center for Project Based Learning and discipline-based education research.

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More on teaching in this blog
https://blog.stcloudstate.edu/ims?s=teach

Tech Cycle AR VR

Defining a Tech Cycle and Where Augmented Reality and Virtual Reality Stand

Defining a Tech Cycle and Where Augmented Reality and Virtual Reality Stand

we have started a new tech cycle, with the combination of augmented realityvirtual reality, and artificial intelligence.

tech cycle definition:
A tech cycle is usually a 30-35 year-long period that begins with the early commercialization of a group of technologies and ends with the mass adoption and daily use of the technologies by consumers, businesses and organizations.

Predictions For the XR Tech Space
Some predict the rise of AR glasses, leading to the death of smartphones. Others dream of a future where VR replaces the need to go to a physical office, with most meetings taking place in virtual environments. AI will come to life with AI-controlled avatars participating in VR worlds and advising as our own AR advisors and consultants.

We are still in the early innings of this tech cycle, we are looking at the beginning of the adoption of AR, VR, and AI (mass adoption is quite a few years out). This inevitable future has been accelerated by COVID-19, as many have turned to virtual reality and augmented reality as ways to socialize while keeping a social distance.

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https://blog.stcloudstate.edu/ims/2021/03/25/apple-headset/

academia and pandemic

Faculty Members Fear Pandemic Will Weaken Their Ranks

APRIL 09, 2020

https://www.chronicle.com/article/Faculty-Members-Fear-Pandemic/248476

Covid-19 is being described as both a crisis and an opportunity for higher education. But how “opportunity” is defined depends on where one stands in the academic hierarchy. While some hope the pandemic provides a chance to reverse troubling trends toward the adjunctification and casualization of academic labor, administrators may see it as a different sort of opportunity, to realign institutional priorities or exert greater authority over their faculties.

statement by the Tenure for the Common Good group offers 20 recommendations for administrators, including that they “resist using the current crisis as an opportunity to exploit contingency further by hiring more contingent faculty into precarious positions.”

As faculty members are asked to take on greater teaching, advising, and administrative responsibilities, faculty development and retention “will be more important to institutional resilience — survival — than ever before,” Kiernan Mathews, executive director and principal investigator of the Harvard Graduate School of Education’s Collaborative on Academic Careers in Higher Education, wrote on Twitter.

To DePaola, the pandemic doesn’t pose new problems to academe as much as it magnifies existing ones. “Everything was held together with gum and paper clips, and coronavirus came and just sort of knocked it all down at once,” DePaola said. “I think none of the crises that this virus is causing are new. They’re just accelerated greatly. And the contradictions of the system are heightened all at once for people to see.”

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The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus

https://osf.io/6kuet/

2020-04-11

Beginning in March 2020, many universities shifted to on-line instruction to slow the spread of the novel coronavirus, and many now face the difficult decision of whether and how to resume in-person instruction. This article uses complete transcript data from a medium-sized residential American university to map the two-node network that connects students and classes through course enrollments. We show that the enrollment networks of the university and its liberal arts college are “small-world” networks, characterized by high clustering and short average path lengths. In both networks, at least 98% of students are in the main component, and most students can reach each other in two steps. Removing very large courses slightly elongates path lengths, but does not disconnect these networks or eliminate all alternative paths between students. Although students from different majors tend to be clustered together, gateway courses and distributional requirements create cross-major integration. We close by discussing the implications of course networks for understanding potential epidemic spread of infection on university campuses.

