iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Outsiders looking in or insiders looking outdebbieholley1
Keynote for International Ireland Conference on Education, Dublin, 20/22 April 2015. Conference website: www.iicedu.org
Abstract
Outsiders looking in or Insiders looking out: Challenges for educators negotiating shared learning spaces
This keynote will explore some key policy drivers that impact from ‘outside’ the Academy as Higher Education Institutions try to work out how to best position themselves in a time of rapid policy change. The ‘between’ spaces are significant, how do our students and potential students make sense of the educational offerings; their transition from home to University, when increasingly, this transition is a home based transition? Their arrival ‘inside’ the University presents a series of opportunities and barriers when viewed through the lens of what is permitted – issues of culture identity and engagement are no longer confined to the physical. Online spaces between have been colonised in ways that individuals find meaningful and the bridge from ‘Inside’ to ‘Outside’ and within the Academy needs to be redefined. The talk will finish by offering some insights and possible ways forward to support and meet with our students as they negotiate their way through their own, and our, learning spaces.
======================
The purpose of Ohio REACH is to address recruitment and retention of emancipated foster youth in Ohio’s higher education system and establish foster care liaisons at Ohio universities and community colleges.
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Outsiders looking in or insiders looking outdebbieholley1
Keynote for International Ireland Conference on Education, Dublin, 20/22 April 2015. Conference website: www.iicedu.org
Abstract
Outsiders looking in or Insiders looking out: Challenges for educators negotiating shared learning spaces
This keynote will explore some key policy drivers that impact from ‘outside’ the Academy as Higher Education Institutions try to work out how to best position themselves in a time of rapid policy change. The ‘between’ spaces are significant, how do our students and potential students make sense of the educational offerings; their transition from home to University, when increasingly, this transition is a home based transition? Their arrival ‘inside’ the University presents a series of opportunities and barriers when viewed through the lens of what is permitted – issues of culture identity and engagement are no longer confined to the physical. Online spaces between have been colonised in ways that individuals find meaningful and the bridge from ‘Inside’ to ‘Outside’ and within the Academy needs to be redefined. The talk will finish by offering some insights and possible ways forward to support and meet with our students as they negotiate their way through their own, and our, learning spaces.
======================
The purpose of Ohio REACH is to address recruitment and retention of emancipated foster youth in Ohio’s higher education system and establish foster care liaisons at Ohio universities and community colleges.
This is a presentation offered by Caryn McTighe Musil, Senior Vice President, of the AAC&U given at the Bonner 2012 High-Impact Institute. This is from June 27, 2012.
CCCOER Presents: Models for Transforming Cassrooms to be Equitable and Antira...Una Daly
Many college faculty and staff have been engaged in making their institutions more accessible, inclusive, and equitable through the adoption of OER and open educational practices. One year ago, the need for this work became even more apparent as educators began to recognize that the structural racism deeply embedded in our society was in fact very evident in higher education as well. We invite you to hear from three college professors and the program staff who supported them in moving from the desire to make their classrooms more equitable and antiracist to taking concrete actions to do so.
Environmental Science Professor Jalal Ghaemghami and Librarian Ted (Totsaporn) Intarabumrung will share their open education work at Roxbury College.
Librarian Jen Klaudinyi, creator of the Oregon Equity and Open Education program, and Biology Professor Michelle Huss will share details of the cohort program and how a Biology course was transformed.
Joy Shoemate, Open for Antiracism Course Facilitator (OFAR) and Business Professor Debra Crumpton will share information about the OFAR program and the transformation of the Introduction to Business Class.
Panelists:
Debra J. Crumpton, Professor, Business & Business Technology, Sacramento City College, CA
Jalal Ghaemghami, Professor, Environmental Science, Roxbury Community College MA
Michelle Huss, Biology Faculty, Portland Community College, OR
Jen Klaudinyi, Faculty Librarian, Portland Community College, OR
Joy Shoemate, Director of Online Learning, College of the Canyons, CA
Moderators:
Ted (Totsaporn) Intarabumrung, Coordinator of Library Services, Roxbury Community College, MA
Una Daly, CCCOER Director, Open Education Global
The session will focus on the consideration of the diversity experiences of undergraduate students as preparation for graduate studies as well as the overall benefits of diversity experiences within higher education. Specifically discussion about ways to create opportunities for interaction with and awareness building between diverse students will occur.
