Business Schools Tap Veterans

Carol’s summary:
Business schools are recruiting former military members, and the post 9/11 GI Bill, means more instructors will be teaching veterans. These are nontraditional students entering a very difficult economy, and we need to figure out how to engage them and draw on their unique experiences. Higher education institutions report that veterans bring a unique perspective to their education, and employers say their military training equips them with strong teamwork and leadership skills. At Harvard Business School, veterans currently make up 3% of the class of 2011’s 930 students.

How can we show honor to our veterans for their military service?

How can we best tap their experiences to sharpen our teaching methods and help other students benefit from the different perspective that veterans bring to education?

How can we help ex-military members make a smooth transition from the battlefield to the classroom?

How can educators treat both the emotional and the academic needs that these returning vets will have in the classroom?

What other campus services can they access for support?

ARTICLE
By DIANA MIDDLETON
Five years ago, Augusto Giacoman was commanding about 30 soldiers and leading raids in Iraq. Now he spends his days in classrooms alongside former bankers, engineers and other civilians earning a master’s in business administration.

Mr. Giacoman, a retired U.S. Army officer, is evidence of a growing effort among business schools to lure ex-military members into M.B.A. programs, where they are prized for their leadership skills and ability to bring an alternate perspective to the classroom, say school administrators.
At Harvard Business School, veterans currently make up 3% of the class of 2011’s 930 students.

From Boot Camp to Business School
Known for its case study method, Harvard relies on students’ personal experiences to propel cases, says Deirdre Leopold, director of admissions at Harvard Business School. Veterans, she says, bring something to the room that other students don’t. “They’ve been responsible for lives, which brings a gravitas to classroom discussion,” Ms. Leopold says.

To view the entire article visit
http://bit.ly/cdqHLS

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As U.S. Aid Grows, Oversight Is Urged for Charter Schools

Carol’s Summary:
As President Obama announced plans to devote more money to Charter Schools this week, experts stress increased oversight to help ensure success. According to today’s New York Times article, one influential charter group member told the House Education and Labor Committee that the federal government had spent $2 billion since the mid-1990s to finance new charter schools but less than $2 million, about one-tenth of 1 percent, to ensure that they were held to high standards. “It’s as if the federal government had spent billions for new highway construction, but nothing to put up guardrails along the sides of those highways,” said Greg Richmond, president of the National Association of Charter School Authorizers. Here are a few important facts about Charter Schools:

o Over one million students are enrolled in more than 3,500 schools in 40 states plus the District of Columbia and Puerto Rico this year.
o Under the NCLB Act, persistently low-performing schools may be converted to charter schools as an option for restructuring them.
o On average, the funding gap between charter schools and traditional schools is 22 percent, or $1,800 per pupil. The average charter school ends up with a total funding shortfall of nearly half a million dollars.
o The Department of Education, through the Charter Schools Program (CSP), began a competitive grant program for alleviating the financial constraints in planning and starting a charter school.
o Since 1995, when CSP started administering start-up grants, the number of states that have passed charter laws has risen to 40.
o According to the first-year report of the National

Study of Charter Schools, the three reasons most often cited to create a charter school are to:
• Realize an educational vision
• Gain autonomy
• Serve a special population
Source: http://www.uscharterschools.org/pub/uscs_docs/fs/index.htm

In addition to greater oversight, charter school achievement can be accelerated by establishing student success and transition programs that are data-driven, since research is one area that charter schools lag behind compared to public schools. Every LifeBound program, grades 5-12, offers data assessments so that schools can see the results. Charter schools need the kind of support organizations like ours provide, as well as commitment from standard-setting teachers and leadership, parents and the community at large.

How can we ensure that Charter Schools have access to student success and transition programs that are proven to increase academic achievement?

Why do some charter schools perform so much better than other charter and non-charter schools?

What can traditional schools learn from high-performing charter schools that might be incorporated into the public school system?

ARTICLE
NEW YORK TIMES
by Sam Dillon

WASHINGTON — The Obama administration plans to significantly expand the flow of federal aid to charter schools, money that has driven a 15-year expansion of their numbers, from just a few dozen in the early 1990s to some 5,000 today.

