A Quiet Crisis

The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting. Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently. Discussion groups will include: • Trend data in part-time applicants and entrants. • Taking the evidence from Aimhigher - how could/does this translate into research? • Making a difference in widening participation - the responsibilities of researchers and practitioners

The document summarizes key findings from a survey of 325 Chief Academic Officers about how their institutions track data on underserved student success and outcomes. Some of the main findings include: - Most institutions track graduation and retention rates, but fewer track data on high-impact practices and learning outcomes, and even fewer disaggregate those data by factors like race/ethnicity. - Institutions are more likely to track and disaggregate data based on race/ethnicity than other factors like socioeconomic status. - Over half of institutions have set goals to close gaps in retention and graduation rates specifically for different racial/ethnic groups. - The majority have or are developing programs to build faculty capacity to support underserved

The document discusses the role of quantitative ethnography in learning analytics. It describes how quantitative ethnography can be used as a systematic approach to advance learning analytics by enhancing understanding and quality. Some key challenges discussed include limitations in adoption, validity, and measurement of learning analytics. The document advocates for the use of quantitative ethnographic methods and techniques to address these challenges and move the field forward.

This talk summarised the SHEILA project and its preliminary findings. It was presented at the EUNIS (European University Information Systems) workshop on 7 November 2017.

This document contains a word cloud and text from a five-year plan for LEAP State Georgia. The plan discusses developing a stronger statewide system through a steering committee, annual conferences, and improved communication. It also outlines goals for individual institutions, such as incorporating LEAP into strategic plans, developing community partnerships, and providing professional development for faculty on essential learning outcomes. The plan aims to strengthen LEAP implementation at both the system and institutional levels in Georgia over five years.

56% of AAC&U member institutions assess learning outcomes across the curriculum in departments. This is up from 42% in 2008. 77% assess outcomes in all or most departments, while 16% do so in a few or no departments. Assessment of cumulative learning outcomes in general education has also increased, from 52% in 2008 to 67% in 2015. Institutions most commonly use rubrics applied to student work and culminating projects to assess general education outcomes. Use of rubrics has increased while use of standardized tests has decreased. When using AAC&U VALUE rubrics, critical thinking and written communication rubrics are used most often by institutions to assess general education student learning outcomes.

National Forum Webinar Wednesday 6th November 2019 Video: https://www.teachingandlearning.ie/resource/learning-analytics-innovative-practices/

The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.

This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.

Presentation made by Rob Siegel at the Washington Association of School Administrators (WASA) Conference February 11-12, 2013 in Yakima, WA

Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts in order to understand and optimize the learning environment. It involves techniques from computer science, statistics, programming and other disciplines. While learning analytics can provide opportunities to give feedback and improve learning, it also poses threats regarding privacy, ethics, and the misuse of visualizations and absence of educational theory. Overall, learning analytics should be used to start conversations to improve learning rather than make definitive decisions, and it is important that the needs and experiences of learners guide its application.

Presentation originally presented at the 2018 National Peer Mentoring Symposium in Indianapolisn Indiana on Saturday November 10, 2018

This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.

This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.

This document discusses using digital communications and social media to increase parental and community engagement in schools. It reviews research showing student achievement is related to community involvement. The study aims to understand how administrators use tools like social media to engage stakeholders and whether this relates to perceptions of the school. Focus groups and a parent survey were conducted in two districts. Themes that emerged included administrators strategically using tools to create transparency and influence reputation. Survey results found most parents prefer websites and newsletters for information and participate in special events. While participation was limited, the study provides examples of how principals communicate and celebrates collaboration between schools and communities. Further research is needed as technologies change and apprehension towards their use exists.

Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.

These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub). You can watch a recording of the webinar here: http://tinyurl.com/p926br2

The document provides an overview of a young inventor's workshop that teaches participants the inventive process. It discusses finding problems, brainstorming solutions, and building models. Participants are guided through each step of invention, including learning about simple machines. The workshop helps young inventors generate ideas using techniques like magnifying, adapting, putting to other uses, and substituting. Attendees are encouraged to choose solutions that are practical, simple, safe, and cost-effective.

This document summarizes a presentation on improving STEM education. It discusses 9 keys to improving STEM education: investigate community needs, focus programs, collaborate with partners, engage students through hands-on learning, enrich programs with activities like camps and competitions, design curricula around engineering challenges, inspire teachers with professional development, integrate STEM across subjects, and evaluate programs. It provides examples for each key and discusses barriers to STEM participation like attitudes, knowledge, and equity issues that programs should address.

This document summarizes a seminar titled "Leadership and Gender Dynamics in the Workplace" presented to the Society for Women Engineers Columbia River Section. The seminar brought the latest research on gender dynamics in leadership roles and provided strategies for women to address these dynamics. It included examples of research presented, implications and tools, and case studies. Feedback from attendees found the seminar very useful, particularly strategies for negotiating workplace issues and making contributions visible. The speaker was praised for her pragmatic, non-accusatory approach.

Page 9: Profile of Diana Laboy-Rush, Electrical Engineer at ZiLOG

The Design & Discovery program is a partnership between Girl Scouts and the Society of Women Engineers to encourage girls ages 12-15 to consider careers in STEM. The program has three phases: a two-week summer camp for hands-on activities and guest speakers; a six-month mentoring partnership where girls work on an engineering project; and presenting their project at a science fair. Over 40 girls participated in camps and some continued with mentors and entered science fairs, with several girls winning awards for their projects. Qualitative results found the program helped build girls' confidence in math and science.

The document describes a universal infrared remote reference design using Zilog infrared controllers. It includes an overview of the hardware and firmware, describing the key scanning, programming procedure, and results of operation. Codes for controlling various devices from many brands are stored in the controller's memory as tables in an appendix. The design allows programming the remote to control different devices by selecting the appropriate code number from the tables.

Using the Future City Competition to Facilitate Multidisciplinary Team Teaching in Middle Schools - presentation to Oregon Association for Talented and Gifted