- Jun 2024
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www.laspositascollege.edu www.laspositascollege.edu
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Cheating, plagiarism Conduct that jeopardizes health and safety Tardiness Profanity Pornography Children or pets in class Private conversations or inappropriate displays of affection Uncooperativeness Continually leaving one’s seat Eating and drinking Reading unrelated materials Use of all unauthorized electronic devices, such as walkmans, phones, beepers, pagers, ipods, and music players. Soliciting of funds and/or signatures
some of these seem mild - but it could be great if they were enforced. Students need to learn how to behave professionally.
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Disruptive behavior includes behavior that interferes with the legitimate instructional, administrative, or service functions of the college. However, should any behavior threaten the personal safety of any student, faculty member, staff, or administrator, or be displayed with such emotional intensity that it causes fear or concern in others, at that point such behavior is classified as a CRISIS and will necessitate a call to Campus Safety (925) 424-1699.
distinguishes between disruption and crisis
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catalog.umd.umich.edu catalog.umd.umich.edu
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If online class, faculty can moderate and/or temporarily disable LMS functions to prevent the student from further activity until a resolution is determined.
disable LMS access....not sure how we could do that.
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Talking when the instructor or others are speaking
while I agree, I don't see this enforced much
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www.sydney.edu.au www.sydney.edu.au
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The following behaviours do not constitute bullying.(a) A single incident of unreasonable behaviour. However, single or one-offincidents of unreasonable conduct can also cause a risk to health and safetyand may breach other University policies and should not be ignored.(b) Reasonable management practices.(c) Low-level conflict as defined in subclause 8(3).(2) Reasonable management practices include (but are not limited to):(a) a direction to carry out reasonable duties and instructions;(b) a direction to comply with University rules, protocols, policies andprocedures;(c) setting reasonable goals, standards and deadlines;
Now this makes sense and defining "not bullying" is a great idea to protect people against false accusations.
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catalog.belhaven.edu catalog.belhaven.edu
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Project Teams serve several purposes:
Could easily be translated to online environment
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the program provides a combination of traditional instruction and the enhancement of nontraditional instruction and learning that takes place within a Project Team.
These policies could many times apply to online teams - most of this is outdated info since there are no inperson AGOS courses anymore
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The classrooms, student center, and project team locations are places to learn, to socialize and to grow. Each person must be recognized to have certain rights which do not conflict with the Community Expectations nor infringe upon the rights of others in the spirit of the University motto “to served, and not be served.” These rights include the following: The right to study without distraction. The right to personal privacy. The right to study in a clean environment. The right to be treated with respect and dignity. The right to hold different values. The right to redress grievances. The right to serve the community.
Online environments are not listed here but should be.
Right to be treated with respect and dignity
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Academic Misconduct/Honor Code violations are related to a student’s class work, the appropriate response is vested in the professor.
Professor has to judge on academic misconduct / honor code violation
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All communication between students and other students, or between students and faculty, must be conducted in a manner that is respectful, using language that is professional.
BU's 2 lines on student to student communication
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scf.edu scf.edu
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Degrees of Disciplinary Sanctions:
8 levels before permeant dismissal
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The use of mobile devices (cellphones, beepers, tablets and other smart devices) in the classroom is determined by the faculty member’s mobile device use guidelines for that class. Adhere to the expectations communicated by the faculty member for that course.
phone use can be against policy if faculty state it is
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. Computer and Network Abuse
Interesting the tech conduct is in the general conduct policy now.
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any act that constitutes violent behavior and any other behavior that adversely affects the College or its educational programs or mission. Attempts to commit acts prohibited by the Code may also be addressed through the conduct process. All members of the College community, students, faculty and staff, have the responsibility to report nonacademic misconduct.
Everyone is a reporter
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If a disruptive student refuses to leave when told, the faculty member will contact SCF Public Safety to remove the student.
explicit statement about having students removed by security
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www.wiu.edu www.wiu.edu
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Permanent Removal of Disruptive Student
Administrative withdrawal form
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Violation of Student Code of Conduct ReportStudent's Name: _______________________________________________________________Student Identification Number: __________________________Instructor’s Name: ________________________________ Office Phone #: ________________Instructor’s E-mail Address: ______________________________________________________Course Title: _________________________________________________________________Course Number: _________________________ Section Number: ________Description of Incident (use additional pages if necessary)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe the instructions that were given to the student:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Was the student asked to leave the class? Yes _____ No_____N/A_________Did the student leave voluntarily? Yes _____ No _____Were the police contacted? Yes ____ No ____If yes, officer’s name: _____________________ Officer’s Department: ____________________Action taken by Police (list report number and whether arrest occurred):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Faculty Member’s Signature_____________________________________Date: ____________Submit copy of form electronically to: student, department chair, and to Student Judicial Programs (who will sharewith Student Development Office) at tp-sheridan@wiu.edu or via fax to 309-298-1203
form sample
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www.k-state.edu www.k-state.edu
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Non-threatening Disruptive Students
I live the division to non-threatening vs threatening students
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- May 2024
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www1.villanova.edu www1.villanova.edu
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Link to academic resources, as appropriate (such as Office of Disability Services, Learnin
linking to student resources
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files.eric.ed.gov files.eric.ed.gov
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To be successful in this class, youwill need to log in at least three times per week to accesscourse materials and to participate actively in the class.
I like this multiple login requirement for students being stated.
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engaging face-to-face class experience is composedof the classroom space, the scheduled meeting times, theproximity of students to the instructor and one another, andthe social norms that motivate students to participate.
face-to-face architecture of engagement ---classroom --schedule meeting times --proximity of students to instructor and each otehr --social norms to encourage participation
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Perceptions ofquality deficiencies in online classes are sometimes based inassumptions that instructors are better able to engage withstudents, and to encourage more active learning, in face-to-face environments
but is this really true with GenZ
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pressbooks.pub pressbooks.pub
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student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans
Contact outside of the classroom is difficult for both commuters in on-ground courses and online environments. Also it's becoming an issue for traditional students who are working more and more hours to reduce overall costs of education.
