Characteristics of a challenging learning environment affecting students’ lea...Junior College Utrecht
Presentation by Suzanne Vrancken and Sanne Tromp (JCU) at International Conference "Evoking Excellence in Higher Education and Beyond", Groningen 3-4 October 2012
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.
High Tech High provides students with an immersive educational experience through project-based learning, digital portfolios, exhibitions, and internships. Students take three classes per semester with two-hour periods and an elective block, developing close relationships with their three rotating teachers. They create constantly updated digital portfolios to archive their work and present projects publicly. Students develop projects independently and give formal presentations evaluated by peers and family, practicing public speaking. In 11th grade, students complete a required one-month internship in a professional field of their choosing. The school also offers immersion trips for cultural experience abroad.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
Virtual K-12 schools are expanding due to their flexibility, increased productivity and efficiency, and ability to provide individualized education. Virtual schools empower parents through shared teaching responsibilities and more accurate student progress feedback. They also offer flexibility for students and teachers to learn and work at their own pace and schedule. This flexibility increases productivity by emphasizing technology over traditional in-person instruction and allowing universal access regardless of location. Virtual schools further individualize learning by teaching students at their own level and addressing challenges individually.
The document summarizes a conference on the 10th anniversary of the Center for Collaborative Online International Learning (COIL) at SUNY. It provides details on COIL, including that it facilitates virtual exchange between geographically distant students and academics. It then outlines examples of COIL collaborations between universities, including some that crossed disciplines and countries. The document discusses challenges of COIL collaborations and positive feedback from students who participated. It emphasizes that COIL provides real-world, international learning experiences that enhance intercultural skills.
Characteristics of a challenging learning environment affecting students’ lea...Junior College Utrecht
Presentation by Suzanne Vrancken and Sanne Tromp (JCU) at International Conference "Evoking Excellence in Higher Education and Beyond", Groningen 3-4 October 2012
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.
High Tech High provides students with an immersive educational experience through project-based learning, digital portfolios, exhibitions, and internships. Students take three classes per semester with two-hour periods and an elective block, developing close relationships with their three rotating teachers. They create constantly updated digital portfolios to archive their work and present projects publicly. Students develop projects independently and give formal presentations evaluated by peers and family, practicing public speaking. In 11th grade, students complete a required one-month internship in a professional field of their choosing. The school also offers immersion trips for cultural experience abroad.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
Virtual K-12 schools are expanding due to their flexibility, increased productivity and efficiency, and ability to provide individualized education. Virtual schools empower parents through shared teaching responsibilities and more accurate student progress feedback. They also offer flexibility for students and teachers to learn and work at their own pace and schedule. This flexibility increases productivity by emphasizing technology over traditional in-person instruction and allowing universal access regardless of location. Virtual schools further individualize learning by teaching students at their own level and addressing challenges individually.
The document summarizes a conference on the 10th anniversary of the Center for Collaborative Online International Learning (COIL) at SUNY. It provides details on COIL, including that it facilitates virtual exchange between geographically distant students and academics. It then outlines examples of COIL collaborations between universities, including some that crossed disciplines and countries. The document discusses challenges of COIL collaborations and positive feedback from students who participated. It emphasizes that COIL provides real-world, international learning experiences that enhance intercultural skills.
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
University Studies: embedding High Impact Practices and ePortfolios at UW Osh...R. John Robertson
The University of Wisconsin Oshkosh is launching a new General Education program called the University Studies Program. As part of this reform, they will implement High Impact Practices like learning communities for all first-year students. Students will also create an ePortfolio to showcase their work from across classes and make connections between courses. This presentation outlines the plans, questions, and challenges around implementing program-level ePortfolios on a large scale, such as helping faculty understand the pedagogical approach and ensuring students have support for reflection.
The presentation summarized a research project on integrating digital learning tools into lessons, which found that students responded positively overall, enjoyed the variation and independence of digital lessons, and appreciated humor and the personal contributions of teachers, though clarity of instruction and preparation were important for students. The presentation then demonstrated an example digital lesson.
1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication.
2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models.
3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.
Connections between theory and practice: rhizomatic teaching with digital t...Louise Drumm
The document discusses a qualitative study that explored how university lecturers use digital technologies in their teaching and the role of educational theory in informing their practices. Interviews were conducted with 25 lecturers across 7 disciplines at two universities. The study found that lecturers drew on a variety of theoretical approaches to describe their teaching, including folk pedagogies and educational technology "truisms". However, teacher-centered practices were more common than student-focused constructivist approaches. The study recommends acknowledging different teaching approaches, questioning dominant views of educational technology, and helping lecturers better connect educational research to their own practices.
