WizeHive Introduces Zengine – The Business Application for the Geek in All of Us

Philadelphia, PA (PRWEB) September 05, 2014

After launching WizeHive four years ago and running thousands of annual programs for organizations like the Consumer Electronics Association and Metropolitan Museum of Art, WizeHive today launched the public beta of Zengine – a next generation cloud-based platform that empowers non-technical people to easily build custom business applications, while also giving developers the ability to add integrations and complex functionality as the business demands. Zengine can be used to track all of your important business information, like customers, job candidates, or projects and can replace paper processes, outgrown spreadsheets, or generic software products.

Said WizeHive founder Michael Levinson: “We built Zengine for the business user that needs something more than a spreadsheet, less than a Salesforce implementation, and more tailored to their needs than the generic and single-purpose software products out there right now. The platform requires no coding and is easy to use for the non-technical person, yet can be expanded using specialized plugins built by developers. Zengine is essentially the last platform your business will ever need.”

As business people interact more with technology in their personal life, they have become tech savvy enough to know they can do a better job automating their business processes, but at the same time they do not have the IT resources, nor the in-depth need (and deep pockets) for massive feature-rich platforms like Salesforce. Zengine was created to fill this gap by providing an application development platform that makes it super easy for a business user to build their own custom business applications. “It’s customization without the cost,” added Levinson.

How Zengine Works

For the Business User: Business users can sign up for Zengine and immediately set up their workspace via the pre-configured templates, by using the drag-and-drop form builder, or simply by importing an existing spreadsheet that Zengine then converts for you. The platform has templates for project management, human resources, recruiting, sales, and bug tracking, and includes other built-in features like task management, file sharing, and notifications.

For the Developer: Perhaps the most unique feature of Zengine is how it combines a simple interface for business users with a powerful plugin development environment for developers. For instance, plugins allow developers to extend Zengine by creating custom dashboards, embedding integrations to other products, or adding popup workflow screens with action buttons – all with a minimal amount of coding. Plugins can be private to a specific application or shared in the Zengine Plugin Marketplace (coming soon).

How to Start Using Zengine

Sign up for the public beta at http://www.zenginehq.com. User feedback will be incorporated into the product throughout the beta period.

About WizeHive

WizeHive makes it easy for business people to configure and deploy cloud-based solutions that help them organize, automate and streamline their business activities. Learn more about WizeHive products Buzz, Select, and Zengine at http://www.wizehive.com.

Ultimate Spelling Creator eReflect Conveys Support For The Tips Provided by LearningRX

New York City, NY (PRWEB) August 25, 2014

Ultimate Spelling™ developer eReflect endorses the learning tips shared by LearningRX which focus on how to effectively stimulate children’s brains. For LearningRX, the right stimuli can help improve brain anatomy and physiology, which have the potential to allow children to make the most out of their cognitive skills and power at any given moment.

eReflect finds the tips shared by LearningRX crucial for parents and educators who wish to give their children the right tools to cope with their cognitive challenges.

One of the tips shared by LearningRX in a recent issue of the Naperville Sunday Times is that drills help children’s brain create strong pathways, due to their repetitive nature. At the same time, the repetition helps grow the surrounding brain area for advanced cognitive function. eReflect’s spelling program, Ultimate Spelling™, illustrates this approach. The program uses repetition drills to help learners fully master a word, and at the same time it offers the learner the full scope of linguistic information on any given word. The learner gets to know a word’s spelling, pronunciation, and meaning, as well as its synonyms and antonyms, and even how to correctly use it in the right context.

Even if it involves repetition, learning to spell shouldn’t be a tedious process but instead one that’s fun and interesting. This way a child’s brain is engaged and constantly stimulated, and this helps them have better learning outcomes. By showing children that spelling is fun, they will be eager to practice more. While there’s always a certain amount of repetition in spelling practice, this doesn’t mean it has to be boring, eReflect observes. To guarantee this, the spelling practice in the Ultimate Spelling™ program is always structured to include games and other fun activities. Ultimate Spelling™ offers plenty of spelling games to learners so they will always something fun and intriguing to look forward to when it’s time for spelling practice.

Another tip shared by LearningRX is sequencing, the activity of gradually increasing the difficulty of a given task. Sequencing keeps the brain active and intrigued, just like games do, and increases the ability of the brain to remember what is being learned. Spelling software Ultimate Spelling™ implements the sequencing principle in all aspects of the program. The learner gets a personalized learning experience that becomes gradually more challenging to ensure maximum learning efficiency.

For more information about how Ultimate Spelling software can improve spelling performance for you and your family, please visit the official website at http://www.ultimatespelling.com.

About Ultimate Spelling™

Ultimate Spelling provides a modern and easy to use spelling software that has been designed with one goal in mind – making children want to learn.

It is a fast and easy way to master even the most complicated spelling, without the need to write long lists or complete boring tests.

In fact, Ultimate Spelling provides more than just spelling help. It is a complete educational resource that boosts all level of a child’s literacy.

Containing a personal computer tutor, Ultimate Spelling is the most realistic step-by-step guide to flawless spelling ability.

360training.com Scores NASBA Approval

Austin, TX (PRWEB) July 31, 2014

360training.com is pleased to announce that it has been recognized by the National Association of State Boards of Accountancy (NASBA) as an approved Continuing Professional Education (CPE) program sponsor. As of press time, all of 360training.com’s self-study programs in the following areas are also considered as Quality Assurance Service (QAS)-approved:

    Technology and Operations
    Financial Planning
    Communication and Sales
    Accounting and Auditing

360training.com will continuously expand these categories to help accounting professionals become learners for life. “Helping Certified Public Accountants (CPAs) by improving their professional competence has always been a priority at 360training.com,” says Tricia Sharpton, Product Manager for Financial Services Education. “Being an approved NASBA QAS self-study provider solidifies our commitment to deliver learning solutions that are aligned with professional standards nationwide.”

Considering that many states require self-study courses that are NASBA-approved, this development is a positive sign for licensed CPAs who need to complete courses based on state-specific requirements. After successfully completing the courses, CPAs will be given a certificate of completion and will be responsible for reporting the courses for regulatory purposes. Participating state boards of accountancy are the final authority on the acceptance of individual courses for CPE credit.

360training.com joins more than 1,900 sponsors that are in compliance with the Statement on Standards for Continuing Professional Education (CPE) Programs (2012).

For a complete listing of our web-based Continuing Professional Education programs, click here.


About 360training.com

360training.com is a leading online and classroom-delivered eLearning marketplace. We deliver topnotch training content in workforce compliance, continuing education, professional development, and career certification, as well as learning and content management software. Since 1999, our course libraries have grown to include more than 15 industries and 6,000 individual titles. Joining the list of over 3 million learners who have chosen 360training.com to meet their training needs are businesses, training providers, associations, colleges, universities, and subject matter experts.

Veteran Business Jet Pilot Sets a Positive Example

Delray Beach, FL (PRWEB) July 19, 2014

The Federal Aviation Administration (FAA) is recognizing Veteran pilot and Business Aviation pioneer Gus Maestrales of Delray Beach, FL with inclusion in the prestigious FAA Airmen Certification Database. The database, which appears on the agency’s website at http://www.faa.gov, names Maestrales and other certified pilots who have met or exceeded the high educational, licensing and medical standards established by the FAA.