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More importantly, transactional distance is not a static measurement, but variable with dynamics based on the interaction or gap between any one instructor and any one student—including face-to-face environments—and includes both psychological and communications space where there is potential for misunderstandings. The space and time gap can be closed with deliberate elements of interaction by the instructor
transactional distance can be an issue in on-ground classes
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scholarworks.boisestate.edu scholarworks.boisestate.edu
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ocial presence has also been linkedto student retention and intention to reenroll in online course rates
social presence influences retention
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esearch has also shown that social presence can influ-ence students’ learning experiences, including students’ participation and motivationto participate
student motivation
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Research has shown us that students’ relationshipswith faculty have a direct and significant effect on their scholarly engagement
instructor - student relationship
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files.eric.ed.gov files.eric.ed.gov
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video chats were one of the factorsstudents reported to increase the teacher-student relationship
video chats
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A study by Glazier (2016) of 465 studentsover six years compared one course that used built-in rapport-buildingstrategies, such as humanized instruction features like video, extensivepersonalized feedback on assignments, and personalized emails, to anonline course with none of the above rapport-building strategies. The studyexamined rapport through course grades and an anonymous studentsurvey. Both qualitative and quantitative data show that rapport buildingby the instructor can improve student success as measured by coursegrades and retention rates (Glazier, 2016)
rapport building by instructor improves student success
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three distinct elements that contribute tostudent engagement: course design, instructor role, and student role
student engagement factors: Course design Instructor role Student Role
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posit that without specialconsideration, the typical asynchronous discussion format of many onlinecourses aligns poorly with constructivist theory and the nature of learningcomplex course material, such as that which is found in most MAEdcourses.
design of online asynchronous discussions
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The categories were examined for purpose andsatisfaction, and the authors claim that though students value beingengaged in a variety of ways in online courses, instructors do not integratea wide variety of tools, whether due to lack of knowledge or training
Importance of tool variety in online courses
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files.eric.ed.gov files.eric.ed.gov
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. Moore (2013) found thatTD was the single biggest predictor of student satisfaction in online classes, a finding confirmed by morerecent research as well (Weidlich & Bastiaens, 2018). Low online retention rates are explained, in part, bythe potentially high barrier to contact and relationship-building between faculty and students in onlinecourses.
importance of transactional distance and instructor presence
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aquila.usm.edu aquila.usm.edu
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found that facultyperceived themselves as more accessibleto students than the students did. Studentsreported that because they were paying fortheir instructors’ time, they expected timelyresponses to their emails. Additionally,Foral et al. were surprised to learn that thestudents in the campus courses expected aquicker response from an email than did theonline students
faculty perceive themselves more available than students
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Transactional distance is “...a psychological and communications gap, aspace of potential misunderstanding betweenthe inputs of instructor and those of thelearner” (Moore, 1991, p. 2) created by thephysical distance separating online instructorsfrom their learners
transactional distance
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www.codlearningtech.org www.codlearningtech.org
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Respond within a given time frame. Let students know when they can expect a response from you via email or in the LMS and stick to it. Students should know that they’ll be able to get answers or assistance in a set amount of time.
Importance of creating grading expectations and living by them.
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digitalcommons.georgiasouthern.edu digitalcommons.georgiasouthern.edu
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. If online courses continue to be part of the long-termstrategic plan for academic institutions, we need to consider howto teach students the skills they will need to become self-regulatedlearners. The ultimate goal is to create learning environments inwhich students are effective learners
teaching self regulation
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with higher levels of social presence in discussion postshad statistically significantly higher ratings on written assessmentmeasures. Both of the studies demonstrate that increased socialpresence gives students a stronger sense of community and is ef-fective for improving student learning
or maybe they are just more engaged with the course, they are putting more into the course.
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Teaching students to be self-directed learners is an on-going goal for many educators (Fink, 2013). However, until morestudents have these skills, online educators might consider struc-turing courses in ways that teach these skills in addition to coursecontent
Teaching students responsibility is an issue in both face-to-face and online learning. Just because you are sitting in a classroom doesn't mean you are engaged.
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robust theme in the reasons given for preferringface-to-face delivery formats is the perceived lack of interactionwith an instructor in online courses.This was evident in statementsthat suggested that students believe they would have to “teachthemselves”, or that they would prefer a course taught by a “hu-man” or a “real teacher”.
need for instructor interaction
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This suggests that students do not view onlinediscussion forums as equivalent to in-class interactions.
discussion forums
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udent perceptions may be based on old typologiesof distance education akin to correspondence courses, regardless of actual experience with onlinecourses, and 2) course preferences are related to issues involving teaching presence and self-regulated
Student perceptions of face-to-face vs online learning
Tags
- need for real-time faculty-student interaction
- need for instructor interaction in online courses
- increasing student motiviation
- teaching self regulation
- student perceptions to online learning
- student engagement
- discussion forums in online
- student agency
- reason to not have all teaching done in pre-recorded videos
- written assignments
Annotators
URL
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suu.instructure.com suu.instructure.com
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Failing to include all of a student’s educational needs in the PLAAFP:
is there a list somewhere that explains what falls under "educational need"
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A thorough evaluation should include vision and hearing screenings, even though the primary area of concern is academics.
so could we include depression/anxiety screenings?>
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the evaluation must address all areas of student need, even if the area does not seem to be related to a student’s suspected disability.
including social emotional? I feel like this part is almost never on IEPs and could be greatly used.
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- Nov 2023
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markgrabe.substack.com markgrabe.substack.com
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Things that have no interest to you can be ignored without anxiety.
This is one of the primary keys.
When taking college-like courses now later in life, I can do so with a much broader perspective. I can focus on the broader shape of the course and the information that intrigues me and place less focus on the nitty-gritty details that a high school or college student might be expected to memorize.
Of course, some of this would depend on the professor and the evaluations they planned on giving. If it was a humanities course where creating a paper or two was primary over memorizing details, then students might be able to get away with something closer to "professional" notes versus "student" notes. Depending on a syllabus, there could definitely be some overlap between the two.
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- Oct 2023
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arxiv.org arxiv.org
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"Causal Triplet: An Open Challenge for Intervention-centric Causal Representation Learning" Yuejiang Liu1, 2,* YUEJIANG.LIU@EPFL.CH Alexandre Alahi2 ALEXANDRE.ALAHI@EPFL.CH Chris Russell1 CMRUSS@AMAZON.DE Max Horn1 HORNMAX@AMAZON.DE Dominik Zietlow1 ZIETLD@AMAZON.DE Bernhard Sch ̈olkopf1, 3 BS@TUEBINGEN.MPG.DE Francesco Locatello1 LOCATELF@AMAZON.DE
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- Aug 2023
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docdrop.org docdrop.org
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when we step into uncertainty, our bodies respond physiologically and mentally.
- for: transition, uncertainty, uncertainty - neuroscience, ingroup, outgroup, letting go, lifetime student
- paraphrase
- Uncertainty brings
- immune system deterioration
- brain cells wither and even die
- creativity and intelligence decrease
- We often go from fear to anger because fear is a state of certainty.
- We become morally judgmental, an extreme version of oneself.
- conservatives become ultra-conservative
- liberals become ultra liberal.
- because we retreat to a place of safety and familiarity.
- The problem is that the world changes.
- Since we have to adapt or die, if we want to shift from A to B,
- the first step is not B.
- the first step is to go from A to not A
- to let go of our biases and assumptions;
- to step into the very place that our brain evolved to avoid;
- to step into the place of the unknown.
- to step into a liminal space
- Uncertainty brings
- comment
- Uncertainty is uncomfortable
- and can drive us into our familiar, accepted, insular ingroup
- In other words, lead to greater social polarization.
- Adaptation requires us to step into the unknown.
- Big changes in our lives therefore require us to go
- from the familiar and comfortable space,
- to the unfamiliar and uncomfortable
- movement away from our comfort zone, as is happening as the polycrisis we face gains traction.
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If you and I are in conflict, it's as if we're at the opposite ends of the same line. And my aim is to prove that you're wrong and to shift you towards me. The problem is, you are doing exactly the same.
