Searching for "student success"

Teaching, Learning, and Student Success 2020 and 2021

Webinar | Teaching, Learning, and Student Success: 2020 in Retrospect and 2021 in Prospect

https://events.educause.edu/webinar/2020/teaching-learning-and-student-success-2020-in-retrospect-and-2021-in-prospect

Outcomes

  • Discuss key shifts in higher education teaching, learning, and student success in 2020
  • Consider the prospects for these domains in 2021
  • Explore the implications of these developments and prospects

Speakers:
https://members.educause.edu/bryan-alexander                https://members.educause.edu/kimberly-arnold                    https://members.educause.edu/phillip-ventimiglia                      https://members.educause.edu/alexa-wesley

Teaching and Learning + Student Success

EDUCAUSE Academic Communities: Teaching and Learning + Student Success

https://events.educause.edu/webinar/2020/educause-academic-communities-teaching-and-learning-student-success

Tuesday, February 25, 2020, at 12:00 pm,
Miller Center, MC 205, the SCSU Professional Development Room
(how to get there? https://youtu.be/jjpLR3FnBLI  )

You will receive an email from Canvas Catalog when you have been granted access to the event website. This site includes live event login details, program and speaker information, and technical requirements.

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My notes from the Adobe Connect webinar

Malcolm Brown (MB) and Kathe Pelletier (KP)campus outcomes

 

 

John Martin, UW-Madison: Interesting that “Student Success” = retention. I feel retention = org success.

Cindy Auclair: Cindy Auclair – ASU – Retention is important that goes hand in hand with well-being.

Kathy Fernandes, CSU Chico: Not sure how one would measure Becoming a Citizen? We do have public Debates, Town Hall, etc. to engage with community.

Lisa Durff: I thought of digital citizenship

assessment

Jim J – MiraCosta: “as a part of teaching and learning” is a real gray area –

Jim J – MiraCosta: We may measure all of these, but there is very little formality around “teaching and learning”

Lisa Durff: very few measure instructor satisfaction

work together

 

student success after 2017 shifts from SS and technology to SS and other issues

digital transformation

why tech adoption doesn’t equal digital transformation. article from Forbes. MB: it is not for sale, cannot buy. not a product, but deep and coordinated shifts: culture, workforce, technology.

student success

 

 

ask for EDUCAUSE Academic Communities PDF document

Malcolm Brown: 2019 Horizon Report https://library.educause.edu/resources/2019/4/2019-horizon-report

Malcolm Brown: Transforming Higher Ed blog https://er.educause.edu/columns/transforming-higher-ed

Malcolm Brown: EDUCAUSE Student Success https://library.educause.edu/topics/information-technology-management-and-leadership/student-success

https://www.educause.edu/research-and-publications/research/core-data-service

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

student success technology

The Swiss Army Knives of Student Success Technology

Drawing largely from a 2017 survey that reached over 2,200 administrators and advisors across 1,400 institutions, as well as interviews with 40 leading suppliers, Tyton Partners is soon to launch Driving Toward a Degree 2017: The Evolution of Academic Advising in Higher Education.

swiss army knives of student success technology

Based on this research, institutions using what they perceive as fully integrated solutions are more likely to feel that technology does not enhance their advising function. This contradicts the advertised benefits of integrated functionality (i.e., it eases the pain of managing multiple products). These negative views have been influenced by these institutions’ experiences with the specific products that they have adopted. Institutions using fully integrated solutions are less likely to report satisfaction with their products.
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more on academic advising and technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=advising

NYC blazes trails to prepare students for success with new social media guidelines

http://theinnovativeeducator.blogspot.com/2013/12/nyc-blazes-trails-to-prepare-students.html?m=1

While some school districts have banned the use of social media because of fears of inappropriate use and distracting students, in an unprecedented move, the New York City Department of Education (NYC DOE) has reached out to students, teachers, and parents as partners to create guidelines for the appropriate use of social media for personal and academic purposes.

The social media guidelines for employees were released nearly two years ago and include updates that incorporate feedback received from educators.

students and edtech

Are College Students Comfortable Using Edtech? Maybe Not

https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2021-08-04-are-college-students-comfortable-using-edtech-maybe-not

The survey from the College Innovation Network asked nearly 700 students enrolled at four higher ed institutions to answer questions about what online learning has been like for them during the 2020-21 academic year.

While some students haven’t had full access to computers or the internet, others have discovered that their laptops are too old or too slow to adequately handle the tools they’ve been assigned.

four key ways that people develop self-efficacy

college students were less likely to use and trust edtech tools that they don’t consider relevant, accurate or easy to use.

 

BEST COLLEGES FOR FIRST-GENERATION COLLEGE STUDENTS

THE BEST COLLEGES FOR FIRST-GENERATION COLLEGE STUDENTS

https://www.thebestcolleges.org/the-best-colleges-for-first-generation-college-students/

CORNELL UNIVERSITY

TRINITY UNIVERSITY

YALE UNIVERSITY

TEXAS TECH UNIVERSITY

COLORADO STATE UNIVERSITY

CALIFORNIA STATE UNIVERSITY SAN MARCOS

WHAT TO LOOK FOR IN PROSPECTIVE COLLEGES

Students should seek out schools that offer outreach or counseling programs to help freshmen matriculate into collegiate life. It’s more than just an enrollments numbers game.

