Embracing equity in a public health emergency: the role of UDL in guiding instructors as they adapt to an unprecedented reliance on online and hybrid teaching.
Keynote Presentation Universell Norway May 25 Frederic Fovet
Keynote presentation at the Nasjonalt webinar om inkluderende læringsmiljø - Unoversell, Norway
Exploring the need for sustainable ‘whole campus’ approaches to the Inclusion of diverse learners
Frederic Fovet Presentatin at the UDL and Inclusive Practice Symposium: Reach...Frederic Fovet
Post-secondary campuses are attracting an increasingly diverse student population. This must be celebrated as it means that the post-secondary classroom is also increasingly representative of the population at large; it means as well that all students are confronted with diversity in their campus experience and learn to embrace it; the internationalization of post-secondary institutions furthermore leads to greater opportunities to develop global citizenship.
This diversity of the student population, however, is not always perceived by faculty as easy or seamless to address proactively. As a result, students’ expectations can often clash with current teaching and learning practices that have not changed as fast as the composition of the student body has done. This leads to friction. It is not just students with disabilities that are experiencing barriers in their learning; International students, second language learners, culturally diverse and racialized students, first generation students, Indigenous students, and non-traditional learners all report experiencing similar barriers in their learning in the post-secondary classroom. Together, these students often represent a majority on our campuses - a majority that does not feel learning is designed for their needs.
It is becoming urgent therefore to find ways of eroding this friction. The solutions must address the needs of diverse learners proactively, but also support faculty as they rethink their classroom practices. These solutions must be sustainable, user-friendly, cost-effective, and powerful; they must guarantee a rapid change in our teaching and learning landscape, uphold the standards of post-secondary education, and ensure the creation of genuinely inclusive provisions.
The session will explore how Universal Design for Learning is uniquely positioned as a framework to address these pressing needs. The session will be interactive and seek to empower participants with a firm mastery of the UDL principles, to offer them practical examples of their use in the classroom, and to guide them as they begin their journey with implementation.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Embracing equity in a public health emergency: the role of UDL in guiding instructors as they adapt to an unprecedented reliance on online and hybrid teaching.
Keynote Presentation Universell Norway May 25 Frederic Fovet
Keynote presentation at the Nasjonalt webinar om inkluderende læringsmiljø - Unoversell, Norway
Exploring the need for sustainable ‘whole campus’ approaches to the Inclusion of diverse learners
Frederic Fovet Presentatin at the UDL and Inclusive Practice Symposium: Reach...Frederic Fovet
Post-secondary campuses are attracting an increasingly diverse student population. This must be celebrated as it means that the post-secondary classroom is also increasingly representative of the population at large; it means as well that all students are confronted with diversity in their campus experience and learn to embrace it; the internationalization of post-secondary institutions furthermore leads to greater opportunities to develop global citizenship.
This diversity of the student population, however, is not always perceived by faculty as easy or seamless to address proactively. As a result, students’ expectations can often clash with current teaching and learning practices that have not changed as fast as the composition of the student body has done. This leads to friction. It is not just students with disabilities that are experiencing barriers in their learning; International students, second language learners, culturally diverse and racialized students, first generation students, Indigenous students, and non-traditional learners all report experiencing similar barriers in their learning in the post-secondary classroom. Together, these students often represent a majority on our campuses - a majority that does not feel learning is designed for their needs.
It is becoming urgent therefore to find ways of eroding this friction. The solutions must address the needs of diverse learners proactively, but also support faculty as they rethink their classroom practices. These solutions must be sustainable, user-friendly, cost-effective, and powerful; they must guarantee a rapid change in our teaching and learning landscape, uphold the standards of post-secondary education, and ensure the creation of genuinely inclusive provisions.
The session will explore how Universal Design for Learning is uniquely positioned as a framework to address these pressing needs. The session will be interactive and seek to empower participants with a firm mastery of the UDL principles, to offer them practical examples of their use in the classroom, and to guide them as they begin their journey with implementation.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
A presentation by Michelle Asha Cooper, President of the Institute for Higher Education Policy to the Association of American Colleges and Universities (AAC&U) on the college completion agenda.