Presenter
Amber Mollhagen
University of Houston
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. "International Education can be viewed as a vehicle
through which young people can become better
equipped to understand and to contribute to their own
increasingly heterogeneous society as well to the
wider world beyond"
3. What is International Education?
"A cross-curricular theme that encapsulates and
promotes an international dimension in schools and
for learners."
McMahon (2011)
4.
5. • According to the Institute of International Education's 2011
data release, about 723,277 international students enrolled
are in US colleges and universities
• Undergraduate and graduate foreign enrollment has been on
the steady rise in the last couple of years ranging 5%-9%
• Top three fields of study for international students are :
– Business & Management
– Engineering
– Mathematics and Computer Science
7. 1. California 96,535
2. New York 78,888
3. Texas 61,636
4. Massachusetts 38,698
5. Illinois 33,766
6. Other 413, 754
*Statistics referenced from the Institute of International Education website
13%
11%
9%
5%
5%
57%
Host Rate
California
New York
Texas
Massachusetts
Illinois
Other
8. • There are roughly 64
international students (out
of 6,400 undergrad and
grad students)
• Students can attain
resources and services
through the office of
Student Life
Sacred Heart
University
• There are 400+
international students (out
of roughly 10,000
undergrad and grad) from
49 different countries
enrolled
• Center for International
Education
Salem State
University
• There is a reported 345
international students (out
of 20,604 undergrad and
grad) from 50 different
countries enrolled
• International Programs
Office, iPO
University of
Massachusetts
Amherst
• There are roughly 49
international students (out
of 1,600 undergraduate
students) enrolled
• Center for Global
Education
Wheaton
College
9. The purpose of this study was to explore the
development of international students on
U.S. college campuses.
11. Kayri
Wheaton College
Dominican Republic
Class of 2014
Neuroscience
•Residential Student
•Plans to stay in the United States for 8 years
•Clubs & Organizations: Club Tennis, Habitat for Humanity, Amnesty
International, Wheaton's Women Organization
•Reasons for coming to the United States: Better Education and more opportunities
•Biggest Transitional Challenges: Adjusting to the Culture, language barrier
•Biggest Cultural Challenges: Peers being more open sexually, lack of a strong
community (stores, restaurants, recreational places)
•Personal Changes: New ideas and views on many different topics, more well rounded
in thoughts
12. Francine
Wheaton College
Dominican Republic
Class of 2014
Bioformatics
•Residential Student
•Plans to stay in the United States for 3 years
•Clubs & Organizations: Latino Student Association, Distinguished Women of
Color, Residential Life, Wheaton College Radio
•Reasons for coming to the United States :to improve her English and for better job
opportunities in Bioformatics
•Biggest Transitional Challenges: Language Barrier and Culture Shock. Lack of knowledge of
social norms and being “kept” to cultural ties
•Biggest Cultural Challenges: The diversity of people
•Personal Changes: More social and open. Has more liberal views now. Has now started
hanging out with students outside of her (home country) group of friends
13. Elena
Wheaton College
Albania/ Greece
Class of 2015
Biochemistry
•Residential Student
•Plans to stay for about 8 years
•Clubs & Organizations: Pre-Health Society, Tennis Club, Outdoors Club
•Reasons for coming to the United States: for a better education and more opportunities
•Biggest Transitional Challenges: Language Barrier
•Biggest Cultural Challenges: Peers being more open about their sexual life
• Personal Changes: more open minded and has learning how to talk and open up to
people earlier in relationships
14. Nora
Sacred Heart University
Germany
Class of 2015
Undecided
Grade Point Average: 4.0
•Residential Student
•Took ESL classes 2 years ago and since Spring 2012 enrolled as an undergraduate full-time
student with plans to graduate in the US
•Clubs & Organizations: Phi Sigma Sigma Sorority, Rotaract
•Reasons for coming to the United States: to improve English as a second language, to get to
know another way of life, different people, and another culture
•Biggest Transitional Challenges: Home Sickness, lack of knowledge about the culture
•Biggest Cultural Challenges: learning how people interact with one another. “Let’s hang out”
• Personal Changes: improved English and the way she interacts (believe she can change back
quickly when she returns home)
15. Nataliya
Salem State University
Nicholaev, Ukraine
Graduate Student
HESA Program
•Initially live with a host family, now lives off campus in Boston
•Planed to stay for 2 years but the language barrier has prolonged the trip
•Graduate Assistant Position: Center for International Education
•Reasons for coming to the United States: better future and position in society, more of a
personal challenge
•Biggest Transitional Challenge: Language Barrier (English was a third language)
•Biggest Cultural Challenges: less of a community oriented society, people appreciate
diversity more
• Personal Changes: more individualistic through voicing her own point of view, ambitious
in a different way and better prepared to build a more successful future, not afraid to ask
for help and share opinion in class, more appreciative and understanding
16. Chris
University of Massachusetts Amherst
Cork,Ireland
Economics and Politics
•Residential Student for the first semester, then moved off campus
•Studied in the United States for 1 year
•Reasons for coming to the United States: wanted to try new things and always enjoyed
the American Culture
•Biggest Transitional Challenges: Making friends initially, language was a small issue
because of the accent
•Biggest Culture Challenges: more relaxed environment
• Personal Changes: improve motivated to socialize with people, very confident during
presentations, more competitive to get better grades
17. Interview Question
Examples
• What was the hardest part of your transition to a college in the United States?