But in the first Congressional hearing on rewriting the No Child Left Behind law, lawmakers on Wednesday heard experts, all of them charter school advocates, testify that Washington should also make sure charter schools are properly monitored for their admissions procedures, academic standards and financial stewardship.
The president of one influential charter group told the House Education and Labor Committee that the federal government had spent $2 billion since the mid-1990s to finance new charter schools but less than $2 million, about one-tenth of 1 percent, to ensure that they were held to high standards.
“It’s as if the federal government had spent billions for new highway construction, but nothing to put up guardrails along the sides of those highways,” said Greg Richmond, president of the National Association of Charter School Authorizers.

Charter schools operate mainly with state financing, and with less regulation than traditional public schools. A provision of the No Child law offers federal startup grants, usually in the range of $150,000 per school, to charter organizers to help them plan and staff a new school until they can begin classes and obtain state per-pupil financing.

To view the entire article visit:
http://nyti.ms/9WUoez

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Recession Could Push U.S. Further Behind in Educational Goals, Compared With Other Nations

Carol’s Summary:
Compared to other nations, the United States may be losing ground in higher education amidst the global recession, due in large part to “uncoordinated and reactionary” spending cuts. These findings are based on a recent report, “Higher Education Budgets and the Global Recession: Tracking Varied National Responses and Their Consequences,” from the Center for Studies in Higher Education at the University of California at Berkeley. The paper’s author, John Aubrey Douglass, a senior research fellow at the center, analyzed the impact of the recession on higher-education budgets in several member countries of the Organisation for Economic Cooperation and Development. Internationally, he says, “political leaders see higher education as a key to both short-term economic recovery and long-term competitiveness.”

While Mr. Douglass credits the Obama administration’s policies for easing the strain on higher education, he found that, “outside the United States, most countries have thus far avoided large cuts to college budgets and that, in fact, many nations have used the recession to speed up higher-education reforms.” By contrast, 34 American states have already made deep reductions in spending on higher education, in some cases limiting college access, and the U.S. now ranks 10th in the proportion of its adults ages 25 to 34 who hold at least an associate degree.

The current economic climate forces us all to make hard choices, and higher education isn’t being asked to do anything unlike what business and other enterprises are asked to do right now. Challenging established practices give us the opportunity to consider new ways of doing things to trim the fat. It also helps us clarify our mission and improve our institutions. If the U.S. hopes to prepare a world-class workforce, educators needs to lead the way through this kind of innovative thinking and resilience. If we are less competitive educationally, we will soon become less competitive economically. In a restricted economy, we can and must work together to creatively meet our nation and our world’s economic and social priorities. I agree with Bill and Melinda Gates philosophy that a quality education should be viewed as a civil right in our country. The way America chooses to deploy its strengths (entrepreneurship) and overcomes its weaknesses (academics) will tell if we will remain a global leader in the 21st century. My life’s work is devoted to education reform, and the programs I’ve created through LifeBound are helping lead the way for our country to regain the ground it’s lost, starting in elementary school. For review copies of our materials, call our toll free # 1.877.737.8510 or email me at contact@lifebound.com.

ARTICLE
By Karin Fischer

The recent recession could accelerate global shifts in the race to educate more people and produce top-flight research, and, as a result, the United States could lose ground.

That’s the conclusion of a new paper by the Center for Studies in Higher Education at the University of California at Berkeley. John Aubrey Douglass, the paper’s author and a senior research fellow at the center, examined the impact of the economic downturn on higher-education budgets in several member countries of the Organisation for Economic Cooperation and Development.

Mr. Douglass found that, outside the United States, most countries have thus far avoided large cuts to college budgets and that, in fact, many nations have used the recession to speed up higher-education reforms. By contrast, some 34 American states have already made major reductions in spending on higher education, in some cases limiting college access.

To view the entire article visit
http://bit.ly/aArPNu

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Obama’s Teacher Plans Stress Competitive Grants

Carol’s summary:
The Obama administration is proposing competitive grants for teachers to recruit, train and evaluate teacher performance relative to student success. I applaud this emphasis for three main reasons:

1) Competition is valuable. When teachers have incentives to be and do their best work, they are incented to grow, to keep learning and keep their knowledge on the
cutting edge–all of which our students need to be competitive in the global world.
  2) Change. A lot has changed among students in the last eight years since No Child Left Behind
was created. The teachers who understand the impact and usefulness of technology in addition to their subject areas will drive the future of facilitated learning–active learning where students discover the learning through their own curiosity, initiative and leadership. Students who learn like this in class will have the inspiration and the motivation to make a difference outside of school–in their careers and personal lives–with the applications of what they have learned.
  3) Staying Ahead. Right now, American students after fifth grade are not toe to toe with their foreign counterparts in developed nations. The more that the best teachers are encouraged within our current system and new teachers are brought in from different walks of life which provide the experience through which students can value their learning, the more we will have purposeful,
self-directed and inspired graduates.

