Reem Jaafar (PhD, CSM)

Seeking effective strategies to develop student-centered, actionable postsecondary IEP goals? This article provides practical tools and examples to guide educators in turning student aspirations into achievable plans for post-secondary success. https://lnkd.in/eXEeJ6ez #IEP #transitionplanning #SpecialEducation

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👩‍🔬 The American Council on Education reports: In an effort to address the underrepresentation of racially marginalized students in STEM graduate programs, ACE convened a new Innovation Lab to reimagine graduate education with an emphasis on equity, innovation, and workforce integration. The event opened with remarks from Hironao Okahana, ACE’s assistant vice president and executive director, Education Futures Lab. Lorelle L. Espinosa, program director at the Alfred P. Sloan Foundation, which sponsored the lab, highlighted findings from ACE’s recent Race and Ethnicity in Higher Education: A Status Report. “Diversifying pathways is not enough to fill gaps,” said Darsella Vigil, senior analyst and program officer, Education Futures Lab. “Pathways and programs must be restructured to meet the needs of current and potential graduate students who look very different than the former traditional student.” Participants engaged in a series of discussion groups, where they were encouraged to think about dramatic changes and ideas that could help diverse groups move along STEM pathways. Among the standout proposals were: Industry Partnerships and Infrastructure at MSIs: Form an industry consortium to fund graduate education; create apprentice-like learning pathways with applied research; and build strong infrastructure at Minority Serving Institutions (MSIs) through strategic partnerships. Separate Research Funding from Student Supports: Ensure research funding is distinct from student support systems to promote student independence and fair distribution of financial resources. Reward Nontraditional Scholarship: Recognize and reward diverse forms of scholarship; reevaluate dominant knowledge frameworks; and use graduate student success as a measure of faculty and institutional performance. National STEM Talent Program: Launch a national initiative to develop STEM talent, similar to historical moonshot programs, to prioritize and advance STEM graduate education. Stackable Credentials: Create flexible educational pathways allowing students to earn incremental credentials, facilitating career advancement and enhancing the value of their learning experiences. “The ACE Innovation Lab’s efforts underscore the importance of collaboration between academia, industry, and funding bodies to create a more just and effective educational landscape,” said Okahana. “As the discussions continue, the hope is that these innovative ideas will lead to tangible changes, ensuring that minority students in STEM not only enter but thrive in their chosen fields.” #DiversityInclusion #RacialEquity #STEMeducation #STEMstudents #DiversityInEducation #DiversityInScience #HBCUs

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"After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies." https://lnkd.in/ed6mdeMJ

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"After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies." https://lnkd.in/ed6mdeMJ

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For those in higher education, let me know if you're interested in (a) attending TAC (it's a great way to connect with colleagues and learn!), and/or (b) sharing your affordability story during a session (it's a casual setting and fun!). #impact #studentsuccess #textbookaffordability

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Precision learning is something I'm excited about, especially in higher ed. By tailoring learning experiences to individual students, we can ensure they get what they need to succeed. We have the opportunity to create personalized learning journeys for our students. Students benefit in two powerful ways. First, personalized learning reduces the risk of falling behind and focusing on what they need, not topics they've already mastered. Second, it empowers them to reach their full potential by tackling challenges that stretch their abilities. Precision learning also enables students to work at their own pace, which can be a real confidence booster. Students will no longer feel lost in the crowd or overwhelmed by content that doesn't resonate. So, what does precision learning look like in practice? It involves using data and analytics to inform instruction and incorporating personalized feedback and assessment. Imagine a world where students feel seen, heard, and supported in their unique learning journey. Of course, implementing precision learning isn't without its challenges. One significant hurdle could be getting buy-in from faculty and staff who use traditional teaching methods. But with the right mindset and support, I believe we can overcome these obstacles and create a truly transformative learning experience for our students. What is the most significant challenge to implementing precision learning in your institution?

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Description In ACUE's module Reducing Microaggressions, faculty, staff, and leaders consider the impact of microaggressions on students and colleagues, learn to recognize and effectively respond to microaggressions, and gain practices to mitigate the impact of microaggressions. In addition, the module includes practices to empower others to recognize and respond to microaggressions. Criteria Individuals who earned this badge (a) implemented technique(s) for Reducing Microaggressions and (b) received full credit on a written reflection in which they described their implementation, successes and challenges encountered including student and peer responses, and outlined their plan for continued refinement and use of the practices in this module.