After becoming a licensed pilot in 1969, Maestrales has gained experience flying to worldwide locations including Europe, the Caribbean, Central & South America, Africa, and Asia-Pacific. Traversing the globe, he has accumulated approximately 16,000 flight hours—the equivalent of 7.2 million miles.

Maestrales is currently the Director of Jet Management and Acquisitions at Airstream Jets (http://www.airstreamjets.com/) in Boca Raton, Florida and also founded Commercial Aviation Enterprises (CAE) at Fort Lauderdale Executive Airport in 1974 as one of the first jet charter companies on the East Coast. Today, the company is one of Fort Lauderdale Executive Airport’s longest-standing tenants and among the world’s most experienced operators of business jets.

In a recent interview, Stephen Day, a colleague of Maestrales’, said that “throughout his legendary career, Gus has demonstrated not only a passion for aviation but also a deep commitment to flight safety and education.”

The FAA hopes new pilot training standards will enhance airline safety. Pilot certification standards have evolved over time in an attempt to reduce pilot errors that lead to fatal crashes. FAA standards, which are set in consultation with the aviation industry and the public, are among the highest in the world. Transportation safety experts strongly recommend against flying with an uncertified pilot. FAA pilot certification can be the difference between a safe flight and one that ends in tragedy.

The FAA recently announced that is it increasing the qualification requirements for co-pilots who fly for U.S. passenger and cargo airlines. These requirements mandate additional minimum flight time and training, as well as aircraft specific training.

The Federal Aviation Administration’s Airmen Certification Database contains the following listing:

Unique ID: A-1174033

First Name: Gus P.

Last Name: Maestrales

City: Delray Beach

State: FL

Country: USA

Region: South

Med Class: 1

# # #

Airstream Jets Inc. (ASJ) is an International On-Demand Air Charter Brokerage & Aircraft Management company with offices located in the United States, Canada, and Australia. ASJ has worldwide aircraft resourcing power and is fast becoming a global leader in business aircraft management, charter, acquisitions, leasing, syndication, and placement.

Class of 2014: More Than 4,600 Adult Learners Graduate from Excelsior College

Albany, N.Y. (PRWEB) July 07, 2014

Graduates and their families will come together in Albany, New York this Friday, July 11 at 3 p.m. EST to celebrate Excelsior College’s 2014 Commencement. More than 300 of the graduating class of 4,693 are expected to attend the ceremony at the Empire State Plaza Convention Center. Jamie P. Merisotis, president and CEO of Lumina Foundation, the nation’s largest private foundation committed solely to enrolling and graduating more students from college, will offer the keynote address.

Typical Excelsior graduates are working adults, average age 37 years old, balancing jobs, family and college coursework, while seeking to improve their lives and advance in their careers. This year’s graduates come from all 50 states, the District of Columbia, U.S. territories, and 19 other nations. They earned their degrees through online coursework, credit by examination, transferring credit from other institutions, and recognized non-collegiate sources. Approximately 1,600 graduates are members of the U.S. military and 34 percent are from minority groups.

In total, more than 1,700 degrees were conferred at the associate level, 2,600 at the bachelor’s and nearly 300 at the master’s level. Fifty nine students earned more than one degree during the past academic year and the oldest graduate is 69 years old.

Listen to the Commencement Stories episode of the Excelsior Life Distance EDU on Demand podcast.

While each graduate leaves Excelsior with a degree, their personal journey to Commencement is unique.

Anna Truss fled her troubled home country of Turkmenistan for Turkey in 2004 in search of academic freedom, eventually making her way to the U.S. via a student-exchange program. Passionate about math and science, the Seattle, Washington resident taught herself web development, graduated from a community college, and enrolled in Excelsior’s Bachelor of Science in Information Technology program, concentrating in cybersecurity. In August 2013, Truss followed the path of so many immigrants before her and started her own business, DefSec Solutions, LLC, a digital forensics firm, with three former classmates. In addition to running a successful – and growing – company, she’s now pursuing a Master of Science in Cybersecurity from Excelsior.

Other notable 2014 graduates who embody the spirit of lifelong learning – and who will be in attendance at this year’s ceremony – include:

Rosa Pena-Roberts, a young mother and immigrant from the Dominican Republic, who through the help of a college partner and the use of Prior Learning Assessment (PLA), was able to earn an MBA.
Thomas Drake, a U.S. Navy veteran, detective, and 17-year law enforcement veteran, who returned to school for a Bachelor of Science in Criminal Justice to advance in his career and serve as a role model to his young children.
Laurie Herrera, a grandmother and LPN who earned a Bachelor of Science in Health Sciences 25 years after taking her first class at Excelsior.
Lisa Miller, who overcame numerous obstacles, including family and personal health problems, to earn a Bachelor of Science in Liberal Arts.
Nancee Berling, a veteran who successfully balanced work, school, family, and a disability, to earn a Bachelor of Science in nursing degree, Summa Cum Laude.

Visit Excelsior Life to read about the inspiring educational journeys of Rosa, Thomas, Laurie and other 2014 graduates.

For those graduates and family members unable to attend the ceremony in person, Excelsior will publicly broadcast the Commencement live on the Web and live-tweet the event at #ExcelsiorGrad2014.

Each of the above graduates is available for interview requests.


Excelsior College http://www.excelsior.edu is a regionally accredited, nonprofit distance learning institution that focuses on removing obstacles to the educational goals of adult learners. Founded in 1971 and located in Albany, NY, Excelsior is a proven leader in the assessment and validation of student knowledge. It offers more efficient and affordable access to degree completion through multiple avenues: its own online courses and college-level proficiency examinations, and the acceptance in transfer of credit from other colleges and universities as well as recognized corporate and military training programs. Excelsior College is accredited by the Middle States Commission on Higher Education.

Find More Online Colleges Press Releases

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Cool Online Education images

Some cool online Education images:

Baumol’s Cost Disease …item 2.. The Cost of Higher Education — radio interview (52:04 minutes) …item 3.. FSU News – The when and where of studying for finals (11:03 PM, Apr. 24, 2013) …
online Education

Image by marsmet523
And that’s the warning that the authors of Why Does College Cost So Much? give about online education. From a University of Washington summary of the book:

While they think that better integrating technology with instruction will produce marginal gains, online education is unlikely to revolutionize the industry unless post-secondary teaching is totally redefined. Unintended consequences could include:

… Static course content in an ever-changing world
… A shrunken research enterprise
… Inability to recruit the brightest minds to work as online-only instructors
… Declining focus on teaching critical thinking skills as opposed to facts and figures

……..*****All images are copyrighted by their respective authors ………

… marsmet471 photo … Higher education — Remember young man, your first step in the REAL WORLD is just 8 feet ahead. Best of luck !!! …item 2.. Men and women both have different ways to get from A to B (2 May 2012) …


… marsmet471 photostream … Page 1


…..item 1)…. Why professors can’t improve their productivity …

MPRNews ON CAMPUS … oncampus.mpr.org

Everything higher education in Minnesota. … FILED UNDER: Money …

img code photo …


Could you write equations a little faster, please?

marc_buehler via Flickr



After I posted about the book Why Does College Cost So Much? yesterday, I got a note from Rand Park, director of corporate relations for the University of Minnesota’s Carlson School of Management.

He pointed me to a 2003 article from The New Yorker. It focuses on a phenomenon, mentioned in the book, that is a main factor behind the rising price of higher education: “cost disease.”