“Students should ask themselves, ‘Do these schools care about my success?’ and ‘Is it more important for me to be admitted than to graduate?'” said Ontiveros. “Colleges should really be upfront and share information about their efforts because many students don’t know to ask these questions.”

SCSU Fulbright students

Spring 2021 series of presentations by Fulbright Students at SCSU:

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  • February, 17, 4PM

Souleymane Kassoum

Title:
Bilingual Education in Niger

Outline:
French language has been officially used in Niger since colonial rule as the only language for instruction. This monolingual instruction on the detriment of National languages negatively impacts the teaching and learning quality in public schools due to the linguistic barrier students in public school are facing. The purpose of this discussion is to shed light on the learning crisis caused by French monolingual instruction which could be solved by the introduction of national languages as languages of instruction in elementary education and French as the language of subject. The challenges of a successful implementation and generalization of French-National language education (bilingual education) are also pointed out and the discussion ends with some recommendations for applicable situations in the United States, e.g. schooling of Native American students.

Tiana Aprianti
Title:
Indonesia Education Equality and Equity

Outline:
Indonesia as an archipelago country experiences difficulties in regard to equality in education due to its geography. Lack of infrastructure leaves numerous areas isolated. Such isolation results in poor education quality to the students in remote areas. This poor quality ranges from the school infrastructure to education technology. Furthermore, the low-quality teachers also have been a concern. 94.8% of teachers in remote areas do not have a Bachelor’s degree, a legacy from the past when the teacher profession was not held in high esteem. Aging teachers and having the society respect the teaching profession, like in the United States, are issues debated in the country.


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March 24, 4PM
Ksenia Maksimova
Title:
Students at Russian vs. American Colleges and Universities. Exploring the Process of Learning and Collaboration through a Cultural len
Outline:
Please join a discussion on interaction and collaboration among students from educational systems in two different countries, the U.S. and Russia. A comparison of the specifics of Russian and American mentalities, cultures, and styles of communication, will focus on Russian and American students’ collaboration styles. The discussion will present the facilitator’s own experience and perspective to engage attendants to share their feelings and impressions.

Link to Zoom recording:
https://minnstate.zoom.us/rec/play/SSbCnB49_5_UqBRBddfFiHTYzBH_-LpOU5FUR1CqhBku5MS_kdVnDUrQdMeZ3FdCkitJOuyy3emXwAee.ccWA8V-HUKpvy8lU?_x_zm_rhtaid=961&_x_zm_rtaid=sQpouEaZTuC50jhcJSSuyg.1616618414703.63cb97b97456ee2a61b76a01b451b117&autoplay=true&continueMode=true&startTime=1616619797000

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  • April 21, 4PM
    Aminata Phoray-Musa

Title:
Sierra Leone’s School System: Does the school culture represent the culture of the people

Outline:
Please join a discussion about the educational system and culture of a West African country, Sierra Leone. The discussion will seek a comparison of the country’s culture and school structure and values compared to the ones in the United States.

Unreal Engine for students learning

Real-time technology like Epic Games’ Unreal Engine has emerged as a successful tool and resource to implement this type of teaching and learning.

Storytelling is a major component of so many professions.

use digital portfolios and our critique process by viewing a StoryMap I made using Geographic Information Systems (GIS)

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more on Unreal Engine in this IMS blog
https://blog.stcloudstate.edu/ims?s=unreal+engine

School Safety and Student Wellbeing

CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: February 12, 2019
Leveraging Technology for the Improvement of School Safety and Student Wellbeing
A book edited by Dr. Stephanie Huffman, Dr. Stacey Loyless, Dr. Shelly Allbritton, and Dr. Charlotte Green (University of Central Arkansas)

Introduction
Technology permeates all aspects of today’s school systems. An Internet search on technology in schools can generate millions of website results. The vast majority of these websites (well over 8,000,000 results for one simple search) focuses on advice, activities, and uses of technology in the classroom. Clearly teaching and learning with technology dominates the literature and conversations on how technology should or could be used in classroom settings. A search on school safety and technology can produce more than 3,000,000 results with many addressing technological tools such as video cameras, entry control devices, weapon detectors, and other such hardware. However, in recent times, cyberbullying appears to dominate the Internet conversations in references to school safety. With an increase in school violence in the past two decades, school safety is a fundamental concern in our nation’s schools. Policy makers, educators, parents, and students are seeking answers in how best to protect the physical, emotional, and social well-being of all children.

 

Objective of the Book
The proposed edited book covers the primary topic of P-12 school safety and the use of technology and technology used for fostering an environment in which all students can be academically successful and thrive as global citizens.  School safety is defined as the physical, social, and emotional well-being of children. The book will comprise empirical, conceptual and case based (practical application) research that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s well-being is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment.