NTLT 2013 - Stuart Middleton - Memento Park or 21st Century?NTLT Conference
This document discusses the need for structural changes to the education system in New Zealand. It argues that the issues schools face are due to outdated structures around curriculum, time, pastoral care, student grouping, sectors, and programs. Minor reforms will not create meaningful change. Instead, the solutions require rethinking fundamental structures like moving to two sectors instead of five, allowing dual enrollment and early access to tertiary programs, and redesigning schools around student interests through impact projects. Structural changes could help address issues like student disengagement by taking a holistic view of contributing factors and intervening across academic, social, and family areas. The education system was designed in the 19th century but must change to meet the needs of 21st
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
2015 Graduate Certificate in Learning and TeachingMike KEPPELL
This document discusses trends in learning, teaching, and assessment at Swinburne University. It outlines that learning can occur both on-campus through formal teaching spaces and informal learning areas, as well as online. The university campus includes these formal/informal on-campus spaces as well as online learning environments. Pedagogies that guide learning and teaching at Swinburne include authentic learning, authentic assessment, personalized learning, and peer learning. Challenges for the future include blended/online learning, learning analytics, personalized learning, the scholarship of teaching and learning, open education/OERs, digital literacies, and authentic assessment spaces and mobile learning. The Learning Transformations Unit aims to inspire, enable
Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
The document discusses student perceptions of the balance between research and teaching at Tufts University. It finds that while students have an overall positive academic experience, there is a perception that the university prioritizes research and reputation over teaching quality. The document outlines resources that exist to support teaching and makes recommendations to strengthen the emphasis on teaching through tenure policies, course evaluations, and programs that promote faculty-student interaction.
Experiences of flipping an online classroom: An appraisal using the Community...Blackboard APAC
Over the past couple of decades, there have been rapid advancements in the field of technology which transformed the pedagogical strategies in higher education. Online education, emphasis on technology dependent learning strategies and increasing stress on the cost effectiveness have mounted pressure on academics to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing practices would be the most sensible response to these demands.
This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. A major assessment activity of the unit and the preparatory online workshop for this assessment activity was flipped to elicit active participation and ownership of learning.
The flipped activity and the innovative mode of delivery was an effort to elicit engagement and ownership of learning for the Nursing and Midwifery students. There was a need to create communication strategies both synchronous and asynchronous to offer a flexible learning mode to this external cohort and initiate higher order thinking such as analysis, synthesis and critical introspection. The design, implementation, and evaluation of this active learning strategy are examined of using the theoretical framework, Community of Inquiry by Garrison, Anderson and Archer (2000).
There is pressure on academics to adapt to blended learning approaches as part of cost-effectiveness and the online shift of university education; however, additional time and technical support are needed to fulfill the demand. The teacher needs to be comfortable with the task and technology to create scholarly interactions and trusting associations with the learner. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.
The document discusses strategies for retaining new teachers. It describes two schools' approaches: School 1 focuses on collaboration through an inclusion compass, engaging teachers, parents, and social workers. School 2 focuses on co-design, using collaborative dialogue where new teachers present cases to experienced teachers for feedback. Both schools found that retention is challenging without support but is aided by organized team cooperation and feedback between new and experienced teachers.
Status quo vadis? An assessment of the relationship between science, educatio...Simon Haslett
Presentation by Dr Christopher House (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Project-based learning (PBL) is an instructional approach that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. PBL is not a new concept, having been developed and advocated by influential educators like Dewey, Piaget, and Papert. PBL focuses on compelling content, supports student autonomy, involves investigative activities over long periods of time, and results in real-world outcomes through complex products. PBL emphasizes depth of understanding, problem-solving skills, student interest, interdisciplinary focus, process and demonstration of learning, original sources, student use of technology, collaboration, and self
Libraries and Learning Symposium at the Ontario College of Art & Design, Toronto, Canada May 13, 2009. Jill Patrick, Director of Library Services and Victoria Sigurdson, Learning Zone Librarian.
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett. Copyright images have been removed.
1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion.
2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management.
3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.