(Economists apparently call it “Baumol’s cost disease,” after NYU economist William Baumol, who explained it in the 1960s.)

He wrote me, calling the article:

… one of the most succinct and easily-digestible pieces I have ever read on the topic.

So, to the main argument — which has implications for online education:

Baumol explained that many services, unlike manufacturing, don’t experience productivity gains (such as those gained through technology) that would lead to lower cost. The New Yorker uses his example of musicians to illustrate the argument:

When Mozart composed his String Quintet in G Minor (K. 516), in 1787, you needed five people to perform it—two violinists, two violists, and a cellist. Today, you still need five people, and, unless they play really fast, they take about as long to perform it as musicians did two centuries ago. So much for progress.

And musicians aren’t alone:

In a number of industries, workers produce about as much per hour as they did a decade or two ago. The average college professor can’t grade papers or give lectures any faster today than he did in the early nineties. It takes a waiter just as long to serve a meal, and a car-repair guy just as long to fix a radiator hose.

So compensation continues to rise over time because those who hire such professionals (especially highly skilled workers such as doctors, lawyers and professors) need to pay them enough to keep them from going elsewhere.

The main point — and one raised by Minnesota higher education officials time after time in legislative budget-cut hearings — is made in the article:

To lower prices you have to lower quality.

And that’s the warning that the authors of Why Does College Cost So Much? give about online education. From a University of Washington summary of the book:

While they think that better integrating technology with instruction will produce marginal gains, online education is unlikely to revolutionize the industry unless post-secondary teaching is totally redefined.
Unintended consequences could include:

… Static course content in an ever-changing world
… A shrunken research enterprise
… Inability to recruit the brightest minds to work as online-only instructors
… Declining focus on teaching critical thinking skills as opposed to facts and figures

…..item 2)…. The Cost of Higher Education …

RadioWest kuer90.1 … radiowest.kuer.org

img code photo … will work for loan payments.


Image by marsmet531 / Creative Commons via flickr



By Doug Fabrizio



radio interview … 52:04 minutes


Dr. Robert B. Archibald
Dr. Nicholas W. Hillman


The increasing cost of a college education concerns people regardless of their income level or politics. It’s the subject of congressional hearings, protests and everyday conversation. But why does higher education cost so much? Are our universities simply dysfunctional and inefficient? Or is it more complicated than that? Wednesday, we’ll explore those questions in front of a live audience at the Hinckley Institute of Politics. The scholars Robert Archibald and Nicholas Hillman are our guests. And we hope you’ll join us, too.

RadioWest and The Hinckley Institute of Politics invite you to join our live audience tomorrow, March 6, at 11 a.m. in the Hinckley Caucus Room, in Orson Spencer Hall on the University of Utah campus. The event it free and open to the public. For more details, click here.


Dr. Robert B. Archibald is a Professor of Economics at the College of William and Mary. Along with his colleague David Feldman he co-authored the book Why Does College Cost So Much?

Dr. Nicholas W. Hillman is an assistant professor in the University of Utah’s Department of Educational Leadership & Policy, where he specializes in higher education finance and student enrollment at .

It’s part of the University of Utah Hinckley Institute of Politics’ Sixteenth Annual Rocco C. and Marion S. Siciliano Forum, “Considerations on the Status of the American Society.” For other events in the week, click here.

Tags: The Future of Higher Education


The Future of Higher

… About RadioWest
Heard weekdays at 11:00 a.m. and 7:00 p.m. Mountain

… Doug Fabrizio
Host / Executive Producer, RadioWest

… Elaine Clark
Producer, RadioWest

… Benjamin Bombard
Producer, RadioWest

…..item 3)…. The when and where of studying for finals …

… FSU News … www.fsunews.com/

More academic spots on campus to stay focused during exams helps students

11:03 PM, Apr. 24, 2013 |

Written by
Devyn Fussman
Staff Writer

FSU News
FSU News Views


Only six more days until that time of the year where the stress level of FSU students reaches its peak. But, what I’ve found is that sometimes what’s almost as hard as studying for tests is figuring out the best way to do it. Where on campus can you possibly go that won’t be packed solid and will—maybe—offer an outlet and a bit of silence?

Naturally there’s the obvious places like Strozier and Dirac, both of which are going to be open longer. But few people are naïve enough to think there will actually be outlets (or even chairs) left at Strozier during finals week, so there’s a good chance you’ll have to seek out alternative study spaces. There are some facilities that make the perfect cram spot simply because most people don’t think of them as such.

One of these is the popular hangout spots is the Union. Next week, it closes at midnight Monday through Thursday and still offers activities at Club Downunder and Crenshaw Lanes for those much-needed study breaks.

“The Union is unique in that you can take a break from study and go outside in an instant,” Union Director Bill Clutter said. “We are a good place to meet with your friends and classmates.”

One of the best parts of the Union to do exactly that is the SLC.

“The couches are a great place for groups to meet because they don’t feel like they have to be quiet as much as some of the other study spaces,” Manager Amie Runk said. “While you see people studying for their next class, reading, or typing a paper, there are also people who are blowing off steam.”

It’s the perfect balance of work and play. There’s a fair amount of tables, outlets, and a quiet area upstairs for students looking for some quiet, and although there won’t be any movies, there is always the option of renting a video or board game, or relaxing in front of some wonderfully mindless TV.

During finals week, the SLC will be open from 8 a.m. to midnight. Students can take advantage of the steady supply of caffeine at the Grindhouse, offers more way more choices than Starbucks (and a shorter line to boot).

As for the when, finals week may be one of the few instances where it definitely pays to be a morning person, as that seems to be the least busy time for popular study places and crowds are smallest. Students are in class, working, taking exams or catching up on their sleep after pulling an all-nighter.

“There is a lot of downtime in the morning hour,” Runk said. “The couches and tables by the outlets are generally open during that time and the early afternoon. Around 4 p.m. or 5 p.m. are when people generally start filing in.”

Instead of pulling an all-nighter, try getting some sleep so you can rise early and pull and all-dayer. You’re much more likely to focus with more sleep and less crowds, not to mention more likely to find a desk to drop your mountain of textbooks.


blindfolded … On Reclaiming “News” (February 28, 2014) …item 2.. REMAKING THE UNIVERSITY (Wednesday, March 5, 2014) …item 3.. Tips to spring forward (Mar. 19, 2014) …
online Education

Image by marsmet463
While admissions will gladly tell you, “there is no typical Skidmore student,” we felt as a publication, that it was important to have some sense of identity that made us into a more accurate representation of the Skidmore community. The problem lies, then, in creating a publication that is generally appealing to a collective that refuses to label itself to begin with.

……..*****All images are copyrighted by their respective authors ……….

…..item 1)…. On Reclaiming "News" …

… The Skidmore News … www.skidmorenews.com/

The Campus Authority Since 1925
The Skidmore News > Op-Ed

By The Editorial Board

Published: Friday, February 28, 2014
Updated: Friday, February 28, 2014 13:02


Last Sunday, the Editorial Board sat down to write an editorial on the identity this newspaper holds on Skidmore’s campus — the niche we occupy — and we found that we could not do it. We were unable to label anything cohesive about our purpose as a student-run newspaper that made us unique or gave us a particular sense of character. While admissions will gladly tell you, “there is no typical Skidmore student,” we felt as a publication, that it was important to have some sense of identity that made us into a more accurate representation of the Skidmore community. The problem lies, then, in creating a publication that is generally appealing to a collective that refuses to label itself to begin with.

img code photo … HELLO my name is ?



