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Integrating Technology with Student-Centered Learning
integrating technology with student-centered learning A REPORT TO THE NELLIE MAE EDUCATION FOUNDATION Prepared by Babette Moeller & Tim Reitzes | July 2011 www.nmefdn.org 1 acknowledgements We thank the Nellie Mae Education Foundation (NMEF) for the grant that supported the preparation of this report. Special thanks to Eve Goldberg for her guidance and support, and to Beth Miller for comments on an earlier draft of this report. We thank Ilene Kantrov for her contributions to shaping and editing this report, and Loulou Bangura for her help with building and managing a wiki site, which contains many of the papers and other resources that we reviewed (the site can be accessed at: http://nmef.wikispaces.com). We are very grateful for the comments and suggestions from Daniel Light, Shelley Pasnik, and Bill Tally on earlier drafts of this report. And we thank our colleagues from EDC’s Learning and Teaching Division who shared their work, experiences, and insights at a meeting on technology and student-centered learning: Harouna Ba, Carissa Baquarian, Kristen Bjork, Amy Brodesky, June Foster, Vivian Gilfroy, Ilene Kantrov, Daniel Light, Brian Lord, Joyce Malyn-Smith, Sarita Pillai, Suzanne Reynolds-Alpert, Deirdra Searcy, Bob Spielvogel, Tony Streit, Bill Tally, and Barbara Treacy. Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. ©2011 by The Nellie Mae Education Foundation. All rights reserved. The Nellie Mae Education Foundation 1250 Hancock Street, Suite 205N, Quincy, MA 02169 www.nmefdn.org 3 Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life. -
Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
2020/21 Forsyth Facts Brochure
2020/21 FORSYTH FACTS AGE 2–GRADE 6 Welcome Home! WE PROVIDE CHILDREN WITH A SUPPORTIVE ATMOSPHERE AND OPPORTUNITIES FOR SUCCESS IN ORDER THAT THEY MAY DEVELOP SELF-CONFIDENCE AND A LOVE OF LEARNING 2020 WE EMPOWER STUDENTS TO EMBRACE CHALLENGE AS THEY FIND JOY IN LEARNING 2016 2019 ABOUT US Forsyth School is a leading independent, co-educational elementary school for children age 2 through Grade 6. Located across the street from Washington University and Forest Park in the Wydown-Forsyth Historic District, Forsyth provides an unforgettable experience on a one-of-a-kind campus with classrooms in six repurposed, historic homes. The challenging and engaging curriculum fosters independence and prepares students to thrive in secondary school and beyond. An Unforgettable Experience With neighbors including Washington University and Forest Park, many of the city’s best cultural institutions are walkable resources for Forsyth students. Science classes track biodiversity and study birds in Forest Park. Art classes visit the Mildred Lane Kemper Art Museum and the Saint Louis Art Museum. Physical Education holds the annual all-school mile run at Francis Field at Washington University, and sports teams run in Forest Park. Classes often walk to the Missouri History Museum and the Saint Louis Zoo. The core of Forsyth’s unique campus consists of six historic homes, acquired one by one over five decades since 1965. All six houses were built in the 40+ 1920s and are listed on the National Register of Historic Places; each has HOUSEHOLD ZIP CODES been repurposed and renovated to provide spacious classrooms, a library, and FROM MISSOURI lunchroom spaces. -
Policy and Procedure No: HCIT-CS-SS-2.0 Topic: Student Services Category: Client Services Issue Date: February 2017 Version: 2.0
HEART College of Innovation & Technology (Formerly Caribbean Institute of Technology) Policy and Procedure No: HCIT-CS-SS-2.0 Topic: Student Services Category: Client Services Issue Date: February 2017 Version: 2.0 This policy replaces all versions of the HCIT/CIT Student Welfare Policy. Purpose To clearly identify and communicate the services that caters to the personal development and wellbeing of students by the HEART College of Innovation & Technology (HCIT) while they pursue their studies in a selected vocation towards certification. Policy The organization provides student welfare services to assist clients/ students transition from orientation through to graduation by coordinating their College experience an impacting the students socially, mentally, physically and financially while completing their training. Scope To acquaint all new clients/students with the policies, rules, regulations and opportunities at the College that will enhance the possibility of them entering and functioning successfully within the workforce (technical & employability skills). Responsibilities Registrar: Has overarching responsibility for Student Welfare/ Affairs Registrar/ Guidance Counsellor/ Student Affairs Officer: Collaboratively plans orientation for new students/ clients. Student Affairs Officer: Has oversight for the Student Union Guidance Counsellor: Provides counselling services HEART College of Innovation & Technology Policy HCIT-CS- SS-2.0: Student Services Version 2.0 – February 2017 Policy Guidelines HCIT Recruitment Process Interview Process At HCIT, prospective students who meet the programmes requirements are selected and contacted via telephone using a formulated schedule to which they are given the option of choosing an interview time and date that is convenient to them. An HCIT interview instrument is administered which allows the interviewer to analyse and evaluate the interviewees thought processes and his/her suitability for the programme applied for. -