The focus on raising the bar for teachers comes at a time when the administration is calling for more parents to set up a culture of learning in their homes–through turning off the TV, modeling reading and and doing homework with their children. Other frontiers are: exploring what it
takes for principals and school districts to be effective as leaders and analyzing how the community, AARP and other organizations from the community can support school performance and outcomes.
####

ARTICLE
In its fiscal 2011 budget request , the Obama administration has laid out its intention of carrying forward key teacher-effectiveness policies within the economic-stimulus law into the next edition of the Elementary and Secondary Education Act.

In doing so, the budget proposal would invest heavily in competitive grants for new ways of recruiting, training, evaluating, and compensating teachers and principals, dramatically shrink the amount of teacher-quality funding doled out by formula, and consolidate a handful of smaller teacher programs that have fierce congressional defenders.

To view the entire article visit
http://bit.ly/9QLUCb

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Obama’s Teacher Plans Stress Competitive Grants

Carol’s summary:
Over the next four years, more than a third of the nation’s 3.2 million teachers could retire, leaving schools bereft of experienced instructors. The problem is aggravated by high attrition among novice teachers, with one of every three new teachers leaving the profession within five years, a loss of talent that costs school districts millions in recruiting and training expenses, according to a 2009 report by the National Commission on Teaching and America’s Future, a nonprofit research advocacy group. To help counter this predicament, the Obama administration is proposing competitive grants for teachers to recruit, train and evaluate teacher performance relative to student success. I applaud this emphasis for three main reasons:

1) Competition is valuable. When teachers have incentives to be and do their best work, they are incented to grow, to keep learning and keep their knowledge on the
cutting edge–all of which our students need to be competitive in the global world.
  2) Change. A lot has changed among students in the last eight years since No Child Left Behind
was created. The teachers who understand the impact and usefulness of technology in addition to their subject areas will drive the future of facilitated learning–active learning where students discover the learning through their own curiosity, initiative and leadership. Students who learn like this in class will have the inspiration and the motivation to make a difference outside of school–in their careers and personal lives–with the applications of what they have learned.
  3) Staying Ahead. Right now, American students after fifth grade are not toe to toe with their foreign counterparts in developed nations. The more that the best teachers are encouraged within our current system and new teachers are brought in from different walks of life which provide the experience through which students can value their learning, the more we will have purposeful,
self-directed and inspired graduates.

The focus on raising the bar for teachers comes at a time when the administration is calling for more parents to set up a culture of learning in their homes–through turning off the TV, modeling reading and and doing homework with their children. Other frontiers are: exploring what it
takes for principals and school districts to be effective as leaders and analyzing how the community, AARP and other organizations from the community can support school performance and outcomes.
####

ARTICLE
In its fiscal 2011 budget request , the Obama administration has laid out its intention of carrying forward key teacher-effectiveness policies within the economic-stimulus law into the next edition of the Elementary and Secondary Education Act.

In doing so, the budget proposal would invest heavily in competitive grants for new ways of recruiting, training, evaluating, and compensating teachers and principals, dramatically shrink the amount of teacher-quality funding doled out by formula, and consolidate a handful of smaller teacher programs that have fierce congressional defenders.

To view the entire article visit
http://bit.ly/9QLUCb

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Obama to Propose New Reading and Math Standards

Carol’s Summary:

In order to qualify for $14 billion in federal money for the Title 1 program, President Obama is requiring that schools adopt more rigorous academic standards, particularly in reading and math. His proposal to create “college and career ready” standards is the reason we’ve updated our book for 9th graders, MAKING THE MOST OF HIGH SCHOOL, which is designed to build literacy and math skills in the context of helping students learn more about themselves and understand their strengths for success in college, career and life. In addition to content in every chapter that addresses the development issues for helping students make a smooth transition into high school, we’ve included new chapters on Technology and Financial Literacy that feature an eight-year finance plan. Projecting out for their high school and college years, the text helps students see how their math skills connect directly to real life. Resesarch shows that students are far more motivated to learn these skills when they can see the real-world correlation rather than learning these skills in isolation. To reserve a review copy of MAKING THE MOST OF HIGH SCHOOL, call us toll free at 1.877.737.8510 or email us at contact@lifebound.com.

