This document discusses engaging STEM students in study abroad opportunities. It outlines several benefits of study abroad for STEM students, including developing scientific reasoning, effective use of technology, understanding diverse cultures, communication skills, and preparation for life after college. The document also discusses strategies that institutions can use to better integrate study abroad into STEM curricula, such as curriculum integration, partnerships with other departments, establishing advisory councils and ambassador programs, emphasizing relevance of courses taken abroad over simple equivalency, and creating clear pathways for STEM students to study abroad. Common barriers to STEM student mobility are addressed, and incremental steps are advocated to increase STEM study abroad participation.
Creating Significant Learning Experiences in LibrariesSpencer Jardine
This presentation shares some of L. Dee Fink's ideas on creating significant learning. Since many librarians do not teach full, semester-long courses, this presentation discusses a few simple active-learning methods for creating more significant learning.
this slide has more information how animals are important for us
its valueable for zoology and biology students
kindly like it and share it if you get usefull info.
and contact us
00923027876733
iubzoologist786@gmail.com
Creating Significant Learning Experiences in LibrariesSpencer Jardine
This presentation shares some of L. Dee Fink's ideas on creating significant learning. Since many librarians do not teach full, semester-long courses, this presentation discusses a few simple active-learning methods for creating more significant learning.
this slide has more information how animals are important for us
its valueable for zoology and biology students
kindly like it and share it if you get usefull info.
and contact us
00923027876733
iubzoologist786@gmail.com
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...SC CTSI at USC and CHLA
Date: Mar 6, 2019
Topic: Social Media and the 21st-Century Scholar: How Researchers Can Harness Social Media to Amplify Their Career
Speaker: Teresa M. Chan, MD, MHPE, Assistant Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Ontario, Canada
Overview: Improving health care requires better dissemination of research discoveries to reach practitioners, patients, and the public. Effective scholarship is essential to achieve this goal. The speaker Dr. Chan argues that it is "incumbent on scientists and scholars to use every tool in their armamentarium, including social media, to reach their intended audiences."
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
Developing Global Competencies through Networked Student International Collab...ACBSP Global Accreditation
Experiencing international business environments is more effective than reading about them. This presentation will demonstrate methods for using readily available collaborative technology to connect students from different countries together so that they develop skills, including cultural understanding, in working on global virtual teams.
Embracing GenAI - A Strategic ImperativePeter 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.
More Related Content
Similar to Nacada 2013 secret world of stem, final
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...SC CTSI at USC and CHLA
Date: Mar 6, 2019
Topic: Social Media and the 21st-Century Scholar: How Researchers Can Harness Social Media to Amplify Their Career
Speaker: Teresa M. Chan, MD, MHPE, Assistant Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Ontario, Canada
Overview: Improving health care requires better dissemination of research discoveries to reach practitioners, patients, and the public. Effective scholarship is essential to achieve this goal. The speaker Dr. Chan argues that it is "incumbent on scientists and scholars to use every tool in their armamentarium, including social media, to reach their intended audiences."
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
Developing Global Competencies through Networked Student International Collab...ACBSP Global Accreditation
Experiencing international business environments is more effective than reading about them. This presentation will demonstrate methods for using readily available collaborative technology to connect students from different countries together so that they develop skills, including cultural understanding, in working on global virtual teams.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
10. • Understanding and application of scientific
reasoning and process
• Effective use of technology to obtain and evaluate
information and data
• Understanding of diverse cultures and
philosophies
• Effective communication and conduct within a
scientific context
• Preparation for effective citizenship and life after
college
College of Biological Sciences
Learning Outcomes:
14. Incorporating course work taken abroad into the
academic context of the home campus. It involves
weaving study abroad into the fabric of the on-
campus curriculum through activities such as course
matching, academic advising, departmental and
collegiate informational and promotional materials,
and the structuring of degree requirements.
Forum on Education Abroad
30. This is the best country in the
world to study science – why
would you go abroad?
I know someone at X college in
X country … let’s send students
back and forth!
But we don’t have a class about fiddler
crabs here. It won’t transfer.
STEM students don’t need global
competency skills… labs are
already international these days!
You can just do your
language requirement or
generals abroad, right?
Culture is both around us and within usInfluences all aspects of an organizationDerives from human need to make environment make sense and as orderly as we can (Weich, 1995)Product of our social learningCULTURE IS NOT GOOD OR BAD! It is.
Culture is both around us and within usInfluences all aspects of an organizationDerives from human need to make environment make sense and as orderly as we can (Weich, 1995)Product of our social learningCULTURE IS NOT GOOD OR BAD! It is.
Culture is both around us and within usInfluences all aspects of an organizationDerives from human need to make environment make sense and as orderly as we can (Weich, 1995)Product of our social learningCULTURE IS NOT GOOD OR BAD! It is.