This document outlines teaching expectations and professional development resources for instructors at Swinburne University. It discusses compliance with policies, alignment with learning strategies, and capabilities expected at different appointment levels. Both quantitative student feedback and qualitative measures like teaching portfolios are used to evaluate teaching. The Graduate Certificate in Learning and Teaching covers compulsory units on learning/teaching nature, curriculum design, and assessment, plus electives. Learning design workshops support unit design, discipline-based learning, and innovative pedagogies.
Challenging talented high school students: the case of Junior College UtrechtJunior College Utrecht
Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
This document summarizes a workshop held at Central Washington University focused on improving STEM teacher preparation in Washington state aligned with the Next Generation Science Standards. The workshop aimed to develop a common vision for STEM teacher preparation, share innovative programs and resources, and begin creating a framework for the next generation of STEM teacher preparation. Key themes that emerged for the framework included ensuring teachers have strong content knowledge of NGSS, engineering, and computer science; pedagogical skills to teach diverse learners and facilitate cross-disciplinary learning; and the ability to collaborate within the education system and local community. Potential components of reformed teacher preparation included extensive clinical experiences, recruitment efforts to promote STEM teaching, and programs designed for continuous improvement.
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
University Studies: embedding High Impact Practices and ePortfolios at UW Osh...R. John Robertson
The University of Wisconsin Oshkosh is launching a new General Education program called the University Studies Program. As part of this reform, they will implement High Impact Practices like learning communities for all first-year students. Students will also create an ePortfolio to showcase their work from across classes and make connections between courses. This presentation outlines the plans, questions, and challenges around implementing program-level ePortfolios on a large scale, such as helping faculty understand the pedagogical approach and ensuring students have support for reflection.
The presentation summarized a research project on integrating digital learning tools into lessons, which found that students responded positively overall, enjoyed the variation and independence of digital lessons, and appreciated humor and the personal contributions of teachers, though clarity of instruction and preparation were important for students. The presentation then demonstrated an example digital lesson.
1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication.
2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models.
3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.
Connections between theory and practice: rhizomatic teaching with digital t...Louise Drumm
The document discusses a qualitative study that explored how university lecturers use digital technologies in their teaching and the role of educational theory in informing their practices. Interviews were conducted with 25 lecturers across 7 disciplines at two universities. The study found that lecturers drew on a variety of theoretical approaches to describe their teaching, including folk pedagogies and educational technology "truisms". However, teacher-centered practices were more common than student-focused constructivist approaches. The study recommends acknowledging different teaching approaches, questioning dominant views of educational technology, and helping lecturers better connect educational research to their own practices.
NTLT 2013 - Stuart Middleton - Memento Park or 21st Century?NTLT Conference
This document discusses the need for structural changes to the education system in New Zealand. It argues that the issues schools face are due to outdated structures around curriculum, time, pastoral care, student grouping, sectors, and programs. Minor reforms will not create meaningful change. Instead, the solutions require rethinking fundamental structures like moving to two sectors instead of five, allowing dual enrollment and early access to tertiary programs, and redesigning schools around student interests through impact projects. Structural changes could help address issues like student disengagement by taking a holistic view of contributing factors and intervening across academic, social, and family areas. The education system was designed in the 19th century but must change to meet the needs of 21st
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
2015 Graduate Certificate in Learning and TeachingMike KEPPELL
This document discusses trends in learning, teaching, and assessment at Swinburne University. It outlines that learning can occur both on-campus through formal teaching spaces and informal learning areas, as well as online. The university campus includes these formal/informal on-campus spaces as well as online learning environments. Pedagogies that guide learning and teaching at Swinburne include authentic learning, authentic assessment, personalized learning, and peer learning. Challenges for the future include blended/online learning, learning analytics, personalized learning, the scholarship of teaching and learning, open education/OERs, digital literacies, and authentic assessment spaces and mobile learning. The Learning Transformations Unit aims to inspire, enable
Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
The document discusses student perceptions of the balance between research and teaching at Tufts University. It finds that while students have an overall positive academic experience, there is a perception that the university prioritizes research and reputation over teaching quality. The document outlines resources that exist to support teaching and makes recommendations to strengthen the emphasis on teaching through tenure policies, course evaluations, and programs that promote faculty-student interaction.
Experiences of flipping an online classroom: An appraisal using the Community...Blackboard APAC
Over the past couple of decades, there have been rapid advancements in the field of technology which transformed the pedagogical strategies in higher education. Online education, emphasis on technology dependent learning strategies and increasing stress on the cost effectiveness have mounted pressure on academics to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing practices would be the most sensible response to these demands.