- for: lifetime student, student universalis
- definition: student universalis
- student of life
- comment
- the perspective of the student universalis is:
- I search for truth
- truth through ideas is an ideal that I can never reach
- I only have nearer and nearer approximations to it
- I realize that all my ideas are tentative, provisional and temporary
- I can replace an old idea with a new one through my own discovery or when others share their discovery with me
- I will not be biased in my search for truth, whether it is from the youngest child or a perceived foe
- I will not hesitate to share my truth if it is open to being received by others
- there is no conflict, only the search for truth together
- the perspective of the student universalis is:
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theconversation.com theconversation.com
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try asking questions that lead the person to question what they believe.
- for: lifetime student
- comment
- we are all students of life
- raising the question helps others to explore in an open manner, and taps into themselves as lifetime studuents
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- Jun 2023
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superseded in 2015 by the Every Student Succeeds Act (ESSA), whichrelaxed directives on regular assessment.
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- May 2023
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excelloneduimm.com excelloneduimm.com
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If you always wished to live a British lifestyle and culture then the United Kingdom is surely the country to pick. UK education system has plenty of courses to offer. One can get top-class education along with living the UK lifestyle. The UK welcomes international students with respect and dignity. It makes them feel at home. This land accepts everyone across the globe which makes it multicultural. The courses are relatively short compared to the other countries. Along with study one can get exposure to travel across the country and can feel nature’s beauty. Excellon Education & Immigration – UK Student Visa Consultant in Ahmedabad can help you to achieve your goal. We are a well-known UK student visa consultant in Gujarat providing outstanding sessions to Indian students.
If you always wished to live a British lifestyle and culture then the United Kingdom is surely the country to pick. UK education system has plenty of courses to offer. One can get top-class education along with living the UK lifestyle. The UK welcomes international students with respect and dignity. It makes them feel at home. This land accepts everyone across the globe which makes it multicultural. The courses are relatively short compared to the other countries. Along with study one can get exposure to travel across the country and can feel nature’s beauty.
Excellon Education & Immigration – UK Student Visa Consultant in Ahmedabad can help you to achieve your goal. We are a well-known UK student visa consultant in Gujarat providing outstanding sessions to Indian students.
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excelloneduimm.com excelloneduimm.com
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Australia is a wonderful country and accepts people from different religions and cultural backgrounds. Apart from the multicultural population, this country has so much to offer. Cities like Sydney, Melbourne, Brisbane, and many more have great employment opportunities.
People here live quality of life. This land provides numerous career opportunities for those who want to excel in their career. Australia is well-known for its higher-quality of education. The economic growth is quite steady and you can have a high standard of living.
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excelloneduimm.com excelloneduimm.com
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Canada is a great place to live. Nowadays, people tend to migrate to other countries in order of better lifestyle or quality education. Therefore, many immigrants choose Canada for a high standard of living.
Canada is considered one of the best countries in Northern America because it has got residential neighborhood. Many immigrants are attracted to its big cities, top-ranking universities, and beautiful landscapes. This country is popular because it accepts multiculturalism along with maintaining its cultural and religious practices.
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excelloneduimm.com excelloneduimm.com
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Student Visa Consultant and Immigration Consultant in Ahmedabad
Do you want to pursue your education abroad? Or do you intend to move abroad in search of a better employment opportunity? It can be quite difficult and overwhelming to apply for a student visa or an immigration visa, especially if you are unfamiliar with the legal processes required. An immigration or visa specialist would be helpful in this situation. Many immigration and visa professionals in Ahmedabad can guide you through the challenging visa application process. It will cover the services offered by immigration and student visa consultants in Ahmedabad in this article.
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- Apr 2023
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Oakeshott saw educationas part of the ‘conversation of mankind’, wherein teachers induct their studentsinto that conversation by teaching them how to participate in the dialogue—howto hear the ‘voices’ of previous generations while cultivating their own uniquevoices.
How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.
How does it influence the idea of "having conversations with the text" in the annotation space?
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- Mar 2023
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psychclassics.yorku.ca psychclassics.yorku.ca
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When instruction must be repeated, it means that the school, as well as the pupil, has failed.
I agree with this statement because the student failed because they couldn't understand the material, but it is the school's fault for not providing the tools for the student to be successful such as tutoring or help make course work easier to understand. I think this is important to the history of psychology because we have more resources now that are being used to help students not fail. Back in history there probably wasn't many resources to make sure someone would pass a class or understand material. There are many resources now that are being used to help improve intelligence and prevent failure.
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er.educause.edu er.educause.edu
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Student voice and choice means more than letting students select from various assignment options; it means allowing students to develop a sense of ownership of the classroom and their own learning
Choice versus ownership
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- Nov 2022
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digitalcredentials.mit.edu digitalcredentials.mit.edu
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They also need to communicate their potential, i.e., what they are able to learn, as well as toreceive guidance on how to realize their potential
Fascinating idea of systems not only serving to inform learners/earners about where they can go and how to get there, but to also be a reliable signal about their potential to advisors, councilors, social workers, navigators, parents, recruiters and others
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www.sciencedirect.com www.sciencedirect.com
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Teaching and technology in higher education: student perceptions and personal reflections
-I will download the full article through EBSCO.
-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.
-rating 7/10
Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.
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www.middlesex.mass.edu www.middlesex.mass.eduastin 841
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Student Involvement: A Developmental Theoryfor Higher Education
-This article will provide me with an overview of the learning theory known as student involvement and how it can be used in higher education settings.
-rating 7/10
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.
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- Sep 2022
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Denmark’s data protection regulator found that local schools did not really understand what Google was doing with students’ data and as a result blocked around 8,000 students from using the Chromebooks that had become a central part of their daily education.
Danish data regulator puts a temporary ban on Google education products
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press.rebus.community press.rebus.community
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A number that is already register into your school.
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- Aug 2022
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www.edsurge.com www.edsurge.com
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To be clear, I don’t see John’s progress as a reflection of my teaching. He discovered how to use speech-to-text tools to help him write. He showed up and worked hard every day in our virtual classroom. He took initiative and persevered— all skills I didn’t teach him.
Useful reminder, connected to our goals and roles, as learning pros. Some of us celebrate when people empower themselves through learning. Yet, some people have issues with the fact that there hasn't been an intervention.
My little quip:
People learn despite teachers.
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The instructor may require the submission of the notesas an evidence of pro ress before the writing of the essayis begun, or he may as! for their presentation with the com-pleted essay.
It's nice to have some evidence of progress, but I know very few students who appreciated this sort of grading practice. I know I hated it as a kid, so it's particularly pernicious and almost triggering to see it in print going back to 1908, 1911, and subsequently up to 1931.
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hechingerreport.org hechingerreport.org
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many of their parents are still paying back their student loans.
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- Jun 2022
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hybridpedagogy.org hybridpedagogy.org
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https://hybridpedagogy.org/ethical-online-learning/
An interesting perspective on ethical and supportive online learning. More questions and explorations than answers, but then framing is a majority of the battle.
I'm generally in agreement with much of the discussion here.
This was a fabulous piece for "thinking against". Thanks Sean Michael Morris, and Lora Taub.