Despite the lacking selection of news sources in print on Skidmore’s campus, the student body has an extensive array of potential forums from which to gather their “news.” Yes, we have The Skidmore News, but this is just one of a few of the news sources for students. Skidmore Unofficial, one of the most popular online resources, gives commentary on Skidmore life, but also offers general listings of activities on campus. It is an essential and easy way to stay informed as to what is happening and when in any given part of Skidmore’s community.

The Skidmo’ Daily, Skidmore’s only in-print news source, offers satire born of the Schools’ daily life, which tends to be just offensive enough to render it witty and amusing, without making substantial affronts to any particular group of students. Skidmore’s so called “Gaping Asshole”, definitely mildly more insulting in the jabs it takes at the Skidmore community, is also a satirical news source. There are even widely visited blogs that seem to get a great deal of airtime among students: Everyone Dresses the Same, a collection of photos of students wearing unintentional matching outfits, Skidmore Sleepsmore, students sleeping in various places on campus or, “Shit Skidmore Students Say,” giving an account of all the most absurd quotations overheard around campus. For creative writing, art, and photography, students turn to Folio, BARE and Line.

Despite the evident amusement embodied in all of these forums, they do not seem to give, in the broadest sense, news. So, what is it about The Skidmore News that doesn’t seem to be reaching students? Have they simply lost interest in a more neutral, factual news source? Would they rather read Skidmore Unofficial’s “weekend updates?” And is this the sort of thing we should be publishing instead? It seems that the inability to identify the Skidmore community in any particular way poses a difficult problem in terms of presenting objective news that does, in fact, reflect the current student body.

We have become the MySpace or the blackberry, of news sources, effectively “one-upped” by more exciting, newer projects. So how do we best access a student body that seems so all over the place in terms of what it seeks in a publication? The Skidmore News is attempting to represent what is essentially unrepresentable, and in doing so; we seem to have lost our prestige on this campus. We are an online newspaper, primarily attempting to communicate objective news, with few more defining characteristics than that. This is our attempt to ask you, seekers of news, what it is that we are lacking. Whether it be more lyrical work, more opinion pieces, more angsty jabs at SGA, we want to know. Perhaps we should focus more on a specific facet of Skidmore, be it clubs or classes. While we do not wish to alter the fundamental characteristics of our publication, we do want to better provide for a collective of students who seem to have a range of interests that is ever evolving. We want input from the students – we want to know how to more accurately cater to the things they care about, without losing our integrity as a journalistic paper. We are, however, at a loss for where to begin.

Suggestions/Commentary Welcome: skidnews@skidmore.edu

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Michael Meranze
Christopher Newfield




— Wednesday, March 5, 2014


img code photo … DEBT




Students and faculty at UC Davis have created an interactive site (One University, One Debt) for representing and sharing information about the growing…
Posted by Michael Meranze |


— Monday, March 3, 2014


img code photo … College Of The City Of New York




Business Week thinks so: its headline is "Krugman Move Boosts CUNY Effort to Escape Columbia, NYU Shadow." In this piece, cool is a public…
Posted by Chris Newfield |


— Thursday, February 27, 2014


img code photo … UNITED WE BARGAIN .. Public Private .. DIVIDED WE BEG




AFSCME announced today that they had reached a tentative agreement with UC and that the strike planned for next week has been called off. As…
Posted by Michael Meranze |


— Saturday, February 22, 2014


img code photo … R.I.P. Our Future .. STOP ing the Price of our DREAM




David Dayen has a provocative article at the New Republic on the effects of student debt on household formation. Drawing on a range of studies,…
Posted by Michael Meranze |


— Tuesday, February 18, 2014


img code photo … Faculty Contract + Student Rights = Love FOREVER # UICUF




Out here in California, our Democrat-controlled state government has been busy repainting higher ed austerity as abundance. Last week’s Legislative…
Posted by Chris Newfield |


— Tuesday, February 18, 2014


img code photo … ART HISTORY = Going Baroque Without a Contract




The Faculty at the University of Illinois at Chicago have gone on a two-day strike to protest wage compression (for both tenure-track and non-tenure-track…
Posted by Michael Meranze |


— Monday, February 10, 2014


img code photo … PROGRAM CLOSINGS




by Philip E. Lewis, Vice-President Andrew W. Mellon Foundation Let me try to set the stage for discussion of our announced topic, the cost of program…
Posted by Chris Newfield |


— Friday, January 31, 2014


img code photo … Democratic VISTAS




By Michael Moon (Emory University) After twenty years of teaching in English departments at two other universities, eight years ago I moved…
Posted by Michael Meranze |

— Saturday, January 18, 2014


img code photo … Despair




Governor Brown announced the names of his first 4 nominations to the Board of Regents. Two of his appointments (Richard Blum and Norman Pattiz)…
Posted by Michael Meranze |


— Wednesday, January 15, 2014


img code photo … Morris arts & crafts




As Chris noted in his last post, Governor Brown’s proposed higher education budget contained few surprises. Unfortunately, that means that his…
Posted by Michael Meranze |


— Michael Meranze’s Latest Links

… Teach For America’s Unspoken Alliance with the One Percent (Naked Capitalism 3/3/14)
… Campus Rape and the Rise of the Academic Industrial Complex (Truthout 3/3/14)
… Public Salary Recovery (IHE 3/3/14)
… More Cal State Campuses are Considering ‘Student Success Fees’ (LAT 3/2/14)
… Helping Foreign Students Thrive on U.S. Campuses (NYT 3/2/14)

… College, the Great Unleveler (NYT 3/1/14)
… bMail and Google’s “Content One Box” (Berkeley Blog 3/1/14)
… Stop Defending the Humanities (Simon During 3/1/14)
… Krugman Move Boosts CUNY Effort to Escape Columbia, NYU Shadows (Bloomberg 3/1/14)
… In Fake Classes Scandal, UNC Fails Its Athletes—and Whistle-Blower (Bloomberg 2/27/14)

… 2014-2015: Funding for CSU and UC Would Be Nearly One-Quarter Below Pre-Recession Levels (CBP 2/27/14)
… Customer Mentality (IHE 2/27/14)
… Who Should Teach Ethnic Studies? (IHE 2/27/14)
… Ready or Not (IHE 2/26/14)
… University of California Loses Millions in Wall Street Casino (The American Interest 2/26/14)

… Students Protest Napolitano, Occupy Michigan and Strike With Faculty (Nation 2/26/14)
… Judge’s Ruling Tilts Curricular Control Toward CUNY Administrators (CHE 2/26/14)
… Minority Male Students Face Challenge to Achieve at Community Colleges (CHE 2/26/14)
… UC-Berkeley Faces New Complaints That It Failed Sexual Assault Survivors (HuffPo 2/26/14)
… Cal State L.A. Faculty Approve Ethnic Studies Requirement (LAT 2/25/14)

… Internal Documents Reveal Charter Expansion, TFA Go Hand in Hand (EduShyster 2/25/14)

…..item 3)…. Tips to spring forward …

… FSU News … www.fsunews.com/

FSU News / section / News … www.fsunews.com/section/NEWS

img code photo … Guidelines to recharge this spring season


Guidelines to recharge this spring season include switching up your study habits and breaking out that planner that’s been collecting dust in your drawer. / FSView file photo


Written by
Brittany Taman
Senior Staff Writer @brittanytaman

FSU News
FSU News Life

Mar. 19, 2014 |


After a full week of nothing but relaxation and irresponsibility, going back to the collegiate mentality can seem nearly impossible. But as the tan begins to fade and the assignments start to pile up, you have no choice but to refocus and finish the last six weeks of the semester. We know that it’s a difficult task to take on, so we’ve come up with a few tips and tricks that will help you conquer the remainder of the spring semester.

