Academic-Capital

Higher education is going through radical changes and struggling universities are moving online to increase their reach and balance their budgets. A number of studies have shown that standardization doesn't lessen educational quality and provides consistency in course instruction. Despite standardization there are two things that still need qualified faculty to complete effectively. Grading papers and engaging in conversation require a guiding hand to fully function as intended. Both of these course activities are based in qualitative measurements that are very difficult for automated algorithms to calculate. It takes considerable experience and human insight to understand the student's current vantage point and propose new information to push their knowledge. Each paper comes with a blend of course information, learned experience, thought processes and communication abilities. Professors must try and follow the train of thought and make judgments on the students understand

Tuesday, June 3, 3:00-4:30 (Eastern) Type: Online Webinar As the cost of education continues to increase and the availability of new and innovative technology tools expands online teaching and learning opportunities, keeping up with and increasing faculty skill sets proves challenging. Moreover, institutions are experiencing tighter budgets, making opportunities for professional development more difficult to fund. This webinar will focus on how to collect, correlate, and use data to expand faculty capacity and assess outcomes. During this webinar, participants will learn how the University of the District of Columbia initiated an effort to provide professional development opportunities to faculty across three levels: track participation and outcomes, target specific training to faculty based upon skills, and move faculty along a continuum toward being certified to teach online. The presentation will also disclose how a simple correlation was used to map trained faculty and their

Education is an important component to personal and professional growth. Education has moved online and creates a strong platform to reach a wider group of people from a more diverse background. Perera-Diltz & Moe, J. (2014) discusses the use of formative and substantive assessments in online learning platforms and how these contribute to learning. For online professors they can use their knowledge to encourage development in geographically dispersed individuals and groups.  All knowledge is constructed from previous knowledge and this continues to grow and develop over time as more complex information is added to existing frameworks that create even stronger and wider reaching frameworks. Construction comes from teacher-led learning (Frieire, 2000), collaborative construction between student and teacher (Collins, et. al, 1989), or situated learning framework (Lave & Wenger, 1991).  Teachers can either lead information by pushing knowledge and retention or they can

Wednesday, May 7, 2014   1:00-2:30 EDT Venue: online webinar Overview:   Improving the retention and success rates of undergraduate students continues to be a major topic of discussion for higher education administrators and other stakeholders. Retention refers to an institution's ability to retain students from one performance period to the next. Persistence is the student's ability to continue enrollment from one term to subsequent terms. While postsecondary institutions have emphasized retention, the push for greater accountability by tying student completion outcomes to eligibility for federal student aid programs (Partnerships for Affordability and Student Success Act, S. 1874), requires postsecondary institutions to focus on strategies to increase student persistence to degree completion. This interactive webinar will discuss the higher prioritization of persistence as a driver of student success to bolster retention. Participants will learn the importance of s

The book The Assessment of Doctoral Education by Peggy Maki and Nancy Borkowski offers insight into the modern Doctoral education and common methods of assessment and evaluation. The work moves into significant detail on a number of topics that include New Models of Assessment of Doctoral Programs and Emerging Assessment of Student Learning. Through this book, readers should come to understand the overall assessment process and growing trends in the modern educational process.  The book lists the following trends administrators should expect: -Increase in accountability through accreditation process, assessment and state money, and assessment responsibilities. -Increase in diversification of education through assessment of individual students, core-competencies, and degree integrity. -Student-centered learning that focuses on value-added, technology incorporation, and campus cultural assessments.  The book indicates that there will be a number of difficulties