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Higher ed trends 2020 educause

Higher Education’s 2020 Trend Watch & Top 10 Strategic Technologies

D. Christopher Brooks  Mark McCormack  Ben Shulman Monday, January 27, 2020

https://library.educause.edu/resources/2020/1/higher-educations-2020-trend-watch-and-top-10-strategic-technologies

https://www.educause.edu/ecar/research-publications/higher-education-trend-watch-and-top-10-strategic-technologies/2020/introduction

Top 10 Strategic Technologies

    1. Uses of APIs
    2. Institutional support for accessibility technologies
    3. Blended data center (on premises and cloud based)
    4. Incorporation of mobile devices in teaching and learning
    5. Open educational resources

Technologies for improving analysis of student data

    1. Security analytics
    2. Integrated student success planning and advising systems
    3. Mobile apps for enterprise applications
    4. Predictive analytics for student success (institutional level)

At least 35% of institutions are tracking these five technologies in 2020: Support for 5G; Wi-Fi 6 (802.11 ax, AX Wi-Fi); Identity as a Service (IDaaS); Digital microcredentials (including badging); Uses of the Internet of Things for teaching and learning; and Next-generation digital learning environment

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more on educause in this IMS blog
https://blog.stcloudstate.edu/ims?s=educause

embedded librarian

Bedi, S., & Walde, C. (2017). Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects. College & Research Libraries, 78(3), undefined-undefined. https://doi.org/10.5860/crl.78.3.314
As collections become increasingly patron-driven, and libraries share evolving service models, traditional duties such as cataloguing, reference, and collection development are not necessarily core duties of all academic librarians.1
Unlike our American colleagues, many Canadian academic librarians are not required to do research for tenure and promotion; however, there is an expectation among many that they do research, not only for professional development, but to contribute to the profession.
using qualitative inquiry methods to capture the experiences and learning of Canadian academic librarians embedded in collaborative research projects with faculty members.
The term or label “embedded librarian” has been around for some time now and is often used to define librarians who work “outside” the traditional walls of the library. Shumaker,14 who dates the use of the term to the 1970s, defines embedded librarianship as “a distinctive innovation that moves the librarians out of libraries [and] emphasizes the importance of forming a strong working relationship between the librarian and a group or team of people who need the librarian’s information expertise.”15
This model of embedded librarianship has been active on campuses and is most prevalent within professional disciplines like medicine and law. In these models, the embedded librarian facilitates student learning, extending the traditional librarian role of information-literacy instruction to becoming an active participant in the planning, development, and delivery of course-specific or discipline-specific curriculum. The key feature of embedded librarianship is the collaboration that exists between the librarian and the faculty member(s).17
However, with the emergence of the librarian as researcher… More often than not, librarians have had more of a role in the literature-search process with faculty research projects as well as advising on appropriate places for publication.
guiding research question became “In what ways have Canadian academic librarians become embedded in faculty research projects, and how have their roles been transformed by their experience as researchers?”
Rubin and Rubin20 support this claim, noting that qualitative inquiry is a way to learn about the thoughts and feelings of others. Creswell confirms this, stating:
Qualitative research is best suited to address a research problem in which you do not know the variable and need to explore. The literature might yield little information about the phenomenon of study, and you need to learn more from participants through exploration. [Thus] a central phenomenon is the key concept, idea, or process studied in qualitative research.21
eight participants
As Janke and Rush point out, librarians are no longer peripheral in academic research but are now full members of investigative teams.30 But, as our research findings have highlighted, they are making this transition as a result of prior relationships with faculty brought about through traditional liaison work involving collection development, acquisitions, and information-literacy instruction. As our data demonstrates, the extent to which our participants were engaged within all aspects of the research process supports our starting belief that librarians have a vital and important contribution to make in redefining the role of the librarian in higher education.
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Carlson, J., & Kneale, R. (2017). Embedded librarianship in the research context: Navigating new waters. College & Research Libraries News, 72(3), 167–170. https://doi.org/10.5860/crln.72.3.8530
Embedded librarianship takes a librarian out of the context of the traditional
library and places him or her in an “on-site” setting or situation that enables close coordination and collaboration with researchers or teaching faculty
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Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal of Library and Information Services in Distance Learning, 11(1–2), 158–174.
Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly, 36(2), 138–149.

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more on embedded librarian in this IMS blog
https://blog.stcloudstate.edu/ims?s=embedded

Reimagining Minnesota State

Reimagining Minnesota State 

Monday, January 14, 2019

10:00 a.m. – 12:00 p.m.