— Regulate Your Sleep Schedule

Staying up until 4 a.m. and waking up around noon is a perfectly acceptable sleep schedule for the standard spring breaker, but most successful students adopt a different agenda. Getting 7 or 8 hours of sleep every night is vital in every aspect, from keeping you healthy to giving you the energy to keep focused in class. Try to keep a consistent sleep schedule in order to keep your internal clock in time; disrupting the body and mind’s schedule can cause insomnia and other health problems. You’ll be surprised how much a few nights of blissful slumber can benefit you and your studies.

— Get Organized

Remember that planner that you used for the first two weeks of the semester? It’s time to get that out and start utilizing these tools for success. Dedicate an hour or two to going through your syllabus and writing down all the important deadlines—papers, finals, readings, etc.—so that you can prepare in advance and avoid forgetting about an assignment until the night before it’s due. Once you have all of the due dates marked out, you’ll be able to see when you need to start working on an assignment in order to make it more manageable.

— Communication is Key

If you find yourself falling behind, or just want to get ahead of the game, consider stopping by your professor’s office hours. These hours exist for the sole purpose of helping you do the best that you possibly can in class, and your professor will be impressed by your initiative. If an illness or other issue is keeping you from performing your best, talk with your professors and they will actually listen and problem solve with you. Openly communicating with your professors is the best thing you can do for your grade and your overall understanding of the class.

—Explore New Study Spots

When you sit in Strozier for hours on end, it can eventually become counterproductive, somehow. Switching up your study habits will make homework seem a little less tedious and a little more adventurous. Get some fresh air and sunshine and try studying outside on Landis or at Lake Ella, or maybe venture out and discover a new coffee shop that’s not completely packed with other students. A change in scenery can make all the difference in your mood and motivation.

— Prioritize, Don’t Procrastinate

When the amount of things on your to-do list seems overwhelming, it’s easy to just give up and go take a long nap. Instead, assess your tasks and put them in order of importance. Focus on completing the first assignment alone; once that’s finished, cross it off your list and move to the next one. Giving yourself small rewards for checking something off your seemingly never ending homework queue is always an excellent way to stay positive and inspired to keep going.


World’s First Bitcoin Scholarship Funds IMMERSION 2014 Global Conference

Boston, MA (PRWEB) May 31, 2014

The Immersive Education Initiative today announced that all official Immersive Education events will now accept Bitcoin starting with IMMERSION 2014 in Los Angeles next week, followed by the European Immersive Education Summit in Vienna and the Immersive Researcher’s Summit in New York City. Interviews and complimentary media and press passes are available upon request.

To encourage widespread adoption of Bitcoin throughout its global community, the Initiative is giving one free IMMERSION 2014 ticket to attendees who register using the cryptocurrency. Details are available on the conference website http://summit.ImmersiveEducation.org.

Today’s announcement is the first in a series of forthcoming announcements related to the organization’s adoption and support of the virtual currency.

On Monday, the Initiative will announce the world’s first global education scholarship funded entirely through Bitcoin, followed by the formation of an international council responsible for overseeing the scholarship and the Initiative’s related cryptocurrency and economics activities.

The organization’s long-term plans for Bitcoin will be revealed the morning of June 8th during the IMMERSION 2014 keynote address by the Initiative’s founding director Aaron E. Walsh, after which the potential for Bitcoin as a universal virtual currency will be addressed during the Business and Economics module at the conference.

Bitcoin and Immersive Education Initiative at IMMERSION 2014 sponsored by Disney and Target, and hosted by Loyola Marymount University in collaboration with the Smithsonian Institution; IMMERSION 2014 features speakers and exhibits by Disney Animation Studios, the Smithsonian Institution, Google, Microsoft, Stratasys, Oculus, Oracle, Bitcoin and more.

Building on the success of the previous 8 years of Immersive Education conferences in Boston, the world’s leading experts in immersion and immersive technology convene June 6-8 in Los Angeles, California for IMMERSION 2014. The event opens with a special Arts & Culture reception at The Getty Center.

IMMERSION 2014 addresses the personal and cultural impact of digital technologies such as wearable computing (e.g., Google Glass and Oculus Rift), virtual reality (VR), augmented reality (AR), mixed reality (MXR), mechanical and neural interfaces, affective computing (systems that can recognize, interpret, process, and simulate human feelings and emotions), neuro-gaming technologies (that are used to create adaptive and radically compelling game experiences), 3D printing, personal robotics, virtual currencies and economies (universal digital micropayments, Bitcoin and related cryptocurrencies), telepresence, virtual worlds, simulations, game-based learning and training systems, immersive MOOCs (Massive Open Online Courses), and fully immersive environments such as caves and domes.


Barbara Mikolajczak

Immersive Education Initiative



(617) 997-1017


The Immersive Education Initiative is a non-profit international collaboration of educational institutions, research institutes, museums, consortia and companies. The Initiative was established in 2005 with the mission to define and develop standards, best practices, technology platforms, training and education programs, and communities of support for virtual worlds, virtual reality, augmented and mixed reality, simulations, game-based learning and training systems, and fully immersive environments such as caves and domes.

Thousands of faculty, researchers, staff and administrators are members of the Initiative, who together service millions of academic and corporate learners worldwide.

Speakers at Immersive Education events have included faculty, researchers, staff, administrators and professionals from Boston College, Harvard University (Harvard Graduate School of Education, Berkman Center for Internet and Society at Harvard Law School, and Harvard Kennedy School of Government), Massachusetts Institute of Technology (MIT), MIT Media Lab, The Smithsonian Institution, UNESCO (United Nations Educational, Scientific and Cultural Organization), Federation of American Scientists (FAS), United States Department of Education, National Aeronautics and Space Administration (NASA), Temple University, Stanford University, Internet 2, Cornell University, Loyola Marymount University, Southeast Kansas Education Service Center, Kauffman Foundation, Amherst College, Boston Library Consortium, Stratasys Ltd., South Park Elementary School, Duke University, Oracle, Sun Microsystems, Turner Broadcasting, Open Wonderland Foundation, Gates Planetarium, Vertex Pharmaceuticals, Intel, University of Maryland College Park, realXtend (Finland), Computerworld, The MOFET Institute (Israel), Keio University (Japan), National University of Singapore (NUS), Coventry University (UK), Giunti Labs (Italy) and European Learning Industry Group, Open University (UK), Universidad Carlos III de Madrid (Spain), University of Oulu (Finland), Royal Institute of Technology (Sweden), École Nationale Supérieure des Arts Décoratifs (EnsAD; France), Interdisciplinary Center Herzliya (Israel), Graz University of Technology (Austria), University of West of Scotland (UK), University of Essex (UK), Universidad Complutense de Madrid (Spain), University of Vienna (Austria), Government of New South Wales (Australia), Eötvös Loránd Tudományegyetem (Hungary), Universidade Federal do Rio Grande do Sul (UFRGS; Brazil) and many more world-class organizations.