This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. A major assessment activity of the unit and the preparatory online workshop for this assessment activity was flipped to elicit active participation and ownership of learning.
The flipped activity and the innovative mode of delivery was an effort to elicit engagement and ownership of learning for the Nursing and Midwifery students. There was a need to create communication strategies both synchronous and asynchronous to offer a flexible learning mode to this external cohort and initiate higher order thinking such as analysis, synthesis and critical introspection. The design, implementation, and evaluation of this active learning strategy are examined of using the theoretical framework, Community of Inquiry by Garrison, Anderson and Archer (2000).
There is pressure on academics to adapt to blended learning approaches as part of cost-effectiveness and the online shift of university education; however, additional time and technical support are needed to fulfill the demand. The teacher needs to be comfortable with the task and technology to create scholarly interactions and trusting associations with the learner. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.
The document discusses strategies for retaining new teachers. It describes two schools' approaches: School 1 focuses on collaboration through an inclusion compass, engaging teachers, parents, and social workers. School 2 focuses on co-design, using collaborative dialogue where new teachers present cases to experienced teachers for feedback. Both schools found that retention is challenging without support but is aided by organized team cooperation and feedback between new and experienced teachers.
Status quo vadis? An assessment of the relationship between science, educatio...Simon Haslett
Presentation by Dr Christopher House (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Project-based learning (PBL) is an instructional approach that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. PBL is not a new concept, having been developed and advocated by influential educators like Dewey, Piaget, and Papert. PBL focuses on compelling content, supports student autonomy, involves investigative activities over long periods of time, and results in real-world outcomes through complex products. PBL emphasizes depth of understanding, problem-solving skills, student interest, interdisciplinary focus, process and demonstration of learning, original sources, student use of technology, collaboration, and self
Libraries and Learning Symposium at the Ontario College of Art & Design, Toronto, Canada May 13, 2009. Jill Patrick, Director of Library Services and Victoria Sigurdson, Learning Zone Librarian.
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett. Copyright images have been removed.
1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion.
2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management.
3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.
This document outlines teaching expectations and professional development resources for instructors at Swinburne University. It discusses compliance with policies, alignment with learning strategies, and capabilities expected at different appointment levels. Both quantitative student feedback and qualitative measures like teaching portfolios are used to evaluate teaching. The Graduate Certificate in Learning and Teaching covers compulsory units on learning/teaching nature, curriculum design, and assessment, plus electives. Learning design workshops support unit design, discipline-based learning, and innovative pedagogies.
Challenging talented high school students: the case of Junior College UtrechtJunior College Utrecht
Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
This document summarizes a workshop held at Central Washington University focused on improving STEM teacher preparation in Washington state aligned with the Next Generation Science Standards. The workshop aimed to develop a common vision for STEM teacher preparation, share innovative programs and resources, and begin creating a framework for the next generation of STEM teacher preparation. Key themes that emerged for the framework included ensuring teachers have strong content knowledge of NGSS, engineering, and computer science; pedagogical skills to teach diverse learners and facilitate cross-disciplinary learning; and the ability to collaborate within the education system and local community. Potential components of reformed teacher preparation included extensive clinical experiences, recruitment efforts to promote STEM teaching, and programs designed for continuous improvement.
The Junior College Utrecht (JCU) is a two-year pre-university science program for motivated students aged 16-18 run in partnership between Utrecht University and 26 secondary schools. The JCU aims to offer an interesting science education and provide innovation for partner schools' curricula. Students take accelerated courses in math, physics, chemistry and biology, taught in a research-oriented style. Graduates have achieved above-average results and many continue science studies. The JCU also impacts partner schools by stimulating students and improving science teaching, and has influenced national science education through certified modules and media coverage.
Promoting excellence in STEM education, Andrea van BruggenBrussels, Belgium
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
1) The document summarizes findings from a study on the development and use of distance learning and learning management systems (LMS) at the upper secondary level in Iceland from 2005-2009.
2) Interviews with teachers in 2007 found benefits like increased opportunities for rural schools but also drawbacks like increased workload. Teachers were beginning to use LMS and move to blended learning.
3) Interviews with administrators from 2005-2009 found increased use of LMS improved information flow. The financial crisis led schools to choose less expensive open source LMS like Moodle.