Overview/History:Began late 90’s with pilot project think of new ways to integrate study abroad into curriculaLAC and one of the academic units, Institute of Technology (physical sciences and engineering) looked for proactive ways to encourage students to study abroad Pilot project increased student participation substantially, doubling participation each yearFound it offered a model for interactions with other academic units.U of M leadership, as it sought to improve the undergraduate experience, placed priority on providing international perspectivesPast presidents enthusiastically supported study abroad, site visits, etc.Grants pursued to fund the development of this model in a way that could be shared with other institutions – FIPSE and Bush FoundationIntegration work expanded to nearly every college on all four campuses
Foundation/Guiding PrinciplesThe University of Minnesota's study abroad curriculum integration model is built upon a broad and deep collaboration with executive leadership, faculty, academic advisers, and study abroad professionals, as well as others who interface with students such as admissions and financial aid. All have been partners with integrating study abroad into the undergraduate experience. Five guiding principles comprise the cornerstone of our methodology:PartnershipsPartners are teachers and learnersOwnership outside of study abroad officesWork within existing structuresLong-term impact Faculty support for curriculum integration is also key to the University of Minnesota' model. Faculty and advisers have taught those of us in study abroad about the undergraduate curriculum and the academic planning issues facing students. We, in turn, have taught faculty and advisers about the possibilities and potential of study abroad.
What did we hope to achieve? What are we working towards?Goals of Curriculum IntegrationIncrease integration of study abroad into all undergraduate majors and minorsProvide additional scholarships for study abroadEnhance faculty/adviser awareness of the contributions that study abroad makes toward creating global citizens and well-educated studentsDevelop innovative practices, materials, partnerships, and professional alliances50% of each graduating class will have studied abroadCreate long-term institutional change: a more "internationalized undergraduate experience"
Address FINANCES by increasing study abroad scholarships, ensuring the availability of low cost study abroad options, and reminding students that financial aid can be applied to study abroad. We also train professors and advisers how to talk with students about the costs of study abroad, and we encourage them to engage students in a brief cost-benefit analysis, noting that students who study abroad are making a lifetime investment in themselves.
Address academic FIT through our work with faculty to match major coursework, internships, or research requirements to appropriate study abroad programs. Study abroad is not time away from degree progress, an extra, or an enhancement. It is integral.
Address FACULTY and advisers by educating them, dispelling myths about study abroad, and enlisting their help in determining good study abroad programs for their students.
Address FEAR by determining what students are fearful about and making study abroad a natural part of academic conversations.
Address FAMILY AND FRIENDS by providing information for students to share with their parents and by reminding students that they can acquire new life-long friends through study abroad.
Key strategies: faculty and advisor site visits, study abroad major planning sheets, Learning Abroad Advisory Council, Education Abroad Network, Curriculum Integration collegiate and other unit liaisonsImage http://video-commerce.org/wp-content/uploads/2012/09/strategy.jpg
Key strategies: faculty and advisor site visits, study abroad major planning sheets, Learning Abroad Advisory Council, Education Abroad Network, Curriculum Integration collegiate and other unit liaisonsImage http://video-commerce.org/wp-content/uploads/2012/09/strategy.jpg
Some fields deserve special consideration…As we seek to increase the number of students participating in learning abroad opportunities on our campuses, the science, technology, engineering and math (STEM) disciplines can be some of the most challenging units to engage in the conversation. Given the complexity and sequencing of today’s science curriculums, it can be difficult for students to even consider where an abroad experience can “fit” into their academic programs or identity relevant or complementary programs. Today’s scientists need problem-solving, critical thinking, and collaboration skills and learning abroad remains a valuable experience to help students gain and develop these skills.A collaborative approach is needed to develop innovative strategies, resources, and programs for STEM students going abroad.
Barriers to Study AbroadUniversity-wide surveys have helped understand the perceived and real barriers, which are the factors that influence a student's decision to study abroadSurveys have confirmed what we had known anecdotally, that there is a perception at Minnesota that study abroad costs too much and delays graduation
“This is the best country in the world to study science – why would you go abroad?” “You can just do your language requirement or generals abroad right?”“I know someone at X college in X country… let’s send students back and forth…”“But we don’t have a class about fiddler crabs here at X university. It won’t transfer.”“STEM students don’t really need global competency skills… labs are already international these days!”
Where to start?http://www.blogging24h.com/wp-content/uploads/2012/03/how-to-start-a-blog.jpg
LisaIn CBS we don’t want our students to feel this way….
MEAGHAN"Extroverted" doesn't necessarily mean being outgoing, although many extroverts are. As described by psychologist Carl Jung, extroversion refers to energy flow and the tendency of some people to draw energy from the outer world -- their focus is on people and activities around them.http://cdn.sheknows.com/articles/2012/10/sarah_parenting/extrovert-child.jpg
https://www.betterment.com/wp-content/uploads/2012/12/wrapup.jpgKristin – Wrap up (2 minutes)Class next week: DiSCHas everyone taken the assessment? (Due today at 12pm)We will bring results to class next week for in-depth discussionNext week assignment: Exploring Leadership Chapter 4Back side of reading reflection notecards: When have you felt the most engaged in class thus far?
KristinQuestions?
KristinQuestions?
Beginning in 1980, ACT conducted four “What Works In Student Retention” studies, partnering at different times with the National Center for Higher Education Management Systems and American Association of State Colleges and Universities. These four studies, which were conducted in 1980, 1987, 2004, and 2010, asked representatives from colleges and universities to identify factors that contributed to attrition and factors that contributed to retention. The response rates ranged from 31.4% in 2004 to over 50% in 1987. The surveys are not exact replications, but they do share common data elements and common topics. As you can imagine, just as college students have changed from 1987 to the present, so have our institutions and professional practices.