ARTICLE:

New York Times
Obama to Propose New Reading and Math Standards
February 22, 2010
By SAM DILLON

WASHINGTON — In a proposed change to the No Child Left Behind law, the Obama administration would require states to adopt new academic standards to qualify for federal money from a $14 billion program that concentrates on impoverished students, the White House said Sunday.

The proposal, part of the administration’s recommendations for a Congressional overhaul of the law, would require states to adopt “college- and career-ready standards” in reading and mathematics.

The current law, signed by President George W. Bush in 2002, requires states to adopt “challenging academic standards” in reading and math to receive federal money for poor students under the program known as Title I, but leaves it up to states to decide what qualifies as “challenging.”

The result was that states set their standards at widely varied levels, some as rigorous as those used in high-performing countries like Japan, but others at far lower levels that lay out at best, mediocre expectations for their students.

To view this entire article visit www.nytimes.com

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Obama: No weeknight television for Malia, Sasha

CAROL’S SUMMARY:

President Barack Obama, who is spending billions of dollars to overhaul the U.S. public education system, says there’s one sure thing parents can do to help their kids learn, regardless of financial means: Forbid them from watching television on school nights. In an interview for the March issue of Essence magazine, President Obama said, “There’s no doubt that Michelle and I have more resources and privileges compared with a lot of parents. We understand that. But I don’t care how poor you are — you can turn off the television set during the week.” Of his own daughters, Malia, 11, and Sasha, 8, Obama told Essence magazine: “The girls don’t watch TV during the week. Period.”

Here are statistics according to the Kaiser Family Foundation’s most recent study of children ages 8 to 18 (Jan. 20, 2010):

• Young people spend an average of 6.5 hours per day with entertainment media, or over 44 hours per week
• Since young people often multi-task with media, they are actually exposed to about 8.5 hours of entertainment media every day, or about 60 hours per week.
• TV, videos, and music are the dominant entertainment media, averaging 4 hours every day.
• Internet use for fun averages about 1 hour per day.
• Playing of video games averages 1 hour per day.
• By comparison, reading books, magazines, or newspapers averages only 45 minutes per day. Doing chores averages 30 minutes per day, and doing homework averages 50 minutes per day.
• The average U.S. student spends 900 hours in the classroom and 1,500 hours watching television each year.
Source: http://www.kff.org/entmedia/mh012010pkg.cfm

Another study published (May 2007) in the Archives of Pediatrics and Adolescent Medicine by Columbia University’s College of Physicians and Surgeons, and the New York State Psychiatric Institute research team led by Jeffrey Johnson, and Tara Stevens of Texas Tech University, shows that teenagers who spent a lot of time watching TV were more likely to have attention and learning problems “that persist, and interfere with their long-term educational achievement.”

Our media saturated entertainment environment interferes with learning, and LifeBound offers parent programs that help parents create a strong culture of learning at home. For more information, please contact us at our toll free # 1.877.737.8510 or email contact@lifebound.com

How can we effectively help parents re-evaluate the way they allow their children to spend their time?

How can we best encourage parents to become their child’s best champion and role model?

What cues can we take from media to enhance learning in the classroom, whether through technology or other means?

ARTICLE:

Associated Press
Obama: No weeknight television for Malia, Sasha
(AP) – 2 days ago

WASHINGTON — President Barack Obama, who is spending billions of dollars to overhaul the U.S. public education system, says there’s one sure thing parents can do to help their kids learn, regardless of financial means: Forbid them from watching television on school nights.

Of his own daughters, Malia, 11, and Sasha, 8, Obama told Essence magazine: “The girls don’t watch TV during the week. Period.”

The first thing they do after school is homework. If they haven’t finished by dinnertime, around 6:30 p.m., they pick up where they left off after the meal. And after that, they can read until they hit the sack. Malia’s bedtime is 9 p.m.; Sasha’s lights go out a half hour earlier, he said.

The president discussed his daughters in response to a question about what parents can do to help foster learning.