 

Target Audience
The target audience is leadership and education scholars, leadership practitioners, and technology coordinators.  This book will be used as a collective body of work for the improvement of K-12 schools and as a tool for improving leadership and teacher preparation programs. School safety is a major concern for educators.  Technology has played a role in creating unsafe environments for children; however it also is an avenue for addressing the challenges of school safety

Recommended topics include, but are not limited to, the following:

Section I – Digital Leadership

  • Technology as a Climate and Cultural Transformation Tool
    • School Leadership in the Digital Age: Building a Shared Vision for all Aspects of Learning and Teaching
  • Ensuring Equity within a “One to One” Technology Framework
    • Infrastructure within Communities
    • Accessible WiFi for Low SES Students
    • Developing Culturally Responsive Pedagogy
  • Professional Development for School Leaders

Section II – Well Being

  • Social Media and School Safety: Inputs and Outputs
    • Tip lines: Crime, Bullying, Threats
    • Communication and Transparency
    • Platform for Social Justice
  • Teaching Strategies to Promote Healthy Student Interactions in Cyberspace (Digital Citizenship?)
    • Building Capacity and Efficacy, Platform to lower incidence of Cyber-Bullying, Boosting Instructional Engagement
  • Literacy and Preparedness for the Influence and Consequence of Digital Media Marketing Campaigns directed toward Children, Adolescents, and Teens.
  • Pioneering Innovative Technology Program in Curriculum: Fostering “Belonging” beyond Athletics & Arts.

Section III- Infrastructure Safety

  • Campus/Facility Safety and Security
    • Rural Schools vs. Urban Schools
    • Digital A/V Systems
    • Background Check – Visitor Registration (i.e. Raptor)
  • Network Security Systems and Protocols
    • User Filtering and Monitoring
    • Firewalls
  • Policy
    • Appropriate use policies
    • Digital Citizenship
    • Web development policy
    • Privacy
    • Intellectual Property & Copyright

Section IV – Academic Success

  • Professional Development for Classroom Teachers
    • Pedagogical Integration of Technology
    • Instructional Coaching for Student Engagement
    • Increase Rigor with Technology
    • Competence in the Blended/Hybrid/Flipped Classroom
  • Technology to enhance learning for all
    • Assistive Technology
    • Accessibility issues
    • Internet access for Low SES Students in the Blended/Hybrid/Flipped Classroom
  • Personal Learning Design
    • Differentiation for Student Efficacy
    • Strategies for Increasing Depth of Knowledge
    • Design Qualities for Enhanced Engagement

Submission Procedure
Researchers and practitioners are invited to submit on or before February 12, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the purpose, methodology, and a brief summary findings of his or her proposed chapter. Authors will be notified by March 12, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. See Edited Chapter Template. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Leveraging Technology for the Improvement of School Safety and Student Wellbeing. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager. USE THE FOLLOWING LINK TO SUBMIT YOUR PROPOSAL.  https://www.igi-global.com/publish/call-for-papers/call-details/3709

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2020.

Important Dates
February 12, 2019: Proposal Submission Deadline
March 12, 2019: Notification of Acceptance
June 12, 2019: Full Chapter Submission
August 10, 2019: Review Results Returned
August 10, 2019: Final Acceptance Notification
September 7, 2019: Final Chapter Submission

Inquiries can be forwarded to
Dr. Stephanie Huffman
University of Central Arkansas
steph@uca.edu or 501-450-5430

AI tracks students writings

Schools are using AI to track what students write on their computers

By Simone Stolzoff August 19, 2018
50 million k-12 students in the US
Under the Children’s Internet Protection Act (CIPA), any US school that receives federal funding is required to have an internet-safety policy. As school-issued tablets and Chromebook laptops become more commonplace, schools must install technological guardrails to keep their students safe. For some, this simply means blocking inappropriate websites. Others, however, have turned to software companies like GaggleSecurly, and GoGuardian to surface potentially worrisome communications to school administrators
In an age of mass school-shootings and increased student suicides, SMPs Safety Management Platforms can play a vital role in preventing harm before it happens. Each of these companies has case studies where an intercepted message helped save lives.
Over 50% of teachers say their schools are one-to-one (the industry term for assigning every student a device of their own), according to a 2017 survey from Freckle Education
But even in an age of student suicides and school shootings, when do security precautions start to infringe on students’ freedoms?
When the Gaggle algorithm surfaces a word or phrase that may be of concern—like a mention of drugs or signs of cyberbullying—the “incident” gets sent to human reviewers before being passed on to the school. Using AI, the software is able to process thousands of student tweets, posts, and status updates to look for signs of harm.
SMPs help normalize surveillance from a young age. In the wake of the Cambridge Analytica scandal at Facebook and other recent data breaches from companies like Equifax, we have the opportunity to teach kids the importance of protecting their online data
in an age of increased school violence, bullying, and depression, schools have an obligation to protect their students. But the protection of kids’ personal information is also a matter of their safety

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

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

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

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