I definitely got far more out of it by reading and annotating than I ever would in its original keynote presentation version.
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Collegial pedagogy in online learning is about creating conditions for learners to bring their voices fully into the conversations that matter most to them. Conditions that lift up students as agents, as readers of their world, imagining their world as if it could be otherwise.
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granting pedagogical privilege to an edtech that convinces us the pedagogical arc of the universe bends towards analytics, assessment, and grading—these silence student voices by omitting them.
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But systems of schooling and educational institutions–and much of online learning– are organized in ways that deny their voices matter. My role is to resist those systems and structures to reclaim the spaces of teaching and learning as voice affirming. Voice amplifying.
Modeling annotation and note taking can allow students to see that their voices matter in conversation with the "greats" of knowledge. We can and should question authority. Even if one's internal voice questions as one reads, that might be enough, but modeling active reading and note taking can better underline and empower these modes of thought.
There are certainly currents within American culture that we can and should question authority.
Sadly some parts of conservative American culture are reverting back to paternalized power structures of "do as I say and not as I do" which leads to hypocrisy and erosion of society.
Education can be used as a means of overcoming this, though it requires preventing the conservative right from eroding this away from the inside by removing books and certain thought from the education process that prevents this. Extreme examples of this are Warren Jeff's control of religion, education, and social life within his Mormon sect.
Link to: - Lawrence Principe examples of the power establishment in Western classical education being questioned. Aristotle wasn't always right. The entire history of Western science is about questioning the status quo. (How can we center this practice not only in science, but within the humanities?)
My evolving definition of active reading now explicitly includes the ideas of annotating the text, having a direct written conversation with it, questioning it, and expanding upon it. I'm not sure I may have included some or all of these in it before. This is what "reading with a pen in hand" (or digital annotation tool) should entail. What other pieces am I missing here which might also be included?
Tags
- quotes
- hypocrisy
- open questions
- edtech
- control
- institutional power
- pedagogy
- social annotation
- power over
- Western science
- thinking against
- power with
- social justice
- Western culture
- resistance
- student voices
- read
- quote
- active reading
- questioning authority
- Warren Jeffs
- ethical educational technology
- EdTech
- collegial pedagogy
- Sean Michael Morris
- voice amplifying
- Lora Taub-Pervizpour
- critical pedagogy
Annotators
URL
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- May 2022
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www.qualtrics.com www.qualtrics.com
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only 52% of students agree that when they give feedback, they know their voice is heard.
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Eighty-seven percent of students who report feeling understood are satisfied with their experience overall compared to just 45% of students who say their institution doesn’t understand what's important to them.
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www.tiktok.com www.tiktok.com
- Apr 2022
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twitter.com twitter.com
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(20) Prof. Christina Pagel on Twitter: “THREAD (a bit delayed) on UK & covid: TLDR: flattish cases overall are masking differences between nations, regions & age groups. And we’re still out of whack with Europe. 1/20” / Twitter. (n.d.). Retrieved October 4, 2021, from https://twitter.com/chrischirp/status/1443261013911085056
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I can also reply to comments, providing additional feedback and building a positive teacher-student relationship.
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www.cultofpedagogy.com www.cultofpedagogy.com
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This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).
Guided notes (or skeletal notes with broad topic headings) are a useful pedagogical scaffolding technique to encourage students to take notes. Methods like this have been show to improve student outcomes at all levels as well as for those with disabilities.
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- Feb 2022
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www.teenvogue.com www.teenvogue.com
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https://www.teenvogue.com/story/covid-student-walkouts-oakland-chicago
Students in large public school districts across America are walking out of school to fight for better conditions with respect to COVID-19.
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files.eric.ed.gov files.eric.ed.gov
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Colleges and universities are urged to reconsider their ap-proaches to student discipline by attempting to integrate the academic and nonacademic worlds of students through a broad-based, unified approach that demonstrates and rein-forces the importance and integrity of institutional values. They should begin this process by reviewing and clarifying institutional values as they are already articulated in mission statements, codes of conduct, and academic integrity poli-cies.
Dannells, Michael. 1997. From Discipline to Derdopment: Rethinking Student Conduct in Higher Education. ASHE- ERIC Higher Education Report Volume 25, No. 2. Washington, D.C. The George Washington University, Graduate School of Education and Human Development.
Tags
Annotators
URL
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- Jan 2022
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eductive.ca eductive.ca
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Une énorme charge de travail pour les étudiants n’est pas un indicateur de rigueur.
Given learners' current levels of anxiety, Quebec's Action Plan on Higher Education Mental Health could become quite significant. Wonder who's currently finding solutions to these issues. Workload is controversial enough a topic that a "Design Thinking" #SolutionMode might be even more fitting than assessments of what counts as a heavy burden.
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- Dec 2021
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tomprof.stanford.edu tomprof.stanford.edu
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first-day surveys, name tents, and very brief in-class writing about students’ values or daily lives help students experience a sense of belonging.
Now imagine it from the students' POV, students who are taken 4 or more courses, and having to do the same engagement exercises over and over again in all their classes.
I think it would drive them in the opposite direction from that intended by the instructor.
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- Nov 2021
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www.itv.com www.itv.com
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Bristol University makes masks compulsory for staff and students indoors. (2021, November 16). ITV News. https://www.itv.com/news/westcountry/2021-11-16/bristol-university-makes-masks-compulsory-for-staff-and-students-indoors
Tags
- NHS
- student
- is:news
- England
- staff
- COVID-19
- hospitalization
- mask mandate
- university
- indoors
- Bristol University
- tough winter
- lang:en
Annotators
URL
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- Oct 2021
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www.medpagetoday.com www.medpagetoday.com
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Prasad, V. (2021, September 30). Why Are Highly Vaxxed Colleges Implementing Strict COVID Policies? https://www.medpagetoday.com/opinion/vinay-prasad/94785
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www.frontiersin.org www.frontiersin.org
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Hansmann, R., Fritz, L., Pagani, A., Clément, G., & Binder, C. R. (2021). Activities, Housing Situation and Other Factors Influencing Psychological Strain Experienced During the First COVID-19 Lockdown in Switzerland. Frontiers in Psychology, 12, 735293. https://doi.org/10.3389/fpsyg.2021.735293
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www.theguardian.com www.theguardian.com
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Covid cases in England are 26 times higher than a year ago. (2021, August 28). The Guardian. http://www.theguardian.com/world/2021/aug/28/covid-cases-in-england-are-26-times-higher-than-a-year-ago
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docs.google.com docs.google.com
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Understanding COVID-19 Registration Form. (n.d.). Google Docs. Retrieved March 31, 2021, from https://docs.google.com/forms/d/e/1FAIpQLScrC4krKVHcSm_Wi2VcXcGHa4F8l3cilL2xhbB62etcK4sy4w/viewform?usp=embed_facebook
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www.youtube.com www.youtube.com
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It's hiding at https://readwise.io/pricing, but they do offer a 50% student discount if you email them in advance. I think it's still a bit steep for the functionality that the service offers, but some may find it a bit more palatable at least.
