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Innovating Pedagogy 2015: Open University Innovation Report 4
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation
Faculty Senate Executive Committee Meeting, Agenda, November 14, 2022
Call to OrderApproval of Minutes – October 17, 2022 University Business InformationEducational Policies Committee – November 3, 2022 ReportsFaculty Evaluation Committee Annual ReportUSUSA Annual ReportHonors Annual Report Old Business New BusinessOffice of Equity Additional TrainingCode 404 Faculty Appointments Track Changes | Final Clea
Principles And Practices Fostering Inclusive Excellence: Lessons From The Howard Hughes Medical Institute’s Capstone Institutions
Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute’s (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others’ efforts to increase access to and persistence in STEM in higher education
Improving First-year Success and Retention through Interest-Based CS0 Courses
Many computer science programs suffer from low student retention rates. At Cal Poly San Luis Obispo, academic performance and retention rates among first year computer science students are among the lowest on campus.
In order to remedy this, we have developed a new CS0 course featuring different tracks that students can choose from (e.g. robotics, gaming, music, mobile apps). This allows students to learn the basics of programming, teamwork, and college-level study in a domain that is of personal interest. In addition, the course relies on classic Project-based Learning (PBL) approaches as well as a focus on both academic and non-academic factors shown to increase student retention.
Initial assessment demonstrates positive results in the form of increased academic performance in post CS0 courses and student retention
Odyssey: The Burton D. Morgan Foundation 2014 Annual Report
"You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're on your own. An you know what you know. And YOU are the one who'll decide where to go..."- Dr. Seuss, Oh, The Places You'll Go!In this verse, Dr. Seuss captures the true essence of the entrepreneurial journey, the overarching theme of our 2014 annual report. Our concept this year reflects Burt Morgan's boundless sense of adventure, a drive that took him to all corners of the globe spreading the spirit of entrepreneurship. We enjoyed our own mind-expanding journey in 2014 exploring new frontiers in entrepreneurship and entrepreneurship education. The wild ride of the past twelve months has taken us across the nation and at least virtually around the globe as we connected with entrepreneurs and entrepreneurial ecosystems in places distant from Northeast Ohio. Our regional ecosystem performed with gusto as students found record succuss in national venture competitions, our collegiate programs garnered wide recognition, the NEO ecosystem restructured for greater effectiveness, and JumpStart-mentored ventures experienced healthy exits. We enthusiastically welcomed Angela Kwallek Evans and Emily Bean to the Foundation as new program officers and express tremendous gratitude to former staff members Leslie Nelson and Alison Burner for their major contributions to the vitality of our grant portfolios. We look forward with great anticipation to 2015 and all the places we will go!From the Road,Deborah D. HooverPresident & CE
Taking Up Space: A Phenomenological Study of the Shared Experiences of Black Women in STEM Graduate Programs at Predominantly White Institutions
In the U.S., marginalized populations are underrepresented in STEM. Specifically, there is a disparity in the number of Black women attaining STEM graduate degrees and entering the STEM workforce. The purpose of this qualitative, phenomenological study was to examine the essence of the shared experiences of Black women currently enrolled in STEM graduate programs at predominantly White institutions (PWIs), in order to increase retention of Black women through STEM graduate programs and into careers; as well as to use participant’s experiences to expose any barriers they encountered related to their educational pursuits, and examine how they were able to navigate those barriers. Critical Race Feminism and Social Cognitive Theory were used as the guiding theoretical framework for this study. Due to the fact that Black women are typically marginalized or excluded in STEM, a critical feminist lens was used to ensure their voices were centered as the focal point of this study. While focusing on Black women in graduate programs, this study comprehensively explored the PK-16+ experiences of Black women and found that: 1) Black women in STEM benefit from opportunities to engage in positive undergraduate research experiences; 2) Black women benefit from opportunities to participate extracurricular activities that foster a sense of belonging and community; 3) Black women are often impacted by the quality of interactions with faculty and mentors, as well as the lack faculty and mentors that they share race and gender identities with; 4) and that there is a need for institutions to embrace a transformational change outlook that ensures STEM learning spaces are diverse, welcoming, inclusive, equitable, and supportive of Black women
Afterschool in Action: Innovative Afterschool Programs Supporting Middle School Youth
This report, released by Afterschool Alliance in partnership with MetLife Foundation, highlights the work of quality afterschool programs that support children, families and communities across the nation.This compendium is a compilation of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: arts enrichment, parent engagement, school improvement and digital learning. The compendium also includes in-depth profiles of the 2012 Afterschool Innovator Award winners, as well as highlights from 2008-2011 award winners.The 2012 MetLife Foundation Afterschool Award winners are:The Wooden Floor, Santa Ana, CALatino Arts Strings & Mariachi Juvenil, Milwaukee, WIKid Power Inc., The VeggieTime Project, Washington, D.C.Parma Learning Center, Parma, IDGreen Energy Technologies in the City, Lansing, M
Experimenting with Realism in Software Engineering Team Projects: An Experience Report
Over Several years, we observed that our students were sceptical of Software Engineering practices, because we did not convey the experience and demands of production quality software development. Assessment focused on features delivered, rather than imposing responsibility for longer term `technical debt'. Academics acting as 'uncertain' customers were rejected as malevolent and implausible. Student teams composed of novices lacked the benefits of leadership provided by more experienced engineers. To address these shortcomings, real customers were introduced, exposing students to real requirements uncertainty. Flipped classroom teaching was adopted, giving teams one day each week to work on their project in a redesigned laboratory. Software process and quality were emphasised in the course assessment, imposing technical debt. Finally, we introduced a leadership course for senior students, who acted as mentors to the project team students. This paper reports on the experience of these changes, from the perspective of different stakeholders
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