The Commission on Higher Education has approved a new general education curriculum for colleges and universities to implement for students graduating from the K-12 program. The new GE curriculum will be completed in one year instead of two and many current GE subjects will have been covered in senior high school. This has prompted disciplines like engineering to shorten their degree programs from five to four years. Technical panels from each discipline will decide how to adjust their individual curricula. The new GE curriculum consists of 12 subjects including Filipino history and culture. It also allows students to choose three elective subjects. The implementation of the K-12 program and shortened GE has raised issues around the impact on GE teachers and colleges over the next two years with fewer students.
Embedding and sustaining inclusive STEM practicesIES / IAQM
This document discusses embedding inclusive practices in STEM education. It notes that inclusive education considers student diversity and embeds equality principles. The project aims to scale inclusive design in STEM modules to benefit all students, including those with disabilities, by gathering case studies and guidelines. Partners from three universities will collaborate on projects like accessible virtual labs and field courses. Engagement with students, staff, networks, and professional bodies will explore barriers and effective practices in teaching, learning, accreditation and employment for environmental science.
The document discusses the key aspects of the National Education Policy 2020 (NEP 2020) in India. It provides background on previous education policies and committees that led to the formulation of NEP 2020. It outlines the process of drafting NEP 2020 including public consultations. It then summarizes the major reforms proposed in school education, higher education, use of technology in education, and other areas. It also discusses aspects like credit frameworks, multiple entry/exit options, and inter/multi-disciplinary education as envisioned by NEP 2020.
Early College Academy is Greeley's newest high school. This powerpoint presentation was given to parents and potential students as part of a promotional campaign.
This document discusses academic development in the UK higher education landscape. It provides an overview of academic development, including the roles of academic developers and various professional organizations. It also describes the author's work as an academic developer, including running a Postgraduate Certificate in Academic Practice (PGCAP) and various projects to support teaching and learning. Research activities of the author are also listed, including publications and conference presentations focused on academic development topics.
University Schools as a means to develop Teacher Education – a new form of Pa...Kirsti Engelien
The document discusses a new partnership between universities in Oslo and Tromsø to establish Norway's first Centre of Excellence in Teacher Education. The Centre aims to develop teacher education through integrated study designs, university schools, digital learning environments, and leadership. It outlines Norway's new national curriculum calling for closer integration of pedagogy, subject didactics, and practice. The partnership will develop student teaching practice through "intensive practicums" in university schools and research collaborations between schools and the teacher education programs.
How to engage all students in project-based, higher-level learning programs. This is a framework for developing student-centered, project-based schools through engagement and research.
Dr. Donald James, Executive Director of CITE, and former superintendent of Commack Schools, discusses how to engage all students in project-based, higher-level learning programs.
An integrated curriculum combines subject areas around significant problems or issues identified by educators and students. Studies show students in integrated programs outperform those in traditional classrooms on tests. The development process involves determining objectives, designing instruction, delivering the curriculum, analyzing feedback, and adjusting. Teachers collaborate across subjects like English, history, and social studies. Stakeholders like teachers, students, parents, and the community work together towards aims of making learning relevant and improving engagement and skills. Data collection techniques assess skills, growth, activity levels, and reflections.
Similar to Connecting Excellence in secondary and higher education: Junior College Utrecht (20)
Scientists’ and talented students’ contributions to an innovative secondary s...Junior College Utrecht
Presentation for the 2011 ESERA conference in Lyon, France, by Ton van der Valk. Different models of involving science experts in the development of science education for secondary school.
1) The document describes the development of a new module called "The Molecules of Life" to orient grade 11/12 students at the Junior College Utrecht to molecular biology research.
2) The module uses cystic fibrosis as an example to teach students about molecular mechanisms in cells, such as how mutations can cause faulty chloride ion pumps.
3) Student feedback found that they enjoyed learning about the connections between chemistry and biology at the molecular level, though some initial optional topics were less engaging because they did not focus on molecular mechanisms in cells.
Presentatie bij de werkgroep "Maak van je profielwerkstuk een meesterstuk" door Willem Hendrik van Ledden voor de JCU Docentenconferentie Blink ui in bèta!