• What resources at the College or University did you find most helpful during your transition?
• What are some resources that you wish were available at your college or university?
• What do you think are the most difficult issues for international students coming to American
Colleges and Universities?
• What was the biggest cultural change?
• Are there any challenges you have found academically that you can contribute to a difference in
culture or environment?
• Do you offer your own opinions and views in class discussions?
• Do you meet with your professors outside of class?
• Do you attend campus events?
• What changes have you seen in yourself since you began the international program?
• How have you adjusted to the social aspect of college?
• What are some of the stressors you face as you are entering and adapting to this culture?
• What are some of the coping strategies you have explored?
20. • Discovers discrepancy between individual needs and
opportunities offered at cultural location.
• Individual is exposed to another culture through mediums like
television, movies, books, the internet, travel etc.
• Individual desires opportunities presented at another country's
location.
• Individual develops expectations for unmet needs and intends to
act on expectations.
Cultural Transition Development
Theory
Stage I: Needs vs. Opportunity
(Intent)
22. • Research: Individual begins the process of selecting an
American school
– School counselors
– Online
• Students begin their process of applying to
school, visas, looking for host families
• They make their journey to the United States and into their
new school and culture
23. Reasons why our students chose
their schools
“ I chose a liberal arts school because I wanted a small community like my high
school and Wheaton was ranked pretty high so, I decided to apply.”
-Francine
“I had a choice of there or North Carolina. The facilities and location of UMass
appealed to me more than North Carolina.”
- Chris
“Googled liberal arts, small school, application was free.”
-Elena
“Since I came with a language program from Germany to New York I visited
Universities in the area. I chose Sacred Heart because it was a smaller very
personal and friendly University I could see myself in.”
-Nora
24. Stage III: Conflict Between
Expectation and Reality (Shock)
Language Barrier: Examples : Nataliya & Nora
Cultural Barrier: Examples: Nataliya & Francine
Social Aspect: Examples: Nora, Chris, Elena, & Kavri
• International Students realize that there is more adjustment
than they first anticipated. The language barrier, cultural
barrier, and social aspects contribute to their transition.
25. Stage IV: Integration
• In this stage international students begin to
integrate new pieces of culture and new ideas
into their identity.
• New Ideas
• New Cultural Aspects
• Open-mindedness
26. Limitations
• Does not encompass students from all
continents.
• Snap shot of the student at a certain point in
their development
27. • Longitudinal Study of International
Students
• What resources should be implemented
to help students with their transition?
Future Research
28. • Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010).
Student development in college: Theory, research, and practice (2nd
ed.). San Francisco, CA: Jossey-Bass.
• Marklein, M. B. (2011, November 14). More foreign students studying in
USA. USA Today. Retrieved from http://usatoday30.usatoday.com/
new /education/story/2011-11-13/foreign-students-boost-usa-
economy/51188560/1
• Groncholski, E., Sergent, T., Soman, L. & Witherell, S. (2011). International
Student Enrollment Increased by 5 Percent in 2010/11, Led by Strong
Increase in Students From China. Institute of International
Education, . Retrieved from http://www.iie.org/Who-We-Are/News-
and- Events/Press-Center/Press-Releases/2011/2011-11-14-Open-Doors-
International-Students
References