Session 2: The Digital Age: The Impact and Future Possibilities Offered by Data and Technology

Thank you for registering to participate in the second Reimagining Minnesota State forum. The Forums have been designed to spark not only individual reflection but what we hope can serve as catalysts for discussions in a variety of venues. The Forum will be recorded and available for viewing on the Reimagining website.

Below are the directions whether you are attending in person or by live stream.

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notes Plamen Miltenoff

John O’Brien, President and CEO of EDUCAUSE

http://www.minnstate.edu/board/reimagining/docs/PDF_Final-Final-Minnesota-State-OBrien-Remarks-011319.pdf

from ad hoc to systemic institutional innovations

ask Rachel for the two books announced

Bryan Mark GIll AR library tour

Bryan Rachel OER “visit”

Catherine Haslag: Is there any research to show students retention in an online class vs a face-to-face course?

the challenge is not collecting, but integrating, using data.

silos = cylinder of excellence.

technology innovation around advising. iPASS resources.

adaptive learning systems – how students advance through the learning process.

games and simulations Bryan Mark Gill. voice recognition,

next 3 to 5 years AR. by 2023 40% with AR and VR

AI around the controversial. Chatbot and Voice assistants.

Unizin: 13 founding members to develop platform, Canvas, instructional services, data for predictive analytic, consistent data standard among institutions,

University innovation Alliance. Analytics as the linchpin for students’ success. graduation rates increase. racial gap graduation. Georgia State.

digital ethics. Mark Gill and Susana Nuccetelli. digital ethics: Susana Nuccetelli brought her students from the Philosophy Dept to Mark Gill’s SCSu Vizlab so we can discuss ethics and AI, last semester. jobrien@educause.edu

Tiffany Beth Mfume

http://www.minnstate.edu/board/reimagining/docs/Mfume-Minnesota.State.1-14-2019.pdf

assistant vice president for student success and prevention Morgan State U

the importance of training in technology adoption

Dr. Peter Smith, Orkand Endowed Chair and Professor of Innovative Practices in Higher Education at University of Maryland University College 

social disruption, national security issue,
Allan Taft Candadian researcher, 700 hours / year learning something. 14 h/w.
learners deserve recognition
free range learning.
how do we get a value on people from a different background? knowledge discrimination. we value it on where they learned it. then how you learned it and what you can do with it. talent and capacity not recognized.

we, the campus, don’t control the forces for a very first time. MIT undergrad curricula is free, what will happen. dynamics at work here. declining student numbers, legislation unhappy. technology had made college more expensive, not less. doing the right thing, leads to more disruption. local will be better, if done well. workplace can become a place for learning.
learning is a social activity. distance learning: being on the farthest raw of 300 Princeton lecture. there is a tool and there is people; has to have people at the heart.
what will work not only for MN, but for each of the campuses, the personalization.

staying still is death.

Panel discussion

what is the role of faculty in the vendor and discussions about technology. a heat map shows that IT people were testing the vendor web site most, faculty and student much less.

 

ELI Annual Meeting 2019

ELI Annual Meeting 2019

https://events.educause.edu/eli/annual-meeting/2019/programs-and-tracks

  • What new kinds of leadership are required for this new teaching and learning landscape?
  • What are the best methods and techniques that promote innovation and creative thinking to support student learning?
  • What new educational technologies seem most promising?
  • What role should data and analytics play, and what are the trade-offs between analytics and privacy?
  • How can we best determine the efficacy of our learning innovations and technologies?
  • What learning spaces and environments best promote active learning

2019 ELI Annual Meeting Tracks

  • Accessibility and Universal Design for Learning (UDL)
  • Analytics: Privacy, Learning Data, Student Advising, and Interventions
  • Digital and Information Literacy
  • Faculty Development and Engagement
  • Innovation in Instructional Design and Course Models
  • Leadership and Academic Transformation
  • Learning Efficacy: Impact Evaluation, Learning Research and Science
  • Learning Environments and Spaces
  • Learning Horizons: Emerging Technology, Ground-Breaking Practices, and Educational Futures
  • Open Education
  • Student Success

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