Ersatz University
Rochester Institute of Technology Golisano Institute for Sustainability Architecture Program Report for 2017 NAAB Visit for: Initial Accreditation Master of Architecture 105 credit program for students entering Rochester Institute of Technology with a four-year undergraduate degree in a field other than architecture Year of the Previous Visit: 2015 Current Term of Accreditation: Continution of Candidacy Submitted to: The National Architectural Accrediting Board 15 March, 2017 Rochester Institute of Technology Rochester Institute of Technology Architecture Program Report March 15, 2017 Master of Architecture Program Golisano Institute for Sustainability College of imaging Arts and Sciences Architecture Program Report for Initial Accreditation (APR-IA) Program Administrator: Dennis A. Andrejko, FAIA Head, Department of Architecture Master of Architecture Program Golisano Institute for Sustainability 90 Lomb Memorial Drive Rochester Institute of Technology Rochester, New York 14214 585.475.4990 [email protected] Chief Administrator for the academic unit in which the program is located: Dr. Nabil Z. Nasr, Associate Provost and Director Golisano Institute for Sustainability Chief Academic Officer of the Institution: Dr. Jeremy Haefner Provost and Senior Vice President for Academic Affairs President of the Institution: Dr. William W. Destler, President Office of the President Individual submitting the Architecture Program Report: Dennis A. Andrejko, FAIA Head, Department of Architecture [email protected] Name of individual to whom questions should be directed: Dennis A. Andrejko, FAIA Head, Department of Architecture [email protected] ii Rochester Institute of Technology Architecture Program Report March 15, 2017 Table of Contents Section Page Section 1. Program Description 1 I.1.1 History and Mission 1 I.1.2 Learning Culture 4 I.1.3 Social Equity 5 I.1.4 Defining Perspectives 6 I.1.5 Long Range Planning 10 I.1.6A Program Self-Assessment 11 I.1.6B Curricular Assessment and Development 12 Section 2. -
Technology in Early Childhood Programs 1
Draft Technology in Early Childhood Programs 1 Technology in Early Childhood Programs Serving Children from Birth through Age 8 A joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College Proposed 2011 It is the position of NAEYC and the Fred Rogers Center that technology and interactive media are learning tools that, when used in intentional and developmentally appropriate ways and in conjunction with other traditional tools and materials, can support the development and learning of young children. In this position statement, the word “technology” is used broadly, referring to interactive digital and electronic devices, software, multi-touch tablets, technology-based toys, apps, video games and interactive (nonlinear) screen- based media. Technology is continuously evolving. As a result, this statement focuses on the principles and practices that address the technologies of today, while acknowledging that in the future new and emerging technologies will require continual revisions and adaptation. The most effective use of technology in an early childhood setting involves the application of tools and materials to enhance children’s learning and development, interactions, communication, and collaboration. As technology increasingly finds its way into mainstream culture, the types and uses of technology in early childhood programs have also expanded dramatically to include computers, tablets, e-books, mobile devices, handheld gaming devices, digital cameras and video camcorders, electronic toys, multimedia players for music and videos, digital audio recorders, interactive whiteboards, software applications, the Internet, streaming media, and more. These technologies are increasingly expanding the tools and materials to which young children have access both in their homes and in their classrooms, affecting the ways in which young children interact with the world and with others. -
Kosovo Travel Handbook