Technology and education in developing countriesFrancesc Pedró
Techniology and education in developing countries. Describes the challenges in relation to Education For All (2015) and the role that technology could play. Presents the four pillars of UNESCO's Strategy in this domain: policies, teachers, mobile learning, and open educational resources.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
A presentation by Michelle Asha Cooper, President of the Institute for Higher Education Policy to the Association of American Colleges and Universities (AAC&U) on the college completion agenda.
Technology and education in developing countriesFrancesc Pedró
Techniology and education in developing countries. Describes the challenges in relation to Education For All (2015) and the role that technology could play. Presents the four pillars of UNESCO's Strategy in this domain: policies, teachers, mobile learning, and open educational resources.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
Food and wine strategy - Tourism AustraliaBen Moroney
Andrew McEvoy, Managing Director, Tourism Australia; Nick Baker, Executive General Manager, Consumer Marketing, Tourism Australia and James Gosper, General Manager - Market Development, Wine Australia presented on the jointly funded food and wine strategy.
The health benefits of banana help to lose weight, cure stomach disorders, drop obesity, relieve constipation as well as the cure from the condition like anemia , dysentery, arthritis, tuberculosis, kidney disorders, gout, menstrual troubles, urinary disorders, and burns.
They also help to adjust the metabolism, decrease blood pressure, keep heart health in good condition, decrease the harshness of ulcers, boost the immune system, confirm healthy eyes, build strong bones, and detoxify the body.
As there are many health benefits of banana, Let’s see the real content of what makes banana such a significant, controlling, and useful fruit!
visit our site: http://www.fitnessforlife24.com/
Australian education, Study in Australia, Higher Education in Australia, Educ...Global Opportunities
Study in Australia with Global Opportunities, higher education consultants in India. We represent the following Australian universities and Australian colleges:
ACE Australia
Australian College Broadway NSW
Australian National Airline College
ACN, Sydney
Australian Institute of Technology & Education
AUSBATAR, Melbourne
ABBEY College
Australian Institute of Technical Training(Melbourne)
Australian Institute of Technology and Education(Melbourne)
Australian Institute of Commerce and Technology(Perth)
Billy Blue School of Graphic Arts
BT Education Limited
Canterbury Business College
Central Queensland University
Charles Darwin University
Charles Sturt University
CIC, Perth
CELUSA, Adelaide
Cambridge International College
Careers Institute Australia
Deakin University
Eynesbury, Adelaide
Education Access Australia(MIE/MITH)
Edith Cowan University
Griffith University
Hales Institute Hospitality Training Australia
Holmes Institute
IIBIT-Ballarat
Insearch, UTS
KBIT
Latrobe University
La Trobe International College/ Latrobe University
MIBT, Melbourne
Macquarie University, Sydney
Macquarie City College
PIBT, Perth
QIBT, Brisbane
RafflesKvB - Sydney, Australia
SAIBT, Adelaide
IBT, Sydney
Shaftson International College
Sheila Baxter
Swinburne TAFE/Swinburne University of Technology
The Meridian International School, Australia
University of Ballarat
University of Southern Queensland
University of Sunshine Coast
University of Tasmania
University of Wollongong
USQ, Sydney Education Centre
UNIVERSAL NETWORK OF INFOTECH(Adelaide)
Victoria University Sydney
William Blue School of Hospitality, Tourism and Leisure
English language proficiency of international students in Australian universities: Who’s responsible?
Presenter: Paul Moore, University of Wollongong, Australia.
The role of academic language and learner advising and learner autonomy in improving the educational outcomes of international students in Australian universities has received significant attention in recent years. A combination of research findings, governmental pressure and media scrutiny has provided renewed impetus for universities to address issues of language proficiency and academic literacy amongst the growing population of onshore international students for whom English is an additional language (EAL). In this paper, I discuss learner advising practice in the Australian university context, including how this practice is influenced by a range of practical, pedagogical, disciplinary, institutional and political factors. I highlight some of the challenges and tensions which impact on the advising process, and discuss the roles and responsibilities of students and advisors in improving educational outcomes.
