Presentation by Rebecca Jackson at the Association of Hispanic Healthcare Executives' event regarding enrolling uninsured Latinos through Digital Media.
An overview of a teacher summer institute designed for K-12 educators looking to connect sciences and area studies by gaining hands-on experience at a field station and in a home-stay abroad.
bfonics is an enterprise class proximity marketing platform.
Our Vision is to enable retail providers to effectively engage with their customers and create meaningful shopping experience for them.
A short slideshow on transforming college syllabi to address invisibilities, under-representations, and inequalities. The slides generally focus on gender but also apply to race, sexuality, disability, and other forms of identity and inequality.
Presentation by Rebecca Jackson at the Association of Hispanic Healthcare Executives' event regarding enrolling uninsured Latinos through Digital Media.
An overview of a teacher summer institute designed for K-12 educators looking to connect sciences and area studies by gaining hands-on experience at a field station and in a home-stay abroad.
bfonics is an enterprise class proximity marketing platform.
Our Vision is to enable retail providers to effectively engage with their customers and create meaningful shopping experience for them.
A short slideshow on transforming college syllabi to address invisibilities, under-representations, and inequalities. The slides generally focus on gender but also apply to race, sexuality, disability, and other forms of identity and inequality.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
How to facilitate group-based learning - Geddes Language Center WorkshopBoston University
On a Friday afternoon in April 2016, a group of 20 faculty and graduate students from Romance Studies and MLCL departments met in the Geddes Center for "How to facilitate group-based learning: What do you use and what are the benefits?" Participants explore the differences between cooperative, collaborative, project-based and community-based learning and shared many innovative ideas and strategies for implementing group activities inside and out of the classroom.
School Without Walls: A ‘Learning Community’ in a Teacher Education SchoolFernando Luís Santos
This paper discusses the concept of learning community (Chocran-Smith & Lytle, 1993) and how it defines, modifies and structures the model of teacher education in a School of Education (Portugal). The increasing desire to improve the quality of student learning led a group of teachers to various pedagogical experiences that converged in both intervention and research project called School Without Walls. The teaching work and the community’s activity and development process represent a significant part of the pedagogical discussion of the teachers involved in the project.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
SoTL from the Start
Nancy Krusen, Anita Zijdemans Boudreau, Laura Dimmler
Traditionally, Scholarship of Teaching and Learning (SoTL) tends to focus on retrospective outcomes within one assignment, module or course. Self-study curricular design offers unique opportunities to navigate unknowns through formative, systematic SoTL work. The purpose of the session is to propose scholarly teaching and learning intentionally integrated into program development. The session explores an intricate process incorporating SoTL during creation of an interprofessional PhD in Education and Leadership. The process includes comprehensive mapping of curriculum, deliberate collaborative inquiry across an interprofessional community of novice and expert scholars, and projected chronicling of impact. Participants will review a prospective SoTL process, followed by collaborative design of projects. Literature: There are elements of backwards design and curricular self-study contributing to SoTL from the start, however, literature discussing SoTL in design processes is limited. Nelson described five general groups of SoTL, none of which specifically address prospective development (2004).More
recently, Nelson described an idealized seven-step model to design, present, and analyze SoTL projects (2014). The model hints at front-end design but only in reference to individual courses rather than entire curricula. Wilson, Doenges and Gurung (2013) proposed a continuum of SoTL and a series of benchmarks to serve as a basis for rigorous study. They suggested “SoTL should be held to a higher standard of deliberate, well-planned, programmatic, and designed research that should extend, if possible, beyond a semester and a single class” (p. 68). Salmon articulated overlapping scholarship of integration with scholarship of teaching and learning (2004). Salmon’s work described implementation of educational practice beyond crossing disciplinary boundaries to embed Boyer’s framework for informed curricular development. Presenters propose participants expand their scholarly teaching and learning as intentionally integrated into program development. Objectives: The session will enable participants to facilitate analysis of curricular change by outlining SoTL topics suited to participant-proposed investigation; compare confirmatory and exploratory research across genres to guide SoTL process; design collaborative SoTL proposals, specific to participants’ interests; identify resources for implementation of SoTL “from the start” projects.
Case-in-Point Inspired Pedagogy: Creating a Laboratory for Examining LeadershipCPEDInitiative
Case-in-Point Inspired Pedagogy: Creating a Laboratory for Examining Leadership
Presenters: Charlene Trovato, University of Pittsburgh and Francois Guilleux, University of Pittsburgh
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. The Textbook Definitions
A cohort is “a number of persons all possessing a
common characteristic” (Reber, 1995)
In our context, a group with the same degree start
date and meeting schedule
A learning community is a group whose members
seek and share learning and then act on what
they learn (Astuto & colleagues, 1993; SEDL)
3. Our Program
We structured our program around thematic
learning communities
Examples of themes are: education policy;
character education; language, literacy, and
culture; higher education student services
We scheduled our learning communities as
cohorts, taking the same classes at the same
time, progressing from start to finish together
In planning, it was easy to say “learning
community” but in practice establishing a
learning community takes more effort
4. Our Program
We probably treated our groups more like
doctoral cohorts than learning communities
We did not do anything at our orientation that
specifically “built” each of the learning
communities (other than allowing break-out
time)
Some communities did activities that promoted
“community” while others did not
Most of the communities have engaged in
collective learning and collaborative work
5. The Dilemma: Would we
make different decisions for
a learning community as
opposed to a cohort?
A student asks not to take a course with his group
because he had a previous course on that topic
A students asks to skip a course with her group
because of a heavy work schedule and promises
to take it the following year
A student has taken a position out of town and
would like to finish the last year independently
A student isn’t interested in the framework
chosen by her group for the Dissertation in
Practice and wants to do an individual DIP
6. What makes a learning
community different?
Supportive and shared leadership
Collective creativity
Shared values and vision
Supportive conditions, and
Shared personal practice
{Southwest Educational Developmental Laboratory.
(1997). Professional Learning Communities: What
Are They and Why Are They Important? Issues . .
About change, 6(1), 1-8.}
7. Group Work Phase I
How can a program build a learning
community?
What contextual activities, tasks, or projects
might be done, and when?
Can activities, tasks, or projects be related to the
program’s learning outcomes?
“I know it is a learning community if . . .” then
backward design to an planned activity or step
9. Group Work Phase II
Identify program structures or practices that
would help maintain “community”
Consider some of questions posed earlier and
what the response might be if a program was
built around learning communities