0 1 Table of Contents Hiring 2 Expense Reimbursement & Travel Arrangements 2-3 Entry/Exit Requirements 3-4 Passport, Visa, Residence Permit Preparing to Go 4-5 What to Bring, Medications, Money, Register with U.S. Dept. of State Housing 6 Arrival in Kosovo 6 Getting Around 6-7 Communication 7-8 Safety & Security 8-9 Health & Wellness 9-10 On Call International Insurance 10 Medical Emergencies 10-11 Life in Kosovo 11-12 Other Information 12-13 Electricity, Water, Tipping, Money/Banking, Clothing, Deaf Culture Contacts 14 2 Travel Guide to Kosovo for Faculty & Staff Congratulations on your upcoming assignment in Kosovo! If this is your first time in the country, you are sure to have a rewarding experience in a culture rich in history that is looking to the future as Europe’s newest democracy. Whether you are a faculty member teaching a course for a semester, faculty/staff leading a short-term study abroad program or an access services provider, we hope this guide will assist you as you prepare for your overseas experience. Hiring Global Delivery Corp. (GDC) is a third You’ll receive a teaching or working party RIT entity whose role is to manage contract, direct deposit, computer the business aspects of RIT’s global account request (RIT employees will not campuses. In most cases, RIT faculty need to complete a computer account and staff conducting RIT business in request), tax, and other hiring forms. Kosovo are required for visa purposes Anna Lombard ([email protected]) in the to work under a GDC contract. -
The Robotic Preschool of the Future: New Technologies for Learning and Play
The Robotic Preschool of the Future: New Technologies for Learning and Play Walter Dan Stiehl, Angela Chang, Ryan Wistort, and Cynthia Breazeal MIT Media Lab 20 Ames St, E15-468 Cambridge, MA 02139 USA +1 617 452 5605 [email protected], ABSTRACT enhance the magic of play. Technology can add elements of magic to play and learning BACKGROUND and improve communication between students in and out of Unfortunately, in many of today’s educational reading toys the classroom. Robots, as a powerful, multi-modal, the child is simply a passive listener and not an active embodied technology pose a unique benefit to enhancing participant. Such systems lack the ability to sense if the collaborative play and storytelling. In this paper we child does not pay attention and there is no feedback to the present three technologies currently in development in the device to encourage the child’s active participation. Personal Robots Group at the MIT Media Lab and describe scenarios in which these systems can be combined to Recently, robotic devices, such as Lego Mindstorms, have enhance the preschool experience. been created based upon Papert’s Constructionism idea. While these systems have been shown to be beneficial to Keywords young children [3], the form factor of blocks lends itself Robotic companion, pre-school, education more to vehicles than soft characters. Additionally, the INTRODUCTION focus of the interaction is more to teach the foundations of Fantasy play and storytelling have been shown to be vitally programming to accomplish a task as opposed to free form important to learning, especially in young children [1]. -
********W********************************* Reproductions Supplied by EDRS Are the Bestthat Can Be Made from the Original Document
DOCUMENT RESUME ED 343 881 SP 033 682 AUTHOR Warren, Thomas, Ed. TITLE A View from the Top: Liberal Arts Presidentson Teacher Education. INSTITUTION Association of Independent Liberal ArtsColleges for Teacher Education. REPORT NO ISBN-0-8191-7981-7 PUB DATE 90 NOTE 177p. AVAILABLE FROM University Press of America, Inc., 4720 Boston Way, Lanham, MD 20706. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS College Faculty; *College Presidents;*College Role; Elementary Secondary Education; Excellence in Education; Futures (of Society); Higher Education; *Institutional Mission; *Liberal Arts; Private Colleges; *Teacher Education Programs; *Teaching (Occupation) IDENTIFIERS Professionalism; Reform Efforts ABSTRACT This monograph presents articles written bycollege presidents about teacher education in liberalarts settings. The publication is organized into 16 chapters (alphabeticalby institution) as follows: "LiberalArts College: The Right Crucibles for Teacher Education" (John T. Dahlquist,Arkansas College); "Teacher Education: Liberal Arts Colleges'Unique Contribution" (Thomas Tredway, Augustana College);"Presidential Involvement in Teacher Education" (Harry E. Smith, Austin College);"Dollars and Sense in Educating Teachers" (Roger H. Hul).,Beloit College/Union College); "Restoring the Balance" (Paulj. Dovre, Concordia College); "Small Is Beautiful: Teacher Education inthe Liberal Arts Setting" Oactor E. Stoltzfus, Goshen College);"Participatory Management: A Success Story" (Bill Williams, Grand Canyon -
Why a Women's College?
