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As a faculty member, I often hear the blatant dismissal of students and their preoccupation with technology. How can we help develop ethical leaders, solid communicators, critical thinkers, and diversity-minded, community-engaged students if students in today’s generation are focused so heavily on technology and their phones?
As a faculty member, I often hear the blatant dismissal of students and their preoccupation with technology. How can we help develop ethical leaders, solid communicators, critical thinkers, and diversity-minded, community-engaged students if students in today’s generation are focused so heavily on technology and their phones?
From my professional experiences in both K-12 and higher education, I have found the secret sauce to effective professional development is ENGAGEMENT. Faculty professional development is any type of continuingeducation effort for educators. It is a way educators can improve their skills and increase student outcomes.
Our professional programs align with industry standards and our more broadly liberal arts offerings provide ample opportunity for students to explore the many paths open to them, through research, internships, service learning, and so on. There were also some important gaps in the conversations. But we can’t keep up with demand.
The culminating experience for the EAB Rising Higher Education Leaders Fellowship was the capstone project that substantively contributed to the fellows’ professional advancement and helped solve a pressing challenge facing their home institutions. All cohorts ended with presentations of the fellows’ capstone projects.
From my professional experiences in both K-12 and higher education, I have found the secret sauce to effective professional development is ENGAGEMENT. Faculty professional development is any type of continuingeducation effort for educators. It is a way educators can improve their skills and increase student outcomes.
I talked to Scott Shireman , Coursera’s global head of campus, and Lindsey Keith-Vincent , associate dean for research, outreach and innovation and director of the Science and TechnologyEducation Center at Louisiana Tech University, about the results. I’m drawing from new research from Coursera.
We have much to learn from those teachers, as ignorant as they were about the learning sciences, dual coding, interleaving, metacognition, retrieval practice, and spaced practice. No learning objectives. No careful sequence of activities. No innovative forms of assessment. See you in four years."
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