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Educators - please help an EIA team by filling out this survey. Your feedback will help this team better understand your pain points connected to educational resources for critical thinking

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ACT Study Highlights "Grade Inflation" Impact on Developmental Course Placement • A new study by ACT found that students entering college between 2019-2021 were more likely to be placed in developmental or remedial courses compared to their peers who entered before 2019, despite having similar GPAs. • This trend is potentially linked to grade inflation during the COVID-19 pandemic, prompting colleges to adjust their interpretation of high school grades. • The study examined data from 40,194 students across 10 institutions in one state, looking at their high school GPAs, ACT scores, and placement in developmental math courses. • While high school GPAs increased from 2017 to 2021, ACT composite scores declined, raising concerns about grade inflation. • Students with lower GPAs were more likely to be placed in developmental courses compared to peers with the same ACT scores but higher GPAs, suggesting colleges interpreted higher GPAs as indicators of increased college readiness. • The study recommends colleges adopt a holistic, multi-measure approach for placing students in developmental courses, rather than relying solely on GPA or test scores, aligning with best practices for equitable and effective education. • Using multiple measures like GPA and ACT scores together had less variation in developmental course placement over time compared to using a single measure. #GradeInflation #DevelopmentalCourses #RemedialEducation #CollegeReadiness #ACTStudy #HigherEducation #EquityInEducation #MultipleMeasures #COVID19Education

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Higher ed needs change...And change management. Wherein I argue that #highered institutions should establish a #strategy and #change office for the years ahead. #changemanagement #leadership #highered #highereducation

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Meet Chapter Author Janet Simon Schreck at The Johns Hopkins University!   In Janet’s chapter, she shares her accreditation expertise in Leading with Data and Collaborating with Academics on Assessment. When executed authentically and rigorously, accreditation also provides an evaluative tool that campuses can use to identify areas for improvement and gaps in capacity that, if filled, will enhance the student educational experience and improve teaching and learning. Most, if not all, of the data included in a self-study for accreditation should pre-exist the self-study process, and much of that data will reside in the office(s) of institutional research/effectiveness (IR/IE). This chapter focuses on IR/IE offices using data to proactively partner with faculty and academic administrators to advance the academic missions of their institutions.   Learn more -- coming summer 2024.    About the book: In today's fast-paced and ever-changing higher education landscape, institutions face increasing demands for excellence, innovation, and improved outcomes. Accreditation is a widely recognized benchmark that institutions strive to achieve, but its potential benefits are often not fully realized. The Power of Strategic Accreditation: Driving Institutional Impact aims to bridge this gap by providing educational leaders with a comprehensive resource on strategically leveraging accreditation as a catalyst for institutional improvement and success.   Stay tuned for more updates about this book by following or connecting. #highereducationleadership #highered #accreditation #Powerofstrategicaccreditation

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Outcomes-based assessment. The key to teaching critical thinking. https://lnkd.in/eXqf7mps

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Most state reading laws related to the SoR identify five foundational elements of reading instruction. These are based on the five pillars of reading instruction identified by the National Reading Panel back in 2000. The only problem is that the NRP was 7 pillars short of a full load. This short video describes 12 interacting and interconnecting elements of a comprehensive reading program.

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Sharing this #OpenAccess report again, in case it is helpful: #AcademicIntegrity: Considerations for #Accessibility, #Equity, and #Inclusion. https://lnkd.in/g988c2bv It is from 2022, but there is still not a lot of info available about the connections between #AcademicIntegrity, #Plagiarism and #Inclusion #Equity #Accessibility #Neurodiversity #Neurodivergence #Dyslexia #ASD #Autism #ADHD #ADD. Shoutout to co-authors Brenda McDermott and Rachel Pagaling.

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Leaders in higher ed are currently navigating the introduction of numerous anti-DEI initiatives (tracked by The Chronicle). This climate is particularly hard to navigate for those of us who are responsible for collecting and analyzing DEI data for academic programs with accreditors that strongly emphasize DEI efforts. 💡 Admins, how are you thinking about these challenges? What strategies are you considering to remain compliant with the law and accredited? For more coverage, read the articles found here: https://lnkd.in/d47NKwCE

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There is so much information to support student success packed into these bite-sized lessons. Check out the Professional Learning Space to sharpen your skills and collect certificates! #MiStudentSuccess

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I'm one of many researchers on this upcoming ISLS symposium "Bridging Social Annotation Practice with Perspectives from the Learning Sciences and CSCL." Whether or not you're attending ISLS next month, you can read, publicly annotate, and collaboratively discuss all five paper summaries in our session: > thanks to Xinran Zhu for setting up this fantastic site with instructions about how to access our collective research and annotate with Hypothesis (see Bodong Chen's post below) > and thanks to my co-authors Justin Hodgson and Chris Andrews, Ph.D. for contributing to our paper about linguistic, cognitive, and social indicators of undergraduate students’ social annotation

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