Correspondence concerning this article should be addressed tAlleneMcclendon878
Correspondence concerning this article should be addressed to: Carolina Perez, former graduate student in Counselor
Education, Educational Foundations & Counseling Programs, Hunter College of the City University of New York New
York, NY 10065 Email: [email protected]
Article 1129
Understanding the Challenges of English Language Learners and
Increasing College-Going Culture: Suggestions for School Counselors
Carolina P. Perez and Stephaney S. Morrison
Perez, Carolina P., is a school counselor for grades 9–12. Perez works with ELLs
and immigrant families to empower and provide them with the resources necessary
to succeed in the United States. As a former ELL and undocumented student who
migrated at the age of 11, her passion is to advocate for immigrant students and
families.
Morrison, Stephaney S., Ph.D., is an Assistant Professor of Counselor Education
in the Graduate School of Education and Allied Professions at Fairfield University,
CT. Dr. Morrison was an elementary/junior high school counselor in her native
country, Jamaica. Her research is focused on issues that impact Caribbean
immigrant families and children; specifically, the academic, socio-emotional, and
career/college issues of Caribbean immigrant children living in the United States.
She also focuses on preparing school counselors to work with immigrant children.
Abstract
English language learners (ELLs) represent a growing population in the U.S. K–
12 system. Research has shown that these students face many challenges that affect
their trajectory to college. The challenges include, but are not limited to, issues
related to academics, socioeconomic status, parental involvement, and socio-
emotional strains. This article explores the many obstacles ELLs face that affect
their college/career access and attainment and provides suggestions for school
counselors working with ELLs to increase their college-going culture.
Keywords: English language learners, immigrants, college counseling, college-
going culture
English language learners (ELLs) is a term used to refer to students who receive
any language assistance program (Cook, 2015). ELLs in the United States are a diverse
group who speak hundreds of different languages from many parts of the world; they differ
in ethnicity, culture, educational background, and socioeconomic status (American Youth
Policy Forum, 2009). In addition, not all ELLs are immigrants; some are born and raised
in the United States (American Youth Policy Forum, 2009). Although ELLs come from
different backgrounds, it is important to note that the largest group of ELLs in the United
Ideas and Research You Can Use: VISTAS 2016
2
States are Spanish-speaking students (Winsler et al., 2014). In addition, ELLs are said to
be the fastest growing group of students in K–12 education (Kanno & Cromley, 2015). The
U.S Department of Education (2006) predicted that ELLs will represent ...
Planting seeds, growing futures our ancestors can walk in with our grandchildrenMATSITI
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
MATSITI Teacher Education Forum, Adelaide, 3 July 2014
National strategies - engagement and success in teacher educationMATSITI
The Engagement and Success Project has provided sustained and targeted support to Faculties and Schools of Education across Australia to continue to focus on and engage with the goals of the MATSITI proiect within the recommendations of the Behrendt Report. The specific aims of the project are to:
• improve the engagement and success of Aboriginal and Tones Strait lslander students undertaking initial teacher education programs; and
• close the gap in retention/graduation rates for lndigenous and non-lndigenous students.
David Templeman, Chief Executive, Australian Council of Deans of Education
MATSITI #OurMobTeach Conference, 30 September 2015
Similar to Ethics equity and excellence: A case study of supported transition to higher education in the Australian context (20)
Snakes and Ladders - Curriculum Design Openings up the Gamejohnroseadams1
Slides from a short presentation given by Claire Eustance from the University of Greenwich on a resource for realising inclusive curriculum design and delivery.
Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Institutional Change at Manchester Metropolitan University - Curriculum Desig...johnroseadams1
Slides from a short presentation made by Peter Bird and Rachel Forsyth of Manchester Metropolitan University on institutional change at the University. Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Louise Morley - Imagining the Inclusive University of the Futurejohnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Setting the Scene - Opening Remarks at the Widening Participation to Postgrad...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
• Widening participation and postgraduate research - Nigel Vincent, The Briti...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
Wage Inequality and Postgraduate Education - Stephen Machin, Centre for Econo...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Ethics equity and excellence: A case study of supported transition to higher education in the Australian context
1. Ethics, equity and
excellence: a case study
of supported transition
to higher education in
the Australian context
Tamra Cocks & Jennifer Stokes
2. Introduction
In developed nations, a shift is occurring from mass to
universal higher education provision and „these
developments involve a rethink of the exclusive nature of
universities and a greater shift from “elitism” to social
inclusion‟ (Ramburuth & Hӓrtel 2010, p. 156).