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Connecting Excellence in secondary and higher education: Junior College Utrecht
1. Connecting excellence
in Secondary and Higher
Education: Junior
College Utrecht
Presentation to the International Conference
‘Evoking Excellence in Higher Education
and Beyond’
October 4 & 5 in Groningen (the
Netherlands)
Ton van der Valk, Freudenthal Institute for
Science and Mathematics Education/ JCU
a.e.vandervalk@uu.nl ; www.uu.nl/jcu
3. Introduction
Critical reflection on a ‘good practice’
• Gap between secondary school and university
• Junior College Utrecht connects upper secondary to
university education
• Partnership UU and 28 secondary schools
1. Science and Mathematics to 100 excellent grade 11 and 12
students, 2 years, 2 days a week
2. A working place for improvement of quality of education
• Has been successful since its start in 2004
What are success factors of JCU approach?
4. Framework 1: stakeholders of
excellence in secondary schools
• Talented students
• Their parents
• Their teachers
• Their schools; school principals
• Universities
• National policy
Teachers are main stakeholders in promoting excellence
They need to be empowered by other stakeholders
5. Framework 2: empowerment and
support for excellence
• Excellence asks for ‘Empowerment’
People feel challenged, part of a team, having valuable contributions
empowerment dimensions
– Competence
– Meaningfulness
– Impact
– Choice
(Thomas & Veltman 1990; Frymier & Shulman 1996)
JCU wants to empower all stakeholders
6. Start of JCU
• Initiative from staff of Utrecht University College
• Support from Executive Board of UU, staff and science
education dept.
• Visits to principals and science depts. of secondary schools
• Financial support from Platform Science and Technology
Initial empowerment, but also some resistance from school
and university teachers
JCU 1.0: student programme
• In 2004: started with 22 students from 12 schools
• In 2005: 50 students from 26 schools
7. Activities JCU 1.0
2004- 2007
• Development of JCU programme (Maths, Phys, Chem, Bio)
• Syllabuses taught by selected upper secondary teachers
(enriched, accelerated)
• ‘Modules’ and projects related to research taught by UU-
teachers
• Community building
• Start teacher programme
• Frequent contacts with all stakeholders
Students: good results; felt empowerment
Growing enthusiasm stakeholders; resistance faded away
8. Developments 2007/08
• UU involved in Sirius project
• JCU embedded in Faculty of Science
• Introduction of new secondary science curricula, a.o. NLT
– Opportunities for making students acquainted with recent
developments in science
• New insights of JCU staff:
– group of students is less homogeneous than expected
(empowerment study: van der Valk et al. 2011)
– Growing readiness in school for sharing JCU experiences
JCU 2.0
9. Activities JCU 2.0
2007 - 2012
• JCU embedded in Faculty of Science
• JCU teacher programme: testing and adapting NLT-modules
• Resulted in nation wide dissemination of 12 NLT modules
(www.betavak-nlt.nl e.g. The Molecules of Life)
• Differentiation and choices in JCU curriculum
• Resulted in differentiation assignments (e.g. balancing bowls)
Partner school teachers empowered
School principals see opportunities for further development
Faculties: experience impact JCU on schools and staff
10. Developments 2011/12
• Policy makers: promote excellence and science in
secondary schools
• Schools:
– development excellence trajectories in all secondary
grades
– Participate in JCU teacher professionalisation
• Matching for 1st year university honours
• Faculty of Science wants to contact more secondary
students
• Hogeschool Utrecht wants to join
11. JCU 3.0: U-Talent
2012 - ?
• Aim: development of excellence trajectories for science and
maths in secondary schools grades 7 to 12
• Involvement of nearly all JCU partner schools
• Project with 5 parts
– Developing school programmes excellence/differentiation
– campus programme: 2 days at UU or HU for 600 selected
students grades 9 – 11
– Teacher programme: teacher development teams;
professionalisation course
– School principal development teams
– Research projects
12. JCU 3.0: how will it look like?
• Differentiated school programmes in JCU partner schools
grade 7-12
• Campus programmes grade 7 – 10 (e.g. 2 days a year)
• New campus programme for grade 11/12 (e.g. 14 days a
year)
13. Success factors/recommendations
• Empower all stakeholders of ‘developing excellence’ process
– Yes, we can!
– Yes, it’s meaningful
– Yes, we have impact
– Yes, we make our own choices
• The teachers are the key stakeholders
• The students are the best ambassadors
• Build learning communities for stakeholders
• Anticipate and attach to developments in national, regional
and local policy in university and secondary education
• Make progression visible (posters); share, ask for feedback
14. Thank you for your attention
• a.e.vandervalk@uu.nl
Sites:
• www.uu.nl/jcu English
• www.betadifferentiatie.nl
• www.vobouwstenen.nl
• www.betavak-nlt.nl English