For more details, visit the IMMERSION 2014 website at http://summit.ImmersiveEducation.org.

Tracey’s Taxonomy of Learning Theories

Some cool Learning theory images:

Tracey’s Taxonomy of Learning Theories
Learning theory

Image by ryan2point0
This taxonomy identifies key theories that apply to workplace learning, categorises them according to common properties, and illustrates the relationships among them.


Ivan Pavlov Classical Conditioning
Learning theory

Image by Psychology Pictures
Picture from 1935 accompanying the following headline and text:

Puma Calls For Food By Firing A Cannon

Though most animals are gun-shy, a wild puma kept at a laboratory in Moscow, Russia, deliberately fires a cannon to signify that it is hungry. Laboratory workers trained the animal, in accordance with the theories of Dr. Ivan Pavlov, noted physiologist, by firing the piece and giving the puma a piece of meat after each shot. Soon it overcame its natural dislike for the sound and learned to get its meals by climbing upon a platform and pulling the firing cord.

This picture forms part of an initiative to create a repository of psychology images that can be freely used without restriction in psychology presentations, projects, lectures, dissertations, books etc.

If you would like to use any of the pictures, all I ask is that you include the following information.

Image(s) provided courtesy of www.all-about-psychology.com/

PLE/PLN and learning theories
Learning theory

Image by Chris P Jobling
George Siemens’ introduction to week 4 in PLENK2010 (as published in The Daily on October 5, 2010). It’s not as dry this way!

my edu180atl post from 5.21.12

June 11, 2012 1 comment

The following post was my contribution to the edu180atl project for the 2011-12 school year. During the final week in May, members of the founding team wrote reflections on the power of this learning project and all 180 posts of learning are archived on the site. My reflections centered on the concept of wide-awakeness…something I am trying to grow in myself and also the inspiration for this blog.

Without the ability to think about yourself, to reflect on your life, there’s really no awareness, no consciousness. Consciousness doesn’t come automatically; it comes through being alive, awake, curious, and often furious. ~Maxine Greene

I have felt alive, awake, curious, and furious this 2011-12 school year. Consuming the wisdom generated from 175 posts, and now creating this 176th post, I have gained greater consciousness about learning and schooling and being in this world.

And I feel wide-awake to possibility.

Maxine Greene’s words about being wide-awake in the world serve as a reminder…and so will the 45,000 words posted to this site from August 1st to May 25th. Open eyes, open ears, and open hearts allow for learning to happen. The edu180atl project, a small-seed-of-an-idea back in the spring of 2011, blossomed in the fall and has been producing the most diverse and substantive fruit for 175 days. For that I am grateful.

And on this 176th day, I feel wide-awake to possibility.

What if all of our classrooms and teams and schools and school systems sought to cultivate students’ spirit of wide-awakeness — their spirit of wanting to know and learn? What if we educators — both teachers and administrators — sought to cultivate that spirit in ourselves and in others? How might we change? What would the possibilities look like?

If we all had greater consciousness about learning and schooling and being in this world, the possibilites would be endless…for our students…for our selves…for our schools…and maybe even for our society. So, what have I learned? That it’s time to pursue such wide-awakeness with the reckless abandon of being alive, awake, curious, and furious every day. Not just during the 180 days of the school year. Or on the 176th.

About the Author: Megan Howard (@mmhoward), co-founder of edu180atl and passionate learner, is grateful for what the edu180atl project has taught her this year. She can’t wait for August 1, 2012, which will mark the second year of this important and inspiring project.

Categories: edu180atl

the edu180atl project and #180voices180stories

May 25, 2012 2 comments

The first year of the edu180atl project came to a close today. And after 180 days, 180 posts, 180 voices, and 180 stories of learning, I am better for it. The project, born out of a back-and-forth on Twitter in January 2011 has been a powerful vehicle for nurturing and encouraging the spirits of those who love to learn, connecting learners across the city, and deepening the national conversation about education over the course of the past 180 school days.

This week, members of the founding edu180atl team took time to reflect on what this project has meant to us (the full posts are linked below). Today, Holly Chesser wrote a post looking toward the future and also sharing what this project has meant to her. She will be leading the edu180atl team alongside Jennifer Murphy for the 2012-13 school year.

I am proud to have been a part of this project and the edu180atl team.

edu180atl: megan howard 5.21.12:

I have felt alive, awake, curious, and furious this 2011-12 school year. Consuming the wisdom generated from 175 posts, and now creating this 176th post, I have gained greater consciousness about learning and schooling and being in this world.

And I feel wide-awake to possibility.

edu180atl: john burk 5.22.12:

Through the edu180atl project, I’ve connected with countless learners and their stories of learning—stories filled with struggle and challenge, but also fulfillment and joy. These connections make me feel even more empowered to persevere through my own difficulties, and give me a great sense of gratitude.

edu180atl: ted sadtler 5.23.12:

Since August I too have leaned toward the sun, toward the bright spots of reflection and dialogue in Atlanta: students expressing their uniqueness and creativity, adults facing cataclysmic change in their lives, teachers reveling in the endearing moments of their day, parents expressing their hopes for their children. I really do think that the 170+ authors have captured the full range of experience that comes with devoting oneself to a lifetime of learning. And yet, there are so many degrees yet to capture. So I continue leaning toward the brightness of our community’s reflections, waiting with anticipation as the next group of volunteers write, read, comment, edit, and share what it means to be a learner.

edu180atl: laura deisley 5.24.12:

Indeed, it is this kind of spirit that inspired us to create edu180atl — a place where individuals have dared to share, to be transparent, to struggle, to reinvent themselves. By so doing, the hallmark of a healthy community is evolving: empathy for one another. Isn’t that a fundamental condition for learning? People may say education in Atlanta is broken. Institutionally, as a whole, maybe it is. But, I believe. I believe that this edu180atl community is designing a future for education in Atlanta built on empathy.

edu180atl: holly chesser 5.25.12:

This desire to find our commonalities and to appreciate our uniqueness lies at the heart of edu180atl’s mission: “to nurture and encourage the spirits of those who love to learn,” “to connect learners,” and “to deepen the national conversation about education.”

Today marks the sunset of this school year: post # 180. Time to seek relaxation and renewal. But like any good teacher, I’m thinking back over all the posts I’ve read and wondered, “”What’s the take away? What did I learn?” In re-reading many posts this week, I discovered a harmonious refrain – a gratitude for those who care, a discovery of something hidden within, and a wish for what could be. As I tell my students, there’s only one story – the human story – and we each keeping telling it with infinite variation.

Categories: edu180atl

Remembering the Importance of Resilience

May 13, 2012 1 comment

This was my final contribution to Trinity This Week, the School’s weekly publication which highlights “Notes from the Administrative Leadership Team” in the form of a short blog post on a weekly basis. The original post is on the Trinity site and can be found here.

As a young child, my hair tangled easily. I remember sitting on a stool in my parents’ bathroom, looking into the mirror and up at my mother, as she took a comb to my wet head and carefully, slowly, meticulously, combed the tangles out of my long sandy blond hair. As I reflect on those hours spent sitting still and grimacing with each catch in the comb, I can now see that it was really a beautiful time for my mother and me. Time spent talking, problem-solving, musing, laughing, arguing, connecting. Time spent just-the-two-of-us without interruption. Time spent building a stronger mother-daughter bond. Time spent combing out the tangles…literally and metaphorically.