This session will:
Explore the relationship between policy and practice
Consider challenges in balancing excellence, equity and
ethics
Provide a case study at an Australian university
3. Session Structure
Equity
Australian discourses of inclusion
The Australian context
Case study of an enabling program
Excellence
College environment and learner identities
Inclusive culture
Behavioural norms
Ethics
Introducing academic culture
Emotional support
ESL/Policy/Ethics
Informed choices
Conclusion
Questions?
6. ‘Ensuring that every Australian, no matter how
wealthy or poor, has a fair chance is one of the
Australian discoursesAustralian
most important challenges for of inclusion
universities... Our reputation as an egalitarian
nation and our future prosperity rests on the
outcome... The task now is to expand access
and opportunity to everyone, regardless of the
family or community they come from’.
The Hon Julia Gillard MP, Deputy Prime Minister
2008
‘Only citizens who are resilient, informed,
adaptable and confident will manage the
consequences of the new global economy
with all its opportunities and threats. A
strong education system designed to
ensure genuine opportunity for all to reach
their full potential and to continue to
improve their knowledge and capacities
throughout their lives will build such
7. The Australian Context
Australian higher education targets
2020 – 20 % of enrolments from low SES
backgrounds
2025 – 40% of 25-34 year olds hold a
bachelor degree
(Bradley et al. 2008, p. xiv)
12. Case Study Of An Enabling Program
The University
Founding legislation
Denise Bradley and the role of the „Bradley
review‟
UniSA equity demographics (DEEWR 2011)
A young institution grounded in older South
Australian technical institutions
Values and role
13. Case Study Of An Enabling program
UniSA College – combines outreach programs, research
projects and teaching of enabling programs
2006 – Foundation Studies program established
(Klinger & Murray 2011, p. 139)
2011 – UniSA College established
2012 – Diploma programs added, 50% growth in
enrolments
Programs
Options for
students
Located
at the
university
14.
15. Case Study Of An Enabling Program
(Boyle 2012) (Glover et al. 2010
21. Success Stories
Tom‟s story
“The course was free, it
seemed really supportive and
meant I could get into
university and also understand
what would be required to
succeed”
Alumni offered places in
flagship degrees
e.g. Law, Physiotherapy,
Journalism, Pharmacy
Alumni have a higher
undergraduate retention rate
and „higher mean GPA‟ than
other undergraduates (Klinger
& Murray 2011, p.144)
22. Inclusive Culture for Students
from Equity Groups
55% of Foundation Studies students = from an equity
group
Equity groups
ATSI (Aboriginal and Torres Strait Islanders)
Disability
Isolated
Low-socio economic status (Low- SES)
Non-English-Speaking Background (NESB)
Rural
Women in non-traditional areas
(NBEET, cited in Klinger & Murray 2011; DEEWR 2011)
23. College Environment
Campus location provides an authentic university
experience
Learning environment comprises tutorial rooms, staff
offices and the Student Common Room
Student Common Room is a place for study and socialising.
Build peer networks and friendships.
Social relationships that are
supportive of learning are a
key factor in motivating and
maintaining the development
of learner identities
(Gallacher et al. 2010)
24. Learner Identities
Large number of students from educationally
disadvantaged backgrounds
High vulnerability
Unfamiliar with university setting and tertiary
programs
Low-SES students may feel identities are
devalued in comparison to those of high status
social identity (Ramburuth & Hӓrtel 2010)
„Providing room for different ways of thinking
about and different ways of engaging with
knowledge‟ Gale (2010, p.5)
25. Inclusive Culture
Position title-Lecturer: Teaching Focus
Staff make themselves highly accessible
to students
One-to-one student consultation in the
Student Common Room
26. Student reflections regarding
the College’s inclusive culture
Students‟ work ethic and levels of motivation are influenced by
the teachers who build supportive relationships with them
(Mullen 2010).
