Monday, January 23, 2012

I’ve got a social science PhD now what?


   I’m taking a break from digital professionalism this month to consider an issue which is currently dominating PhD / Post Doc discussions on twitter – Career options for Post docs and where you fit Post PhD.

   In the week before Christmas I had a couple of long, somewhat analytical and at times teary conversations with my boss about being unsure of where I ‘fit’ post-PhD. This was in part to do with the adjustment to starting a new job and part to do with being in this weird PhD Postdoc transitionary period where you have to find your feet on the other side of academia. When I started my PhD I didn’t think too much about the end result. I just expected for my career to be in academia and automatically associated academia with more research and lecturing. Thus when I finished I was full of happiness but also bemused about what to do next. There was a distinct lack of research jobs and although I applied and was interviewed for a seemingly endless number of positions I got sick of coming a ‘very close second’ etc. although in my head I was still expecting to go PhD post doc or two then lectureship. My PhD is from a Russell Group institution where the focus is on research and developing international, highly qualified researchers. Thus the way I had been brought up academically through my university career I saw this as the natural trajectory.

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Sunday, January 22, 2012

How the Finnish School System Outshines U.S. Education


Educational philosophy in Finland is strikingly different than in the United States, but the students there outperform U.S. learners.

BY STEPHEN TUNG

The Finnish school system might sound like a restless American schoolchild's daydream: school hours cut in half, little homework, no standardized tests, 50-minute recess and free lunch. But the Finns' unconventional approach to education has vaulted Finland to the upper echelon of countries in overall academic performance, according to the Organisation for Economic Co-operation and Development.

Finnish students have ranked at or near the top of the Program for International Student Assessment ever since testing started in 2000. In the most recent assessment in 2009, they ranked sixth in math, second in science and third in reading. By comparison, U.S. students ranked 30th, 23rd and 17th, respectively, of the 65 tested countries/economies.

But Finland's system hasn't always been successful.

"Finland had been traditionally thought of as the lowest achieving country in Scandinavia, and one of the lower achieving ones in Europe for a very long time. It was not a highly developed education system," said Linda Darling-Hammond, the co-director of the Stanford Center for Opportunity Policy in Education, in a lecture delivered Tuesday afternoon about the Finnish educational success story. She introduced the main speaker, Pasi Sahlberg, a Finnish education expert and the director of the Center for International Mobility and Cooperation in Finland's Ministry of Education and Culture.

Wednesday, January 18, 2012

A New Way to Train Teachers: Brent Maddin


A New Way to Train Teachers: Brent Maddin

   When Brent Maddin, Ed.M.’07, Ed.D.’11, thought about his career path, he envisioned working on a faculty of education and eventually directing a teacher training program. What Maddin couldn’t have pictured was that before he  graduated HGSE, he would have accomplished both of these things.

    It was about three years into his doctoral studies when he was recruited by Norman Atkins, the founder of Uncommon Schools, and Dave Levin, cofounder of KIPP Schools, to move to New York to help start a new kind of teacher training program. That program is now known as the Relay Graduate School of Education (RGSE) — an independent graduate school focused exclusively on teacher preparation and certification in New York City and Newark, N.J.

“It happened so quickly. Suddenly my 25-year plan was materializing overnight,” Maddin says.

   RGSE is anything but traditional in its approach to teacher education, which is part of what really attracted Maddin, a former Teach For America (TFA) science teacher, to the school. As provost, Maddin oversees all curricular and instructional aspects of RSGE’s academic program, which includes an emphasis on concrete techniques and the use of video to share the leading practices of exemplary teachers. In addition, RGSE’s master’s program is the first ever to require its graduate students to demonstrate proficiency and student achievement while teaching full-time in their K–12 classrooms to earn a master of arts in teaching (M.A.T.) degree.

School Vending Machines, Weight Gain Link Disputed By New Study


School Vending Machines, Weight Gain Link Disputed By New Study

The explosion of obesity and unhealthy eating among children in recent years is deadly serious. It's already increased the prevalence of things like diabetes and hypertension in those under 18 -- and it bodes very ill for the long-term health of a generation. It's one thing for a person to gradually gain weight over the course of his or her life, becoming portly by middle age. It's quite another to already be obese by the time you're in high school.

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Sunday, January 15, 2012

CONFERENCE-Empowerment Through Learning


Empowerment Through Learning 

17 to 18 January 2012
Stanford, California

A conference that brings together international education experts and policy makers to share successful examples of education reform, social media in teaching, technology in learning, national funding policies, and education research.

Organized by: CICERO Learning 


CONFERENCE-Quality Enhancement of University Teaching and Learning


8TH INTERNATIONAL SYMPOSIUM QUALITY ENHANCEMENT OF UNIVERSITY TEACHING AND LEARNING

INVITATION FOR CHAPTERS

Quality Enhancement of University Teaching and Learning: theories and cases.

ABOUT THE ANTHOLOGY

This anthology will showcase successful experiences with quality enhancement of university teaching and learning. We seek chapters which address the kind of questions sketched below and provide valuable insights into quality practices that have clearly helped improve university students’ learning outcomes.

Three framing concepts
Three concepts sets the scene for this anthology
1.    The concept of learning
2.    The concept of curriculum
3.    The concept of teaching and study methods

Friday, January 6, 2012

CONFERENCE-2012 Biennial Conference on Chemical Education



   The theme of the conference is a celebration of the “Sesquicentennial of the 1862 Land-Grant College Act” which brought higher education within reach of all Americans. Almost as important, the Act changed the very nature of higher education to increase its focus on science, engineering (industrial arts), and (scientific) agriculture.

   Exhibits of rare books, manuscripts, and documents associated with the theme of this BCCE will be displayed. Penn State has an extensive and remarkable collection of material related to its founding, the Land-Grant College Act, and college chemistry education in the 1860s - including the Evan Pugh collection. The Atherton collection has key documents relating to the passage of the Hatch Act of 1887 and the second Morrill Act of 1890. Penn State also has the most extensive and best collection of original Joseph Priestley material in the United States (including the handwritten originals of his autobiography, his will, and letters). A Penn State library vault is also the repository of the “Great Album.” This precious artifact documents and illustrates the First National Chemistry Congress held in the United States (on the Centennial of Priestley’s discovery of oxygen), the event which directly inspired the founding of the American Chemical Society.
A central theme will focus on building bridges between chemistry instructors at all levels and include symposia emphasizing collaborations between and among pre-college, community college, and 4-year college chemistry instruction and facilitate new and ongoing relationships of mutual benefit between instructors at all levels.