This post begins a series exploring how WordPress (hosted by Edublogs for BCC) can serve as a student eportfolio. This post describes three justifications for considering a blog platform for eportfolios. Read on…
Student Success at Rural Institutions
Wednesday, June 26, 2013
12:00 to 1:30 PM (EDT) - bring your lunch!
In the CTL (K210), Berkshire Community College
Presenter: Heather Bouchey
Director, Leahy Center for Rural Students
Lyndon State College, Lyndonville, VT
Lyndon State College (LSC), a public comprehensive college nestled in Vermont’s Northeast Kingdom —the most remote and underserved region of the state, serves a considerable population of first-generation and Pell eligible students. LSC is making strides toward developing a regional enrollment management system that focuses on improving access and success for vulnerable students. One successful element of this system is the Leahy Center for Rural Students, which focuses on tracking and fostering postsecondary aspirations and achievement in rural students. By building a regional PK-16 system with area educators and community partners; adopting a data-driven, research-based approach; and establishing an Early Promise Program for high school students, LSC is beginning to see both improved retention rates and a more seamless regional education pipeline.
About the Presenter:
Heather Bouchey is Acting Associate Academic Dean for Enrollment Management at Lyndon State College. She holds a B.S. in Human Development and Family Studies from Cornell University, an M.S. in Developmental Psychology from Illinois State University, and a Ph.D. in Developmental Psychology from the University of Denver. She also completed postdoctoral work in Developmental Psychology with a focus on advanced statistical methods and longitudinal analysis at the University of Michigan.
Dr. Bouchey also currently oversees the Patrick and Marcelle Leahy Center for Rural Students at Lyndon State. At the Leahy Center, she and her team are conducting longitudinal panel research on the factors that predict rural students’ aspirations for, entry into, and success in postsecondary endeavors. The Leahy Center works closely with a group of schools in seven supervisory unions within the Northeast Kingdom, a high-poverty region of VT, to establish a seamless PK-16 educational network for students in the region.
This video is from a K-12 Math class, but in 3 minutes, makes the point. One can easily see how flipping and a hybrid course would dovetail well. Spend 3 minutes, check it out, and look for more on Fall professional day. (By the way, the outside of class material does not HAVE to be video — it can also be reading, exercises, practice quizzes, and discussion forums)…
Three new assessment webinar archives are on the tk20 site; just click “watch it now” for the webinars of interest:
“Today, more than ever, Massachusetts’ knowledge economy depends on a highly educated workforce and on research that drives innovation….Progress has been made, but in too many areas we are not yet national leaders. This first Vision Project Report offers a full accounting of where public higher education stands in comparison with other states and describes a statewide strategy for reaching our goal.”
- Visit our site: http://blogs.berkshirecc.edu/turnitin for instructions
- Stay tuned for a Digital Grading workshop featuring Grademark (and other methods) this Fall
An interesting short study from Babson based on responses from 4500 faculty across 2- and 4-year institutions, plus 590 adminstrators, about the effectiveness of online learning. Points of interest include that
- Even though faculty are pessimistic about the learning outcomes of online courses, those same faculty may at times advise a student to take an online course to meet the student’s needs
- The study shows clearly that once faculty engage in online learning, they tend to develop a more positive opinion of its effectiveness
- Administrators are routinely more gung ho about online than faculty
- All agree that the evaluation of online courses has a long way to go (and don’t feel that strongly about the value of current on-ground course evaluation systems either!)
Here’s the full study:
Here is a link to a deli.ci.ous stack (page of links) exploring the study and several of the commentaries on it. This study was published in January 2011, and the controversy is still going strong:
Thirty full- and part-time faculty met at BCC today to review core competency samples of student work. The student work – including a mix of excellent, average, and poor levels – were considered in light of BCC’s core competency rubrics. Faculty spent two hours discussing the strengths and weaknesses they saw, and authored reports summarizing their findings. It was a unique opportunity to see a group consisting of Nursing, Early Childhood, and Sociology instructors reviewing student writing; or English, Human Services, and Hospitality faculty considering critical thinking. Faculty granting the oral communication competency met to review video of student speeches. Comments about the event ranged from useful to “we need to do more of this.”
It’s interesting to see Wired University’s view of essential learning. One quick perusal of their “7 Essential Skills” shows that BCC’s Core Competencies are aligned with what new professionals need in the world of work these days. Stay tuned for further exploration of careers/competencies/skills in upcoming posts leading up to our March 1 Professional Day!