A Primer for Work-Based Learning: How to Make a Job the Basis for a College Education

Provides an overview of the Jobs to Careers model, in which employers and colleges collaborate to embed curricula and training in the work process, as a way to meet healthcare labor force needs. Includes grantee profiles, lessons learned, and worksheets

HELIN Professional Development Task Force Final Report

Final Report of the Professional Development Task Force of the HELIN Consortium - 201

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Redesigning Nursing Education: Lessons Learned from the Oregon Experience

Offers evaluation findings, lessons learned, and guidance from a coalition of community colleges and university nursing programs that offer a standard competency-based curriculum to enable students to make a seamless transition and raise skill levels

Reimaginging Learning: A Big Bet on the Future of American Education

Today's young people are the most diverse, connected generation in history and have incredible aspirations for themselves. Educators all over the country are reimagining learning to better meet this generation's needs, rethinking classrooms and schools so they work better for students. It's an exciting time for innovation in education.At the same time, big bets are an increasingly popular concept in philanthropy. Several articles and papers in the last year have encouraged donors to consider them as a way of creating meaningful change, including in education. Big bets are usually defined as large grants to a specific issue or an individual organization.We're proposing something different.We've been working with partners across the country who are pursuing a common vision: reimagining learning with a broad set of outcomes in mind, so that every student finishes high school with an abundance of choices and the freedom to pursue them. Philanthropists have an opportunity to make a big bet on this shared vision.Most schools weren't designed with this vision in mind. But right now, all over the country, teams of educators are working to change this. They are partnering with families to create schools that speak to their hopes and honor their strengths. These schools prioritize rigorous academics and help students develop critical thinking skills, set important goals and create plans to reach them, and develop the mindsets and habits they need to take charge of their futures.Through deep engagement with our partners, we've thought concretely about how these ideas might spread and where existing momentum and early evidence might shine a light on a path forward. In September 2015, with our partners Summit Public Schools and Transcend, we released a paper entitled Dissatisfied Yet Optimistic (DYO), which made the case for reimagining learning. This new companion piece explores what it might take to strengthen and accelerate the momentum created by the early pioneers who are designing schools consistent with the ideas in DYO.What follows is a big idea for how $4 billion in philanthropy over 10 years could dramatically improve the performance of our schools by focusing on this emerging vision for how schools could produce much better and broader outcomes for students

Redesigning the American Law School

American law schools are an integral part of a vertically integrated system of production in which the end product is lawyers. Law schools are having rapidly increasing problems “selling” their “products” to potential employers/purchasers. Even if the law schools do not voluntarily cut back on the numbers of admitted students some states will decide there should be no public subsidy for educating students for employment areas such as law where there is no demand. Even though many private law schools will be affected negatively, publicly-funded law schools will also be dramatically affected due to declining state budgets and competition for scarce resources from areas of public expenditure with far more powerful lobbying support and, in fairness, greater and more demonstrable and immediate needs. For publicly funded law schools there is significant danger in the fact that there is no shortage of lawyers in America after decades of rapid expansion. Several potential shifts in ABA accreditation standards and policy will have significant implications, including approval of credit for distance learning, rapid movement toward assessment of law schools based on what are called “output” measurements, and even a decision that scholarly productivity measures are an inappropriate factor for the American Bar Association (contrasted with the AALS) to rely on in assessing the accredited status of a law school. These three accreditation prongswill have enormous effects that include significant faculty reductions, higher faculty workloads, changes in tenure standards, and large-scale eliminations of the traditional law school research library. For the (many) law schools that choose to remain oblivious to the altered operational context, their adaptations will be ones developed in a crisis context as their applicant pools shrink, angry graduates are increasingly unable to find employment even while faced with educational debt equivalent to a home mortgage, and less expensive competitive institutions emerge that offer alternative approaches to legal education

On the Verge of One Petabyte - the Story Behind the BaBar Database System

The BaBar database has pioneered the use of a commercial ODBMS within the HEP community. The unique object-oriented architecture of Objectivity/DB has made it possible to manage over 700 terabytes of production data generated since May'99, making the BaBar database the world's largest known database. The ongoing development includes new features, addressing the ever-increasing luminosity of the detector as well as other changing physics requirements. Significant efforts are focused on reducing space requirements and operational costs. The paper discusses our experience with developing a large scale database system, emphasizing universal aspects which may be applied to any large scale system, independently of underlying technology used.Comment: Talk from the 2003 Computing in High Energy and Nuclear Physics (CHEP03), La Jolla, Ca, USA, March 2003, 6 pages. PSN MOKT01

Clinical leadership in service redesign using Clinical Commissioning Groups: a mixed-methods study