Tags
Annotators
URL
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- Sep 2021
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www.frontiersin.org www.frontiersin.org
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Berger, F., Schreiner, C., Hagleitner, W., Jesacher-Rößler, L., Roßnagl, S., & Kraler, C. (2021). Predicting Coping With Self-Regulated Distance Learning in Times of COVID-19: Evidence From a Longitudinal Study. Frontiers in Psychology, 12, 3627. https://doi.org/10.3389/fpsyg.2021.701255
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www.frontiersin.org www.frontiersin.org
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Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616
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www.frontiersin.org www.frontiersin.org
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Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397
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twitter.com twitter.com
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Nate Holdren. (2021, August 26). This, at Iowa State, is bananas. Https://t.co/8CFPwfMqwe [Tweet]. @n_hold. https://twitter.com/n_hold/status/1430797840054358016
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- Aug 2021
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www.edsurge.com www.edsurge.com
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“They have to decide whether to eat or pay for the book, whether to pay rent or pay for the book. It’s a one-time cost, but it has multiple implications of students sacrificing utilities, for example, and then putting their housing at risk.”
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AP NEWS. “FACT FOCUS: COVID-19 Shots Not Forced on Kids in Australia,” August 20, 2021. https://apnews.com/article/health-australia-coronavirus-pandemic-ap-fact-check-ba06a8878646c33fb1ff7635a0050b7a.
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psyarxiv.com psyarxiv.com
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Dingle, G. (2021). Dingle & Han 2021 The Effect of COVID-19 on Australian University Students’ Mental Health. PsyArXiv. https://doi.org/10.31234/osf.io/amhvx
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press.rebus.community press.rebus.community
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A students unique identification number for the school they are attending.
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- Jul 2021
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NIHR HPRU in Behavioural Science and Eval Bristol. (2021, May 27). Event: The CONQUEST study has collected data on the contacts, behaviour & symptoms of staff & students @BristolUni during #COVID19 to inform policy & math modelling. Join us for this webinar on 8 June for an update on the study, its impact & future plans. Https://t.co/DHrmferP0L https://t.co/25cOASdyKJ [Tweet]. @HPRU_BSE. https://twitter.com/HPRU_BSE/status/1397906695775473671
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www.frontiersin.org www.frontiersin.org
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Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui, D., Pheiffer, G., McKay, K., Newman, S., & Reißig-Thust, S. (2021). The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Frontiers in Psychology, 12, 642689. https://doi.org/10.3389/fpsyg.2021.642689
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www.frontiersin.org www.frontiersin.org
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Yap, Suhui, Albert Lee, Li-Jun Ji, Ye Li, and Ying Dong. “Cultural Differences in People’s Psychological Response to COVID-19.” Frontiers in Psychology 0 (2021). https://doi.org/10.3389/fpsyg.2021.636062.
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- Jun 2021
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hypothes.is hypothes.is
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"Music education students enter universities from diverse backgrounds that include musical experiences in “subaltern” musical practices (rock bands, music theatre, hip hop, and other genres). After four years or so in the institutional environment, we send them out to the world somehow convinced that what they ought to be teaching is the Western canon."
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connect.chronicle.com connect.chronicle.com
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enefits over the in-person classroom. “Online, we’re all face-to-face. There’s no sitting back in the fourth row like in a lecture hall,”
Which is true if students are turning on their cameras. However, what about when students refuse to turn on their cameras or are not in a feasible position to participate (e.g. driving down the interstate or skiing down Brian Head?
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www.socialworker.com www.socialworker.com
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Oversharing. Crying, disclosing intimate details, and telling long (unrelated and/or unsolicited) stories about one’s personal life may indicate the lack of an essential social work skill: personal boundaries.
Testing out the annotate feature. Student 1 will highlight sections according to the prompts, as shown HERE.
For example: "This is me during interviews. I say too much and veer off topic."
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psyarxiv.com psyarxiv.com
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Hammerstein, S., König, C., Dreisoerner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mcnvk
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- May 2021
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psyarxiv.com psyarxiv.com
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Agarwal, A. (2021). Ripple Effect of a Pandemic: Analysis of the Psychological Stress Landscape during COVID19. PsyArXiv. https://doi.org/10.31234/osf.io/dm5x2
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Hazell, C. M., Niven, J., Chapman, L., Roberts, P., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cs73g
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twitter.com twitter.com
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ReconfigBehSci. (2021, April 19). RT @Richard_Florida: NYU too I believe. What is happening in Canada and Australia, especially regarding international students. Https://t.c… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1384411349007089665
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Zabelina, D., Clay, J., & Upshaw, J. (2021). Imagination, anxiety, and loneliness during the COVID-19 pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/9aqbj
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twitter.com twitter.com
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Tanya Hannaford, M.Ed. (2021, February 6). I’ve been teaching face to face all school year, and I’m here to tell you: Face to face instruction doesn’t = better mental health for students. They’re all still struggling. Because it’s a pandemic. [Tweet]. @WritingWoman7. https://twitter.com/WritingWoman7/status/1358052392378507266
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psyarxiv.com psyarxiv.com
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Kiltie, J., Satchell, L., M. (929493), C., Daniels, M., Gould, C. S., Sparrowe, K., Hudson, C. A., & Husted, M. (2021). The effect of change in routine on student mental wellbeing during a nationwide lockdown. PsyArXiv. https://doi.org/10.31234/osf.io/suwnp
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- Apr 2021
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Website
this is great that their is a link to their website. Wasn't expecting this but it is a great feature.
Tags
Annotators
URL
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www.scu.edu www.scu.edu
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Personal website External Link Miah Jeffra Email Login to view emailexample@domain.com
Don't know about former students access to the phonebook. Probably frustrating for them not to be able to view the email if they would like to contact the professor and no longer can access their account. But, I get why it's hidden.
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Faculty & Staff
as a professional now, I would know to look here first — and faculty and staff is clearly in sight and intuitive.
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psyarxiv.com psyarxiv.com
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Ahuvia, I., Sung, J., Dobias, M., Nelson, B., Richmond, L., London, B., & Schleider, J. L. (2021, April 25). College student interest in teletherapy and self-guided mental health supports during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8unfx
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www.sciencemag.org www.sciencemag.org
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PrameelaApr. 15, S. E., 2021, & Pm, 2:00. (2021, April 15). As a Ph.D. student, sharing my perspective on social media felt scary—But it’s worth it. Science | AAAS. https://www.sciencemag.org/careers/2021/04/phd-student-sharing-my-perspective-social-media-felt-scary-it-s-worth-it
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Loose, Tianna, and Alejandro Vásquez-Echeverría. ‘Psychosocial Impacts of COVID-19 among University Students in Uruguay’. PsyArXiv, 15 April 2021. https://doi.org/10.31234/osf.io/w9rde.