The respect I received, the trust I felt I was given in
decision making and not being judged (What was the best
part of the course? EDUC 1031 CEI 2009).
The tutor was very receptive and inspiring showing a
positive and motivated attitude to our course and each
individual catering differently to each of our needs (LANG
1002 CEI 2011).
A good teacher is the strength of this course. I like the
way she tries to assist all students with a smile on her
face (LANG 46 CEI 2011).
28. What challenges have you
experienced in bringing
equity groups into a system
designed for the elite?
29. Introducing Academic Culture
Diverse cohort of students with various
educational, linguistic and socio-cultural
backgrounds
Teaching university conventions such as
academic integrity can be challenging
Specific induction into academic conventions
such as:
- Assessment submission
- Communicating with staff & peers respectfully
- Attendance and participation
- Building learner autonomy
- Juggling work & study commitments
30. Emotional Support
Students from equity groups face additional
external pressures
Support is necessary- „Access without support
is not opportunity‟ (Engstrom & Tinto 2008)
Staff meet regularly to discuss any student
concerns and allow a responsive approach to
student needs.
The College connects students to various
support services- Learning and Teaching Unit
(LTU), counsellors, career advisors and
disability advisors.
31. ESL (English as a Second
Language) Cohort
Approximately 1/5 of Foundation Studies students
identify as NESB (Non-English Speaking Background)
English versus non-English language English versus non-English language
spoken at home 2011 spoken at home 2012
Non- Non-English
English, 20.7 17%
%
English, 79.3
%
English
83%
(Boyle 2012)
32. ESL Cohort
Common languages other than English Common languages other than English
spoken at home 2011 spoken at home 2012
35.0%
35.0%
30.0%
30.0%
25.0%
25.0%
20.0%
20.0%
15.0%
15.0%
10.0%
10.0%
5.0%
5.0%
0.0%
0.0%
(Boyle 2012)
33. ESL Cohort Challenges
Minimal entry requirements
No English language entry test difficult to
identify students with critically low language
proficiency levels
Some students would fall below 5.5 International
English Language Testing System (IELTS)
Most English language entry requirements for
international students wishing to enter
undergraduate level are typically a score of 6 to
6.5 on the IELTS
Research has shown it takes 5-10 years for a
student to develop cognitive academic linguistic
proficiency (Bretag 2007)
34. ESL Cohort Challenges
Diversity of language proficiency levels makes it difficult to
design a course to cater for all of the students
Our challenge is making sure students all come out with
positive learning outcomes.
What is the aim of the course?
Prepare students for undergraduate level and equip them with
academic reading and writing skills?
Or…
Design a course that builds upon their grammatical knowledge and
develops their communicative competence?
Either way, some students feel disengaged as the course tasks
and assessment items may not match their specific aptitudes.
35. Literacy Challenges
Acquiring academic English literacy skills is an
issue that affects students from both ESB and
NESB.
Assuming that ESB students have sufficient
grammatical knowledge and are confident with
academic reading and writing tasks is
erroneous.
Ensuring that English literacy support is
available to both NESB and ESB students is
important in order not to show favour or
discriminate towards one group.
36. Combatting ESL Challenges
From 2012 we implemented a Diagnostic
Writing Task to advise students which literacy
course they would be suited to
Advise students of what their level should be
on the IELTS
Continue to provide literacy support
workshops
The LTU has language learning advisors who
give language support to College students
exclusively
37. Informed Choices
o Support for study and for informed decision-
making
o „Where withdrawal signals an informed, adult
decision that university is not for them, this
should be viewed as a form of success because
the equity objective has been served‟ (Klinger &
Murray 2011, p. 143).
o Gracious exits available
e.g. alternate options, completing a qualification
38. Conclusion
Growing student demand
highlights the role of enabling
programs in HE
This paper has identified some
of the challenges of putting
equity policy into practice
These challenges need to be
addressed in order to balance
equity and excellence in an
ethical manner
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