As the end of the school year approaches, it’s easy to think that all of those “tangles” have been combed out of our children. It is natural to think of the end of the year as a time to celebrate all of the great successes and forget, in many ways, about the bumps in the road or even some of the mistakes and failures that happened throughout the year. As our Sixth Graders smile and accept their diplomas in just a few short weeks — in heels, in suits, and perfectly poised and confident — it’s important to remember that their learning process at Trinity has been full of plenty of successes but also a number of tangles as well. And just as I had my mother to help me tease out and recognize those tangles, our Trinity Sixth Graders graduate with the knowledge that their learning experiences have been rich – full of ups and downs and full of the support of parents, siblings, teachers, and of course, their peers.

Resilience is one of those 21st Century skills that is often cited in studies that highlight “the top essential skills for college and career.” At Trinity, we believe that the development of a number of skills is essential, resilience being one of them. From outdoor education trips to cooperative learning experiences in classrooms, the learning process – and not just the product – is something that is celebrated throughout the Trinity community. Carol Dweck’s research on motivation, achievement, and mindsets guides much of our focus on risk-taking and reflection. Developing a growth mindset (as opposed to a fixed mindset) is essential for children in the 21st Century. Trinity students must learn that their abilities can be developed through dedication and hard work – and that their brains and talent are just the starting point. Fostering growth mindsets not only creates a love of learning but also increased resilience in the face of risk-taking, struggles, and even failure as well.

So as we approach the end of the May, a time of year when achievement and accolades are often given so much attention, it’s important to spend time thinking and talking with our children about the process of growing, learning, and developing. Just as Trinity teachers begin each school year focusing on children’s strengths as part of our strengths-based educational approach, our teachers spend time at the end of the year reflecting on the growth that has occurred – academically, socially, emotionally, and in a myriad of other areas as well. Trinity children begin to understand that the journey with all of its ups and downs is something to reflect upon and be proud of. And that is an incredible accomplishment in itself.

If you are interested in learning more about the importance of resilience and child development, the following books may be of interest to you:


May 8, 2012 1 comment

On March 9th, I started this experi(ence)ment by saying, “I have no idea what the two of us will play. And I won’t be able to tell you what it is until it happens.” Today, on May 8th, after 60+ consecutive days of what-ifs and riffs, I’m still not sure that I can say what it is but I can certainly share what all of this thinking and reflecting has meant to me, both personally and professionally.

Thinking about CHANGEd: What if we all tried something new for 30 days (or longer) and learned out loud? 60-60-60 #60 and reflecting…

In his short but powerful TED Talk, Matt Cutts advocates for us all to try something new for a month. Sharing what he’s learned from his own personal experiments and experiences, he highlights that we can all learn to make the days count, to appreciate the boost of confidence that a new habit brings, and to heighten our ability to persevere despite the ups and downs of life. In Bo’s #60 CHANGEd post, he also highlights just a few things he has learned and enjoyed in his 60-60-60 journey. As I think about my own progress and process over the course of the past two months, I can borrow from both Matt and Bo and use their themes as starting points for my reflections…

1. Making the Days Count: Sixty days is a long time. Consistent reflection over the course of two months around a certain theme pushed me in ways that I never imagined. Sure, a number of similar themes emerged. Only one word however — empathy — made an appearance two times in a title post. And as I reflect on CHANGEd 60-60-60, I see that the notion of empathy, especially as it relates to the design process, is having a larger and larger influence on who I am as an educator. There’s still so much that I want to learn about the design process, but I know that I must find ways to cultivate a more empathetic spirit in myself and in others as well. For that, I am motivated.

2. Building Confidence (Motivators and Blockers): At the outset, one of my goals was to learn to write more spontaneously and without as much fear of failure. Writing sixty posts and getting positive feedback from others on my thinking was inspiring. A half-baked blog post (of which there were many) was not considered failure…failure (in my mind) was not seeing this project to its completion. Convinced through Twitter that I had at least one reader (Bo, who was RTing my posts) was a “motivator” for me. Then, when Grant Lichtman began leaving comments on my posts, I knew that I had at least two readers. Normally, such pressure would have been a blocker, but Bo and Grant’s encouragement and what-if questioning only inspired me more. Like Bo, I saw that “learning-out-loud” caused me to double and triple my weekly readership which will only add to a more robust and diverse personal learning network. For that, I am proud.

3. Perseverance (Stick-To-It-Tive-Ness): I had a learning partner whose consistency kept me on track. Never did I think that Bo wouldn’t post and so even when I fell behind in my writing (sometimes days behind), I knew that quitting was not an option. Interestingly, some of my better posts (in my opinion) came when I was writing two or three in one evening. Those evenings, although mentally tiring, were often the nights when I felt most motivated and energized. Sticking to this project, which forced me to spend a significant time (on more than a few occasions) thinking and writing was a hidden gift. For that, I am grateful.

4. I’ve learned and enjoyed… It’s very difficult to catalog my learning and enjoyment in this one post. Even now as I go back and look through the titles of posts 1-30 and 31-60, I see a new pattern in my thinking or notice something different in my writing…just in the titles of the posts. Going through and re-reading each day will prove fruitful as I spend time this summer critiquing my own leadership and developing a personal vision for my work in a new role next school year.

Even this 60th post feels flat…my voice sounds one-dimensional…the topic a bit too navel-gazing. But, what I realize is that making this CHANGEd 60-60-60 music has been one of the more dynamic and enjoyable learning experiences that I have engaged in for quite some time.

And for that, I am inspired.

All in all, this CHANGEd 60-60-60 experi(ence)ment has helped me refine my vision of school in ways that I never thought possible. Never did I expect that this would happen during an incredibly overwhelming end of the school year. Obviously my definition will always be a working definition, but I am proud of where I stand today. So, on May 8th after 60+ days of thinking and reflecting, that I believe that school should be…

…a place where inquiry, imagination, ongoing assessment, reflection, and “what ifs” drive the experiences of adults and children at the school…people of integrity and resilience who honor and promote growth mindsets…programs which reach beyond school walls and into everyday life of the expanding global community.

And, in the words of my CHANGEd partner, so that we can conclude (for now) this musical play with a uniform sound but one which leaves room for possibly new riffs…

We educators should never think that we’ve got schooling as good as it can ever be. We should be seeing our current reality clearly, and we should be envisioning how we can get better. Isn’t such delta-oriented vision what it will take for education and schooling to be CHANGEd?

Categories: 60-60-60


May 6, 2012 1 comment

Thinking about What if we teachers had to enroll in our own classes…and at least one more? 60-60-60 #59 and reflecting…

Here’s an email I received over the weekend from a Trinity Sixth Grader:

Hello Ms. Howard and Ms. Chapman!

Do either of you know someone named Kirby Lui? Well, he commented on my blog and check out what he said!

I’ve been a photographer for quite a while and have seen many different types of photographers, and I must say that I’m very impressed at your technical and creative knowledge of photography, the enthusiasm and discipline that you approach your subjects, and your strong photographic compositions. Compared to other students that I have worked with, you have a definite edge over most of the people that I have seen.