Why a Women’s College? By Collegewise counselors (and proud women’s college graduates): Sara Kratzok and Casey Near Copyright © 2016 by Collegewise This edition is designed to be viewed on screen to save trees and to be emailed to fellow students, parents, and counselors. You are given the unlimited right to distribute this guide electronically (via email, your website, or any other means). You can print out pages and put them in your office for your students. You can include the link in a newsletter, send it to parents in your school community, hand it out at an event for students or parents, and generally share it with anyone who is interested. But you may not alter this guide in any way, or charge for it, without written permission from Collegewise. Fifth Edition February 2016 www.collegewise.com A note from the authors In the time since we wrote this guide, women's colleges have been in the news a lot. So, we thought we’d review the latest updates in the world of women’s colleges with some tips on how to consider this news in your college search. The content of the guide hasn’t changed, but we hope this update will help you see women’s colleges in a new light. In March 2013, news broke that Sweet Briar College would be abruptly closing its doors at the end of the academic year. This wasn't the first, nor the only, women's college to close since we wrote this guide, but it captured the media's (and higher education's) attention. -
A Top-Notch, Cost-Free Education for Children Pre-K Through Grade 12 Expert Teaching
A top-notch, cost-free education for children Pre-K through Grade 12 Expert teaching. Technology- enabled learning. World-class facilities. A Milton Hershey School education is one of the nation’s finest. MHS students are well prepared for college and careers. They pursue life- changing opportunities in this safe and supportive community of mentors and friends. MHS is cost-free — from food and housing to sports equipment, healthcare, and more. Students even have the opportunity to accrue up to $95,000 in scholarship support. classEs Teaching, resources wHat we offer and results • Technology-enhanced classrooms and instruction in a one-to-one environment • Small classes that foster personalized learning How it works • Hands-on Learning, from STEAM ElEmEntary Pre-K – Grade 4 (science, technology, engineering, arts, middlE Grades 5 – 8 and math) and problem-based learning sEnior Grades 9 – 12 to field trips to co-op and internship opportunities • Career Training, beginning in middle school and resulting in two or more students make life-cHanging industry-recognized certifications by progress at mHs – Achievement graduation consistently outperforms PA state averages; academic growth consistently • College Preparatory Education, exceeds PA growth average. including honors and AP courses, the Our programming is top-notch, opportunity to earn college credits, and our students are the proof.* dual-enrollment and partnerships with higher education * Measured by Pennsylvania standardized assessments • Skills for Life, from social and emotional learning to character and leadership development to health and wellness homE lifE Safe and wHat we offer supportive • Guidance and structure from attentive and caring adults • Character development and a focus on respect, integrity and accountability How it works • Everything students need, from games Students live in safe and supportive and computers to sports equipment and homes with 8 to 12 other students quiet places to study of the same gender and similar age. -
THE HUMBER COLLEGE INSTITUTE of TECHNOLOGY and ADVANCED LEARNING 205 Humber College Boulevard, Toronto, Ontario M9W 5L7
AGREEMENT FOR OUTBOUND ARTICULATION B E T W E E N: THE HUMBER COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING 205 Humber College Boulevard, Toronto, Ontario M9W 5L7 hereinafter referred to as "Humber" of the first part. -and- FERRIS STATE UNIVERSITY 1201 S. State Street, Big Rapids, Michigan, USA 49307 hereinafter referred to as "Ferris", of the second part; THIS AGREEMENT made this June 1, 2019 THIS AGREEMENT (the “Agreement”) dated June 1, 2019 (the “Effective Date”) B E T W E E N: THE HUMBER COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING (hereinafter referred to as the “Humber”) -and- FERRIS STATE UNIVERSITY (hereinafter referred to as the “Ferris”) RECITALS: A. The Humber College Institute of Technology and Advanced Learning (“Humber”) is a Post- Secondary Institution as governed by the Ontario Colleges of Applied Arts and Technology Act, 2002 (Ontario). B. Ferris State University (“Ferris”), a constitutional body corporate of the State of Michigan, located at 1201 S. State, CSS-310, Big Rapids, Michigan, United States. C. Humber and Ferris desire to collaborate on the development of an Outbound Articulation agreement to facilitate educational opportunities in applied higher education. D. Humber and Ferris (together, the “Parties” and each a “Party”) wish to enter into Agreement to meet growing demands for student mobility and shall be arranged from time to time in accordance with this Agreement. NOW THEREFORE, in consideration of the premises and the mutual promises hereinafter contained, it is agreed by and between the Parties: 1.0 Intent of the Agreement a) To facilitate the transfer of students from Humber with appropriate prerequisite qualifications and grades for advanced standing into the HVACR Engineering Technology and Energy Management Bachelor of Science Program at Ferris (the “Program”).