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psyarxiv.com psyarxiv.com
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Gusman, M. S., Grimm, K. J., Cohen, A. B., & Doane, L. D. (2021). Stress and Sleep Across the Onset of the COVID-19 Pandemic: Impact of Distance Learning on U.S. College Students’ Health Trajectories. PsyArXiv. https://doi.org/10.31234/osf.io/m5zv9
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- Mar 2021
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www.youtube.com www.youtube.com
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Bruce D Walker. (2021, March 17). COVID Course 3 17 21. https://www.youtube.com/watch?v=bGjYE2GtRLw
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science.sciencemag.org science.sciencemag.org
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Monod, Mélodie, Alexandra Blenkinsop, Xiaoyue Xi, Daniel Hebert, Sivan Bershan, Simon Tietze, Marc Baguelin, et al. ‘Age Groups That Sustain Resurging COVID-19 Epidemics in the United States’. Science 371, no. 6536 (26 March 2021). https://doi.org/10.1126/science.abe8372.
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Ro, C. (2020). Pandemic harms Canadian grad students’ research and mental health. Nature. https://doi.org/10.1038/d41586-020-02441-y
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www.bloomberg.com www.bloomberg.com
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Coronavirus Will End the Golden Age for College Towns. (2020, May 16). Bloomberg.Com. https://www.bloomberg.com/opinion/articles/2020-05-16/coronavirus-will-end-the-golden-age-for-college-towns
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link.springer.com link.springer.com
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Stout, M. E., Christy, S. M., Winger, J. G., Vadaparampil, S. T., & Mosher, C. E. (2020). Self-efficacy and HPV Vaccine Attitudes Mediate the Relationship Between Social Norms and Intentions to Receive the HPV Vaccine Among College Students. Journal of Community Health, 45(6), 1187–1195. https://doi.org/10.1007/s10900-020-00837-5
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psyarxiv.com psyarxiv.com
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Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/4fykt
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psyarxiv.com psyarxiv.com
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Su, I., & Ceci, S. (2021, March 5). “Zoom Developmentalists”: Home-Based Videoconferencing Developmental Research during COVID-19. https://doi.org/10.31234/osf.io/nvdy6
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aimos.community aimos.community
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Conference Details. (n.d.). AIMOS. Retrieved 5 March 2021, from https://aimos.community/2020-details
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daniellakens.blogspot.com daniellakens.blogspot.com
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Lakens, D. (2020, November 29). The 20% Statistician: Why I care about replication studies. The 20% Statistician. https://daniellakens.blogspot.com/2020/11/why-i-care-about-replication-studies.html
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twitter.com twitter.com
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ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved 1 March 2021, from https://twitter.com/SciBeh/status/1354456391772229632
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- Feb 2021
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www.nytimes.com www.nytimes.com
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Marcus, E. (2020, November 23). How College Students Are Helping Each Other Survive. The New York Times. https://www.nytimes.com/2020/11/23/style/college-mutual-aid-networks.html
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www.theguardian.com www.theguardian.com
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Ferguson, D. (2020, October 25). UK academics: opening of universities was illegal. The Guardian. https://www.theguardian.com/education/2020/oct/24/uk-academics-opening-of-universities-was
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www.sciencedirect.com www.sciencedirect.com
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Wright, Kenneth P., Sabrina K. Linton, Dana Withrow, Leandro Casiraghi, Shannon M. Lanza, Horacio de la Iglesia, Celine Vetter, and Christopher M. Depner. “Sleep in University Students Prior to and during COVID-19 Stay-at-Home Orders.” Current Biology 30, no. 14 (July 20, 2020): R797–98. https://doi.org/10.1016/j.cub.2020.06.022.
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psyarxiv.com psyarxiv.com
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Mukhlis, H., Widyastuti, T., Harlianty, R. A., Susanti, S., & Kumalasari, D. (2020). Study on Awareness of COVID-19 and Compliance with Social Distancing during COVID-19 Pandemic in Indonesia. PsyArXiv. https://doi.org/10.31234/osf.io/c9rme
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www.education.gouv.qc.ca www.education.gouv.qc.ca
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expérience étudiante
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- Dec 2020
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community.canvaslms.com community.canvaslms.com
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How do I view rubric results for my assignment?
How do I view rubric results for my assignment?
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psyarxiv.com psyarxiv.com
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Długosz, P., & Kryvachuk, L. (2020). Neurotic generation of Covid-19 in Eastern Europe. PsyArXiv. https://doi.org/10.31234/osf.io/mwhzk
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- Oct 2020
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www.gettingsmart.com www.gettingsmart.com
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While our program still faces some challenges around engaging our students and keeping them enrolled in programs long enough to complete their goals, technology has allowed us to make some remarkable strides.
A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10
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www.erudit.org www.erudit.org
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Therefore, practitioners need to be cognisant of the important role they play in influenc-ing learner motivation when designing learning activities. Most importantly, the relevance and value of the task (e.g., online discussions) need to be clearly identified and linked to learning objectives to help learners understand how the activity can aid in the realisation of personal goals, aspirations, and interests, both in the short and longer term.
Based on research and two small scale case studies, some students in online learning are intrinsically motivated, but others need to be motivated by the teacher and material. External influences such as deadlines and grades also influenced student motivation. Identified regulation, that is, knowing why the activity is valuable and important, make a very big difference in student motivation. This brings us back to the andragogical idea that the assignments should involve real-world situations and be applicable to students' lives. 9/10
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onlinejour.journals.publicknowledgeproject.org onlinejour.journals.publicknowledgeproject.org
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E- learning within the Field of Andragogy
This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments
This article showcases a framework for course design using theory and research in the learning sciences. It defines student-centered learning and explains how it can/ should be used in the creation of the course and when establishing which theories and methods to structure the course around. 9/10, very detailed source.
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lincs.ed.gov lincs.ed.gov
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TEAL Fact Sheet
Teaching Excellence in Adult Learning (TEAL), a great list of resources for different aspects of adult learning. Theories, lesson planning, student centered... The rest of the website has excellent resources as well. It can be a little daunting to try to navigate but a great resource all the same.
10/10
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EAL Center Fact Sheet No. 11: Adult Learning Theories
This is an extensive site that offers many resources for adult learning. TEAL (Teaching Excellence in Adult Learning) has helpful information for planning, UDL, goal setting and much more.
10/10 This site cites its sources and is easy to use.
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www.codlearningtech.org www.codlearningtech.org
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but they should be engaging, because this leads to students beingmore motivated to learn and succeed.The possibilities of how students interact with content and with each other are greatly expanded in a hybrid course; just having themread articles online and then meet to discuss themin-class, for example, takes no real advantage of a class format that can otherwise be a transformative experience.
This article, published by the College of DuPage, gives an introduction to hybrid learning environments. The authors outline the benefits of hybrid learning, how to utilize time wisely, the student experience (both in person and online), and how to structure and plan hybrid courses.
Rating: 6/10
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psyarxiv.com psyarxiv.com
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Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R. E., & Plak, S. (2020, October 11). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9
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covid-19.iza.org covid-19.iza.org
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COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved October 11, 2020, from https://covid-19.iza.org/publications/dp13622/
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www.nytimes.com www.nytimes.com
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Mueller, B. (2020, October 7). ‘It Really Was Abandonment’: Virus Crisis Grips British Universities. The New York Times. https://www.nytimes.com/2020/10/06/world/europe/virus-UK-universities.html
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covid-19.iza.org covid-19.iza.org
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IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13644/.