To view this entire article visit www.google.com

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High Schools to Offer Plan to Graduate 2 Years Early

Carol’s summary:
There is a new plan based on the educational systems of Denmark, England, Finland and Singapore—for public schools to offer 10th graders an early diploma if they bass a battery of tests and enroll immediately at a community college. While I applaud the effort to retain many of the students currently at college-age who are remediated for poor math and English skills, I have concerns about this plan for three reasons along with strategies which can help:

1) In America, many high school freshmen aren’t ready for college or high school academically, emotionally and socially. I am sure that the countries on which this model is based have far more rigor in the early grades levels which gradually prepares students for success in their studies, their careers and in their lives.

Solution: More rigor for ninth graders for success throughout high school.

If ninth graders are encouraged to read at home at night, study at least two to three hours a night and really learn to love challenge, they can expand their world through work, volunteer activities and school involvement. These “soft skills” are key to building lifelong habits of success and a quality mindset which creates quality in work, society and one’s personal decisions. Reinforcing a culture of learning with low-income, first-generation families needs to be a parallel strategy.

2) Many at-risk students start high school with no sense of who they are, what they like or dislike, or how high school and college can benefit them later. They start out in an uncommitted, undetermined frame of mind. So, even if they test well, they often don’t have the maturity, critical thinking or problem-solving abilities to make good decisions and manage themselves effectively. Putting them into a more complex environment when they haven’t mastered the high school environment, allows students to skip a step and can set them up for emotional and social setbacks.

Solution: More clear expectations and preparation for eighth graders BEFORE they get to high school.

If eighth graders are given the chance to explore the benefits of high school, learn what they might do once they get there, take an inventory of their weaknesses so they can find ways through extra work, tutors and other resources to get help, they will anticipate and be prepared for the new world they will enter. Without these skills of looking ahead, preparing adequately and learning how to advocate for what one needs, students are in a “middle school” mindset when they are asked to do high school level work.

3) America goes toe-to-toe with foreign counterparts until middle school. Research shows that fewer than 2 in 10 of the nation’s eighth graders are on track to be academically prepared for college and high school may be too late to bring them up to speed.

What happens in middle school that causes our nation’s test scores to drop?

What can be done to bring America’s middle school students up to speed with their counterparts in Finland, Denmark, England and Singapore?

Solution: Success and Transition Programs for 5/6th graders.

We’ve been working with districts who emphasize both an emotional intelligence program and a transition success program for their fifth graders. Not only have the schools had fewer referrals to the principal’s office, parents, teachers and counselors report that students are observing their behaviors, asking themselves about their options, connecting more with other students, and solving their own problems more effectively. And an unexpected outcome: these schools had a boost in their state test scores. All of learning is based on emotion. When students understand their emotions, they can calm down, focus, learn and have the motivation to study on their own.

I’m all for trying the early college program if we can implement these three steps to better prepare students for college, career and personal success when they are so immature and emotionally unready for life’s adult decisions. Employers complain frequently that today’s graduates often lack the communication, thinking skills and maturity to contribute in real ways in their first few years out of college. Let’s be realistic about the preparation which low-income students and all students need and let’s give them the perspective, the tools, the resources and the experience to excel in today’s complex global world where they will be working toe-to-toe with their colleagues in Denmark, England, Finland, and Singapore once they do graduate from college.

ARTICLE
By SAM DILLON
Dozens of public high schools in eight states will introduce a program next year allowing 10th graders who pass a battery of tests to get a diploma two years early and immediately enroll in community college.

Students who pass but aspire to attend a selective college may continue with college preparatory courses in their junior and senior years, organizers of the new effort said. Students who fail the 10th-grade tests, known as board exams, can try again at the end of their 11th and 12th grades. The tests would cover not only English and math but also subjects like science and history.

To view the entire article visit
http://nyti.ms/aylDDv

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Wal-Mart’s $10-million diplomas

CAROL’S SUMMARY:

Numerous studies have found that first-generation students are much less likely to graduate. They enroll less prepared and less confident than their classmates whose parents have degrees, and their performance is worse, according to data from the Higher Education Research Institute and the U.S. Education Department. Today’s issue of the Chronicle of Higher Education reports that the Wal-Mart Foundation aims to help first-generation students graduate in two ways: through small private colleges and via minority-serving institutions. By 2022, almost half of all new public high-school graduates are projected to be members of minority groups, many of which have been historically underserved in higher education.

