By Michael Feldstein. A while back, I wrote about my early experiences as a member of the Digital Working Group for the AAC&U General Education Maps and Markers (GEMs) initiative and promised that I would do my homework for the group in public. Today I will make good on that promise. The homework is to write-up an exemplar practice of how digital tools and practices can help support students in their journeys through GenEd. More...
We want talking about educational efficacy to be like talking about the efficacy of Advil for treating arthritis. But it’s closer to talking about the efficacy of various chemotherapy drugs for treating a particular cancer. And we’re really really bad at talking about that kind of efficacy. I think we have our work cut out for us if we really want to be able to talk intelligently and intelligibly about the effectiveness of any particular educational intervention.
- On the 30-item comprehensive exam, students in the redesigned sections performed significantly better (84% improvement) compared to the traditional comparison group (54% improvement).
- Students in the redesigned course demonstrated significantly more improvement from pre to post on the 50-item comprehensive exam (62% improvement) compared to the traditional sections (37% improvement).
- Attendance improved substantially in the redesigned section. (Fall 2011 traditional mean percent attendance = 75% versus fall 2012 redesign mean percent attendance = 83%)
- They did not get a statistically significant improvement in the number of failures and withdrawals, which was one of the main goals of the redesign, although they note that “it does appear that the distribution of A’s, B’s, and C’s shifted such that in the redesign, there were more A’s and B’s and fewer C’s compared to the traditional course.”
- In terms of cost reduction, while they fell short of their 17.8% goal, they did achieve a 10% drop in the cost of the course….
It’s also worth noting that MSU expected to increase enrollment by 72 students annually but actually saw a decline of enrollment by 126 students, which impacted their ability to deliver decreased costs to the institution.
This guest entry is written by Enzo Rossi, who is a current student of the HEM programme, a former full-time student representative, and the co-founder of Internationalista, a platform that aims at increasing international students’ awareness of democratic processes and involvement in governance at the University of Oslo.
Are international students disproportionately underrepresented in formal governance, decision-making and leadership positions? Data for Norway seems to suggest that this is the case for all Norwegian Universities except Stavanger. See more...
The Province of Styrtia and University of Graz have a project “GO STYRIA” focuses on incoming research mobility for Master and Doctoral students as well as Post-Docs. In the winter semester 2014/2015 a total of 50 scholarship months can be awarded.
The scholarship program aims at Master and Doctoral students who:
- Are currently registered at universities in South-Eastern Europe (Slovenia, Croatia, Bosnia and Herzegovina, Serbia, Kosovo, Montenegro, the Former Yugoslav Republic of Macedonia” (F.Y.R.O.M.), Albania, Greece, Cyprus, Turkey, Hungary, Romania, Bulgaria and Moldova) and also still registered during the winter semester 2014/15.
- Are currently already working on their master of doctoral thesis.
- Want to have a study period at the University of Graz as exchange students in order to do research and then finish their degree at their home universities.
Furthermore, Post-docs from Slovenia, Croatia, Bosnia and Herzegovina, Serbia, Kosovo, Montenegro, the Former Yugoslav Republic of Macedonia” (F.Y.R.O.M.), Albania, Greece, Cyprus, Turkey, Hungary, Romania, Bulgaria and Moldova, who have completed their PhD programme with excellent results. The completion of the doctorate should not be older than 1 year at time of application.
Application deadline – 30 April 2014 – (receiving deadline of application via surface mail).
More information and the application form can be found here. See more...
Von . Die deutschen Unis wehren sich mit Zulassungsbeschränkungen gegen die Studentenflut. Ist das ein Problem? Versiffte Zweckbauten, unendliche Mensaschlangen, überfüllte Hörsäle: Ich kenne keinen, der die deutsche Massenuniversität liebt. Sicher wären komfortablere Studienbedingungen machbar: Man platziere einfach vor allen Fächern den Türsteher Numerus clausus (NC), der nur einen Teil der interessierten Studenten durchlässt. Das wäre konsequent, schließlich geht der Trend schon länger zur flächendeckenden Zulassungsbeschränkung. Aber ist das auch sinnvoll? Ich finde: Nein. Mehr...
Wer mit schlechtem Abi studieren will, hat vor allem in Großstädten immer schlechtere Chancen. An Berliner Unis ist nur noch jeder zehnte Studiengang zulassungsfrei. Knapp die Hälfte aller Studiengänge in Deutschland ist mittlerweile zulassungsbeschränkt. Mit einem Numerus clausus (NC) sind 45,5 Prozent der Studiengänge belegt. Das ergab eine Studie des Centrums für Hochschulentwicklung(CHE). Im Osten gibt es allerdings deutlich weniger Beschränkungen. Mehr...
Ein Kommentaron . Eine einzige Textstelle moniert Plagiatsjäger Heidingsfelder in Gerd Müllers Arbeit. Hier geht es nicht mehr nur um Wissenschaftsethik, hier geht es um Aufmerksamkeit. Ein jeder kann Martin Heidingsfelder buchen, um ihn Dissertationen prüfen zu lassen. Auf seiner Website sind Politikernamen angegeben, neben manchen steht ein Preis. Mehr...