Tags
- financial burden
- online classes
- stress
- college students
- childcare responsibility
- educational burden
- Pell Grant
- low-income urban
- financial distress
- New York
- lang:en
- unemployment benefit
- drop a course
- student survey
- COVID-19
- is:report
- emergency relief grant
- personal burden
- CARES Act
- internet
Annotators
URL
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www.linkedin.com www.linkedin.com
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Claire Du 2nd degree connection2nd Claire has a account Stanford '24 | AI4Youth Canada
Tags
Annotators
URL
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www.linkedin.com www.linkedin.com
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Riri Jiang 3rd degree connection3rd Riri has a account Student at Princeton University
Bumped into this profile while looking for something. Impressive list of achievements at a young age. Model to emulate
Tags
Annotators
URL
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- Sep 2020
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www.theguardian.com www.theguardian.com
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Brooks, L., & Adams, R. (2020, September 24). Hundreds of thousands of students in Scotland banned from socialising. The Guardian. https://www.theguardian.com/education/2020/sep/24/thousands-of-students-in-isolation-at-20-uk-universities
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twitter.com twitter.com
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Manic pixie dream gàidheal✨ on Twitter. (n.d.). Twitter. Retrieved September 28, 2020, from https://twitter.com/nicmharcuis/status/1309599281280679941
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psyarxiv.com psyarxiv.com
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Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8
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oneheglobal.org oneheglobal.org
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Most instructors will have the experience and knowledge of their students’ situation to make wise choices about activities that will work best.
Academic professors are acknowledging their students well-being which is important and shows care from both sides of the professor and student. This allows the student know that even though the professor is mainly involved with education, they still care.
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Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822
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www.washingtonpost.com www.washingtonpost.com
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Izadi, E. (n.d.). College newspaper reporters are the journalism heroes for the pandemic era. Washington Post. Retrieved September 22, 2020, from https://www.washingtonpost.com/media/2020/09/19/coronavirus-college-newspapers/
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opentextbc.ca opentextbc.ca
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Student assignments that promote student publishing or participating on the open web (open teaching or open pedagogy)
Open pedagogy is an important approach to tap into student-generated content. Generative learning theory has so much potential to foster learning experience and maximise leanring outcomes.
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www.bbc.co.uk www.bbc.co.uk
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‘Critical moment’ as students return to university. (2020, September 5). BBC News. https://www.bbc.com/news/uk-54040421
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www.researchgate.net www.researchgate.net
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Considerable research indicates that college students are bothmore likely to persist and to perform at high academic levelswhen they perceive themselves to be members of a cooperativeand supportive learning community (Kuh, 2009; Tinto, 2006;Zhao & Ku, 2004)
For another study, being a member of a cooperative and supportive learning environment may moderate the rates for persistence and academic performance in college.
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- Aug 2020
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psyarxiv.com psyarxiv.com
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Usher, E., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., Sheehan, E. A. (2020). Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19. [Preprint]. PsyArXiv. 10.31234/osf.io/xwhpm
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twitter.com twitter.com
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Tatiana Prowell, MD on Twitter: “#Coronavirus tracking from @UNC shows 31% of #SARSCoV2 tests run this week were positive, a dramatic increase from previous wks. Is anyone in #publichealth surprised by these outbreaks? I don’t think so. This higher ed experiment is a bad idea in states w/ uncontrolled #COVID19. https://t.co/pfiYlKEcSx” / Twitter. (n.d.). Twitter. Retrieved August 28, 2020, from https://twitter.com/reconfigbehsci/status/1298565943845621760, https://twitter.com/tmprowell/status/1298136038012002304
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twitter.com twitter.com
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csbs.research.illinois.edu csbs.research.illinois.edu
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What We Know About College Students to Help Manage COVID-19 – Center for Social & Behavioral Science. (n.d.). Retrieved August 26, 2020, from https://csbs.research.illinois.edu/2020/08/16/what-we-know-about-college-students-to-help-manage-covid-19/
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www.bristol.ac.uk www.bristol.ac.uk
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Bristol, U. of. (n.d.). August: Young people mental health | News and features | University of Bristol. University of Bristol. Retrieved 25 August 2020, from https://www.bristol.ac.uk/news/2020/august/young-people-mental-health.html
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www.telegraph.co.uk www.telegraph.co.uk
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Rigby, Jennifer. ‘Masks, No Assembly and No Choir: The Science behind Reopening Schools Safely’. The Telegraph, 6 August 2020. https://www.telegraph.co.uk/global-health/science-and-disease/masks-no-assembly-no-choir-science-behind-reopening-schools/.
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www.theguardian.com www.theguardian.com
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Fazackerley, Anna. ‘UK Universities Putting Finances above Student Safety, Expert Warns’. The Guardian, 1 August 2020, sec. Education. https://www.theguardian.com/education/2020/aug/01/uk-universities-putting-finances-above-student-safety-expert-warns.
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- Jul 2020
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www.nber.org www.nber.org
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Aucejo, E. M., French, J. F., Araya, M. P. U., & Zafar, B. (2020). The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey (Working Paper No. 27392; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27392
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covid-19.iza.org covid-19.iza.org
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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osf.io osf.io
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Semple, F. F., & Mayne-Semple, D. (2020). Year 10 and 12 school students’ opinions on returning to partial schooling during the COVID-19 pandemic: An action research prospective survey [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/mdjsn
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osf.io osf.io
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Weeden, K. A., & Cornwell, B. (2020). The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/n5gw4
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psyarxiv.com psyarxiv.com
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Schwartze, M. M., Frenzel, A. C., Goetz, T., Marx, A. K. G., Reck, C., Pekrun, R., & Fiedler, D. (2020, July 6). Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers.