Background: A core component of the Health and Social Care Act 2012 (Great Britain. Health and Social Care Act 2012. London: HMSO; 2012) was the idea of devolving to general practitioners (GPs) a health service leadership role for service redesign. For this purpose, new Clinical Commissioning Groups (CCGs) were formed in the English NHS.Objectives: This research examined the extent to which, and the methods by which, clinicians stepped forward to take up a leadership role in service redesign using CCGs as a platform.Design: The project proceeded in five phases: (1) a scoping study across 15 CCGs, (2) the design and administration of a national survey of all members of CCG governing bodies in 2014, (3) six main in-depth case studies, (4) a second national survey of governing body members in 2016, which allowed longitudinal comparisons, and (5) international comparisons.Participants: In addition to GPs serving in clinical lead roles for CCGs, the research included insights from accountable officers and other managers and perspectives from secondary care and other provider organisations (local authority councillors and staff, patients and the public, and other relevant bodies).Results: Instances of the exercise of clinical leadership utilising the mechanism of the CCGs were strikingly varied. Some CCG teams had made little of the opportunity. However, we found other examples of clinicians stepping forward to bring about meaningful improvements in services. The most notable cases involved the design of integrated care for frail elderly patients and others with long-term conditions. The leadership of these service redesigns required cross-boundary working with primary care, secondary care, community care and social work. The processes enabling such breakthroughs required interlocking processes of leadership across three arenas: (1) strategy-level work at CCG board level, (2) mid-range operational planning and negotiation at programme board level and (3) the arena of practical implementation leadership at the point of delivery. The arena of the CCG board provided the legitimacy for strategic change; the programme boards worked through the competing logics of markets, hierarchy and networks; and the practice arena allowed the exercise of clinical leadership in practical problemsolving, detailed learning and routinisation of new ways of working at a common-sense everyday level.Limitations: Although the research was conducted over a 3-year period, it could be argued that a much longer period is required for CCGs to mature and realise their potential.Conclusions: Despite the variation in practice, we found significant examples of clinical leaders forging new modes of service design and delivery. A great deal of the service redesign effort was directed at compensating for the fragmented nature of the NHS – part of which had been created by the 2012 reforms. This is the first study to reveal details of such work in a systematic way

The Debate about Mandatory Retirement in Ontario Universities: Positive and Personal Choices about Retirement at 65

The debate about mandatory retirement is fundamentally a moral issue, about human rights, but one strongly related to several major economic issues. Mandatory retirement is a form of age discrimination that seems to be strictly prohibited by section 15(1) of the Canadian Charter of Rights. But the Charter provides an important qualification: in that ‘it guarantees the rights and freedoms set out in it subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society’. That provision was cited in the majority decision of the Supreme Court of December 1990, known as McKinney v University of Guelph, which upheld the right of Ontario (and other Canadian) universities to impose mandatory retirement at 65, if not otherwise constrained by provincial legislation. The reasons that the majority cited to explain this decision bear directly upon important economic issues; and this paper seeks to refute all those arguments, chiefly if not exclusively on economic grounds. The first set of arguments were those contending that mandatory retirement, in a supposedly ‘closed’ system of Canadian universities, is necessary to open employment and promotion opportunities for younger workers, with fresher, more innovative ‘new blood’, i.e., by forcing academics to leave at 65 (an argument akin to one used in the past against employing females: on the grounds that they took jobs from ‘male family-breadwinners’). This basically involves the still widely held ‘lump of labour fallacy’; and it is refuted by not only economic logic but by the historical evidence from jurisdictions that have abolished mandatory retirement in full: Quebec, from 1983 (the only Canadian province so far to do so); and the United States, from 1994. Various studies now demonstrate that an end to mandatory retirement has encouraged very few to continue past the normal age of retirement, has not appreciably altered the average age of retirement, and has had no discernible consequences for the employment and advancement of much younger faculty. The second related Supreme Court argument was that mandatory retirement is necessary to obviate the need to monitor productivity in order to dismiss unproductive elderly faculty, and thus also to protect tenure (to guarantee academic freedom). This paper argues that performance monitoring is a normal feature of academic life in major North American universities; that there is no evidence that academic productivity declines with, and only with, the onset of the 60s; that in jurisdictions without mandatory retirement none of the predicted adverse consequences has taken place; and that tenure remains intact. The third argument concerns the validity of freely-negotiated labour contracts, containing provisions for mandatory retirement. In the case of the University of Toronto and many other Ontario universities, this paper demonstrates that mandatory retirement was imposed unilaterally, without negotiated contracts; but the paper also discusses the nature, and economic rationale, of such contracts that involve the suppression of individual rights in the presumed favour of the majority (if and when freely negotiated). The paper also addresses labour union concerns to protect normal retirement benefits at 65 (when most do wish to retire). The paper also considers two other economic issues not considered by the Supreme Court: (1) mandatory retirement as an employment tool to ensure greater diversity of Canadian faculty – and thus whether one may engage in one form of discrimination to combat the presumed consequences of another; and (2) mandatory retirement as a fiscal necessity, when government grants have been shrinking. Quite clearly universities do gain by rehiring forcibly retired academics to do stipendiary teaching (making a mockery of their reasons for mandatory retirement). Against this is set the costs of mandatory retirement: in promoting the flow of some productive and renowned faculty to the US; or in encouraging productive senior faculty to seek alternative employment in Canada; and in hindering (or even preventing) the recruitment of renowned senior faculty from jurisdictions that prohibit mandatory retirement.labour, the Canadian Charter of Rights, Supreme Court, age discrimination, university employment, diversity in employment, productivity, tenure, collective bargaining, contracts, individual and collective rights, retirement, pensions, university financing.