Wal-Mart Foundation’s president is Margaret A. McKenna, the former president of Lesley University, in Cambridge, Mass., where first-generation students represent about a third of the undergraduates. To date, Wal-Mart has awarded more than $10 million over the past two years to the following:

o $5.3-million to the Council of Independent Colleges, to make grants to its small, private members; the group announced 20 in 2008 and plans to award 30 more next month

o $4.2-million to the Institute for Higher Education Policy, which made 15 grants to minority-serving institutions last year and will announce another 15 this month.

National discussions on accountability and student success have directed more attention to first-generation students. Educators are saying that many more of them will have to graduate to meet President Obama’s goal of the United States’ having the highest proportion of college graduates in the world by 2020.

LifeBound’s student success programs are used by schools across the country that serve at-risk populations. Our data-driven results help prepare students for college success starting in 5th grade, which is the time when many students begin to falter. LifeBound curricula focus on study skills and emotional intelligence, key components to college and career success for all students. To receive review copies of LifeBound materials, call our toll free number at 1.877.737.8510 or email contact@lifebound.com

How can educators at the elementary and middle schools be afforded student success and transition programs for their levels?

How can we do a better job, particularly in middle school, to pave the way for minority and first-generation students to achieve future academic success?

What would a successful college-bound student look like in elementary school? Middle school? High school? If we don’t have benchmarks for success at each transition point, our younger students will fall short of their potential as future college graduates.

ARTICLE:

Chronicle of Higher Education
Wal-Mart’s $10-million diplomas
By Sara Lipka
February 14, 2010

Students quit college for all kinds of reasons. They can’t pay; they have to work; they struggle academically. When they’re the first in their families to pursue higher education, the hurdles can seem higher. Just getting to college does not guarantee success.

Numerous studies have found that first-generation students are much less likely to graduate. They enroll less prepared and less confident than their classmates whose parents have degrees, and their performance is worse, according to data from the Higher Education Research Institute and the U.S. Education Department.

There is more consensus on these disparities than there is on the solutions. The Wal-Mart Foundation is trying to change that.

To view this entire article visit www.chronicle.com

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Can social media cure low student engagement?

CAROL’S SUMMARY:
Social media may help us solve one of the biggest problems facing higher education: student engagement, as featured in today’s article from Ecampus News. Technology experts and other people from business and academia, convened in five cities across the globe (New York City, San Francisco, London, Sao Paulo, and Toronto) for Social Media Week to discuss “how media sites like Facebook and Twitter are shaping global culture.” During a Feb. 6 session called “The Future of Social Media in Higher Education,” a panel explored the following topics:

o How colleges can use social networking to communicate with traditional and nontraditional students,
o What impact the new Apple iPad might have on student-faculty communication, and
o Why Blackboard is not meeting some students’ social media needs.

For all its merits, nationwide studies reveal that some education officials have been reluctant to embrace social networking because of safety and security issues. The article cites a recent survey by the Pew Internet & American Life Project that nine out of 10 American teens use some form of web-based social networking, and 34 percent of parents are aware of the inherent security risks of social networking sites like Facebook and MySpace, and teen sexting has become a big concern among educators and parents alike.

With 1 out of 4 students dropping out of college, it’s high time we learn how to use this powerful medium to engage and retain all types of learners and create a more qualified workforce.

How can we increase incentives for professors to innovate ways for engaging students using social media?

What can we do to address security and cyber-abuse issues to help diminish the apprehension some instructors have about social networking?

How can the U.S. lead the world by effectively using technology to enhance learning across all disciplines?

ARTICLE
Ecampus News
by Dennis Carter

Keeping college students and their professors connected through social media outlets could be key in boosting graduation rates, education technology experts said during a panel discussion at Social Media Week in New York.
Social Media Week ran through the first week of February in five cities worldwide—New York City, San Francisco, London, Sao Paulo, and Toronto—and authorities from the business world, academia, and other fields discussed how social media sites like Twitter and Facebook are shaping global culture.
During a Feb. 6 session called “The Future of Social Media in Higher Education,” a five-person panel explored how colleges can use social networking to communicate with traditional and nontraditional students, what impact the new Apple iPad might have on student-faculty communication, and why Blackboard is not meeting some students’ social media needs.

To view the entire article visit
http://bit.ly/9umZjE

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