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
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- Jun 2020
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The mental health of PhD researchers demands urgent attention. (2019). Nature, 575(7782), 257–258. https://doi.org/10.1038/d41586-019-03489-1
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twitter.com twitter.com
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Amy Perfors on Twitter: “I’ve been having a difficult time lately — partly because of [insert frantic gesturing at the state of the world], partly personal — but one thing has been a real bright light for me in the last few months. I think it has some broader lessons that might give some hope, so THREAD” / Twitter. (n.d.). Twitter. Retrieved June 26, 2020, from https://twitter.com/amyperfors/status/1275931919897595904
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twitter.com twitter.com
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Ian Nurmi on Twitter: “In the midst of a global pandemic, @BU_Tweets has just threatened to pull the medical insurance of any graduate student unwilling to teach in the classroom this fall. https://t.co/VPHlskry6A” / Twitter. (n.d.). Twitter. Retrieved June 25, 2020, from https://twitter.com/i_nurmi/status/1275457100454465542
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psyarxiv.com psyarxiv.com
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Huckins, J. F., dasilva, a., wang, w., Hedlund, E. L., Rogers, C., Nepal, S. K., … Campbell, A. T. (2020, May 4). Mental Health and Behavior During the Early Phases of the COVID-19 Pandemic: A Longitudinal Mobile Smartphone and Ecological Momentary Assessment Study in College Students. https://doi.org/10.31234/osf.io/4enzm
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psyarxiv.com psyarxiv.com
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Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu
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psyarxiv.com psyarxiv.com
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Długosz, P. (2020). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6ecr7
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psyarxiv.com psyarxiv.com
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Papini, S., Dainer-Best, J., Rubin, M., Zaizar, E. D., Telch, M. J., & Smits, J. A. J. (2020). Psychological Networks can Identify Potential Pathways to Specific Intervention Targets for Anxiety in Response to Coronavirus Disease 2019 (COVID-19) [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4zr25
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www.theguardian.com www.theguardian.com
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correspondent, J. H. N. of E. (2020, June 2). Decade of progress in tackling pupil disadvantage “wiped out.” The Guardian. https://www.theguardian.com/education/2020/jun/03/decade-of-progress-tackling-uk-pupil-disadvantage-wiped-out-coronavirus-school-closures
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- student
- is:news
- England
- study
- COVID-19
- disadvantage
- school closure
- progress
- attainment gap
- education charity
- lang:en
Annotators
URL
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psyarxiv.com psyarxiv.com
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Soicher, R. N., & Becker-Blease, K. A. (2020). Utility value interventions: Why and how instructors should use them in college psychology courses. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/qwmzj
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- May 2020
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psyarxiv.com psyarxiv.com
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Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia-Muñiz, M. J., & de Luis-García, R. (2020, May 7). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. https://doi.org/10.31234/osf.io/2sc84
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psyarxiv.com psyarxiv.com
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Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Assessing change in students’ social networks and mental health during the COVID-19 crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ua6tq
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Hasan, M. T. (2020, April 26). Considering voluntary contribution of medical students to tackle COVID-19 crisis at hospitals in Bangladesh & similar settings. https://doi.org/10.31234/osf.io/mtk4j
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www.thelancet.com www.thelancet.com
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Rasmussen, S., Sperling, P., Poulsen, M. S., Emmersen, J., & Andersen, S. (2020). Medical students for health-care staff shortages during the COVID-19 pandemic. The Lancet, 0(0). https://doi.org/10.1016/S0140-6736(20)30923-5
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- Feb 2020
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elearningtoolkit.uwo.ca elearningtoolkit.uwo.ca
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hello from tuesdays class
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- Nov 2019
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journals.sagepub.com journals.sagepub.com
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Pre-service teachers can benefit from the use of simulations that reproduce classroom environments, student behaviors and profiles, and academic outcomes to guide their craft as educators. In this text, simSchool is briefly evaluated by student teachers to determine its usefulness. While the study had significant limitations of volunteer test subjects in a one-time usage of the tool, simSchool still was given some high marks for it's purpose and realistic depiction of student profiles and classroom environment. Finding suggest simulations like simSchool can continue to improve and with long-term use, would be effective at developing skills for educators. Rating: 8/10
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reader.elsevier.com reader.elsevier.com
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The text documents a year-long research project into experiential learning in teacher professional development. Teachers participated in experiential learning themselves to then begin to implement it into their own classrooms to serve their students. By and large, teachers were receptive, had misconceptions addressed, changed their practices with their colleagues and students to develop more engaging and active classrooms. Essentially, a shift from teacher-centered learning to student-centered learning was achieved in small increments by using experiential learning and reflection to facilitate teacher growth thereby creating new pathways for student learning. Given the nature of the traditional methods predominantly used, this study seems to reflect some elements of transformative learning in which teacher conventions and ideas were challenged and adjusted through heterogenous groups and personal reflection. Rating: 9/10
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- Oct 2019
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As high-paying jobs and college degrees are becoming far out of reach, and student debt continues increasing drastically, barriers to success are growing so high for most Americans that they are now unsurpassable.
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- Sep 2019
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www.chronicle.com www.chronicle.com
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When assignments are optional, compliance will vary and you risk exacerbating differences in study skills, background knowledge, and the like.
I can't help but wonder if the emphasis on "content retention" and "compliance" that seems to be core to the authors' concept of learning doesn't make some bad assumptions: that learning is something that an instructor does to a student, and not something that students have agency over. This seems to me to be in extreme conflict with what might be even more inclusive practice: far less emphasis on the grade, more individual attention and greater emphasis on personal growth, less teacher control and more student agency. This is basic Freire stuff. Students aren't vessels to be filled.
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The more structure, the better for all students.
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Add structure to small-group discussions.
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Allow anonymous participation.
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Counteract self-perceptions that stunt student learning.
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With multiple assessments in class, students practice asking themselves metacognitive questions such as, “How do I know I understand something?” As the instructor, you also benefit by learning immediately how many students are having trouble with a particular concept or skill
lots low states assessments
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set clear expectations — and avoid unnecessary stress and miscommunication
minimize student anxiety w these 5 tips
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Reduce the stakes of major papers and tests.
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podnetwork.org podnetwork.org
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Because documentation of student learning impacts may not reflect the core objectives of all CTLs — and because this investigation is resource-intensive
Measuring impact of on student learning outcomes is resource-intensive. This makes me think of the Tracer project.
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- Aug 2019
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www.kappanonline.org www.kappanonline.org
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share with colleagues
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- Jul 2019
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hybridpedagogy.org hybridpedagogy.org
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The CUNY students I spoke with were universally opposed to — and dissatisfied with — these platforms
How can students play a more active, integral role when institutions are considering adopting these platforms?
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- Jun 2019
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This year, the Promise’s marketing has emphasized vocational college. Administrators hope marginal students will be less likely to drop out of such programs because they are shorter.
Vocational programs are great for "Builders", who learn by doing stuff than merely reciting study material.
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“The challenges that people bring with them to education because of poverty don’t just go away because we say we’re going to pay for college education,”
Reminds me of "The boy who couldn't read"
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www.wsj.com www.wsj.com
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Income share agreements could lower costs and improve outcomes by tying loan amounts to objective judgments of how much the student is likely to earn from her degree. Educational quality could also benefit: Investors would presumably advance students money only for schools that were doing a decent job of teaching them. The risks are that some borrowers could end up paying far more under such a scheme than the current plan and that investors might not lend to students they consider too risky.
The author's counter arguments to Income Share Agreements are not convincing enough for me. They seem abstract and vague.
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His administration cut out the middlemen by killing off the Guaranteed Student Loan Program, the one created under Presidents Johnson and Nixon that relied on banks, in favor of a direct loan program, in which money came from the Treasury. But the government’s loose lending policy, with few questions asked, remained in place. The Obama administration also heavily promoted income-based repayment programs, which set borrowers’ monthly payments at 10% of their discretionary income and then forgave a portion of their debt after 20 to 25 years of payments. This severed the link between the value of students’ education and how much they could borrow, providing a huge incentive for schools to raise tuition, since taxpayers would pick up more of the tab. Enrollment in these programs is one big reason that the government’s costs for student loans are exploding.
Obama revisions to the original student loan program of 1970s started under Johnson and Nixon.
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The voucher system, combined with a lack of government oversight, created perverse incentives: Colleges could raise money quickly by admitting academically suspect students while suffering little or no consequences if their students dropped out and defaulted on loans.
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