If you continue to approach photography with the same level of dedication as I’ve seen on your website, I believe that you have a talent that could be developed to a remarkable high level if you choose to continue cultivating it. Don’t let the talent go to waste. Keep up the hard work, it is obvious from your website. I look forward to your next post.


Isn’t that really nice?


The first art class that I remember actually enjoying was Photography 101 with Mrs. Harris in Eighth Grade. For much of my high school career, I was passionate about black and white photography but due to the demands of academics and athletics, my experimenting with this art happened only in the summer during long walks in the woods or at the beach on vacation. I am still proud of the prints I made of the massive St. Simons Island palm trees that a family friend framed and put in a guest bedroom of a beach house in Florida. I always wonder what would have happened if I had more time to devote to building upon those skills and passions that I began to uncover just before high school began.

“Megan, you have a real gift for teaching.” That’s the first comment I remember hearing about my natural ease in the classroom with elementary students…uttered first when I was in high school and then in college multiple times throughout my volunteer tutoring times and later during an internship I created with the help of a teacher-mentor. The skills and passions — similar to those I possessed with black and white photography — were there but so was the echo of a believing voice.

I believe that all students need to hear the following words:

I believe that you have a talent that could be developed to a remarkable high level if you choose to continue cultivating it. Don’t let the talent go to waste.

Those are the words that I heard over and over again about my work in classrooms and in schools. I realize that there are some students — adults too — who never hear such words or affirmations.

I wonder, if we enrolled ourselves in our own classes, would we hear ourselves offering such words of support to the budding biologists, teachers, doctors, pilots, directors, caregivers, and entrepreneurs in our classrooms? Would we hear ourselves connecting the subject areas we are teaching with the real-life learning our students are longing for? Would we be inspiring students in the way that Kirby is inspiring Julia — to keep working hard, to overcome obstacles, and to pursue an area of interest that has potential for greater learning and…life?

Categories: 60-60-60


May 6, 2012 Leave a comment

Thinking about What if we really reflected on what former students remember? 60-60-60 #58 and reflecting…

I’ve been catching up on the Trinity-Fac&Stu folder of my GoogleReader account. I rarely let that folder go unread for as long as I have this week, but what a surprise I found this evening as I was reading last week’s posts.

Bo writes about how students remember what they craft and create. As I think about a learning experience that Trinity sixth graders will likely remember alongside their outdoor education trips and musical performances and academic experiences from their final year at the school, at the top of the list is the QUEST and Capstone project. It’s not a coincidence that Andrew Hennessy took his sixth grade project all the way to the TEDxKIDS@BC stage in Vancouver in September 2011.

As I read the students’ memories and reflections, all of which were written upon completion of the QUEST research paper, I was struck at how almost every student spoke to one, two, or all three elements of true motivation as categorized by Dan Pink: autonomy, mastery, and purpose.

We must allow students to craft and create. We certainly need more Dolphin Tale experiences and internships than we have now, but let’s not forget that even the more traditional experiences (even those research papers!) — if crafted innovatively and created with care by the lead learners in the school — can be memorable and powerful.

Check out these four reflections from sixth graders about what they’ve learned through their QUEST research experience. The reverberating sound of autonomy-mastery-purpose through these students’ words provides the perfect riff for today’s CHANGEd 60-60-60 post:

I learned many things about myself as a student through the QUEST paper. I learned that I write a good first rough draft and that I should trust that I can. I also learned that I am good at managing my time because I turn most of my long term projects in early. I also learned things about myself. I learned that I am capable of any task if I take the time and work as hard as I can. ~ Matt

As a student, I learned that i can write something cool and put a lot of effort into something in school and acquire your future talents in 6th grade. As a person I found out how to solve problems between people. My mentor took a while to e-mail me so I took charge.~ Pete

As a student I have learned that I can be very organized. I also can be very conscientious about creating good presentation. I have also learned that I love to do hands on projects. If I set my mind to a topic that I find interesting, then I can create a good presentation. On my next project I think I will be more conscientious about my time-line. I also should plan ahead of what my goals are going to be. I will definitely bring in more analytically and organizational skills. I think through this project I have learned to always have perseverance which I will definitely use in all my assignments. ~ McKenzie

I learned that as a student I can always work better when I am really into the topic and I enjoy learning about it and working on it all of the time. I learned that I love to learn more anytime I can and I love to hear from the best people that I can so I can learn the most and learn from the best. ~ Emerson

As a student, I really realized that I work best when studying a topic I love. I also learned that doing the most boring things like writing long essays are more fun when they are about something I love. I love dogs more than words can describe, and I cannot wait for the Capstone project…Next year, I will bring the note card organization method in my ‘student tool box’ when writing papers next year. It is an excellent way of grouping the facts into topics, later to be made into paragraphs. ~ Julie

I learned different things about myself too. As a student, I feel like I learned better ways about finding information for anything and being able to figure out what is important and whats not. I also think that I learned how to stay more organized by using note cards to write down my facts. As a person, I feel like I learned to trust in myself more about what I think I should do when working on something. Second, I learned to feel more confident about my work and am better at managing my time…In the future, I think that I would change the way I researched. I would read more about the topic to make sure I am more comfortable with it. I would do this because I feel like I started the QUEST project kind of clueless about cake decorating. I wish I had known more about my topic so I would feel more comfortable about the whole thing during the beginning of the process. During this whole QUEST project I learned lots of facts, but mostly I learned about myself as a student and a learner. ~Emily

Categories: 60-60-60


May 6, 2012 3 comments

Thinking about What if school leaders practiced the change they preach…and developed a people strategy? 60-60-60 #57 and reflecting…

A people strategy begins with EMPATHY. It moves along the stepping stones of the Golden Rule. A people strategy refuses to commit the fundamental attribution error (see the Heath Bros’ Switch).

Bo’s reflections on “The Big Shifts” are ones that I want to save here on my blog, thus making today’s riff a re-post of his questions…in hopes that they will inspire future posts about how I, in my future work in school administration, am striving to proactively respond to the shifting notions of what it means to create the right learning environments for both children and adults in the 21st century.

So, for this 57th post…

If we administrators expect teachers to proactively respond to these big shifts for the futures of their students, mustn’t we do so ourselves?

  • Shouldn’t we be transforming faculty meetings (and other “PD”) into faculty doings? Shouldn’t we be experimenting with PBL with adults…and with projects that are relevant and meaningful to teachers? Are we even asking them what they want and need?
  • From the admin view, how can we make school more “teacher-centered” so that teachers can, in turn, make school more student-centered? Shouldn’t we admin be modeling “student voice and choice” by providing such to our faculties?
  • How are we un-silo-ing our schools to facilitate teachers working in teams?
  • How are we facilitating the construction of meaning among our faculties, instead of asking them to consume information? Do decisions feel top-down or bottom-up? Or inside-out? Or outside-in?
  • How are we admin employing and engaging learning networks and advocating for OPEN and SAFE and THOUGHTFUL use of such endless learning resources in the network…outside our school walls?
  • How are we crowd-sourcing our collective wisdom within our faculties and among our faculties from school to school? How are we refusing to re-invent the wheel and instead partnering with the crowds of other doing schools…I mean networks?
  • How are we refusing the high stakes testing of teachers and engaging high value demonstrations of professional practice?

Thanks for creating and categorizing these questions, Bo. They are important ones that we must tackle…and not necessary in isolation!

Categories: 60-60-60

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