• Direction: That I May Know Him: A Meditation on Philippians 3
    https://directionjournal.org/51/1/that-i-may-know-him-meditation-on.html

    We have abstracted learning from life. And we marvel that youth are rejecting the abstractions. We enact the role of teacher and they, whether dutifully or cynically, play the role of students. What if it is beside the point that we are sincere and capable? What if the structures we work within (shapes borrowed from the world) make us, despite our prayers, into “enemies of the cross of Christ”? What if the shape of the teacher has helped to subvert the shape of the natural models—and the fathers?

    #learning #teaching

  • Big changes to staffing patterns at UK universities over past two decades

    The global explosion in university enrolment rates and the size of institutions has transformed their staffing patterns and organisational structure. New research from the Policy Institute at King’s College London provides the first in-depth study of 21st century changes in the UK university sector, and underlines the scale and impact of these changes.

    Funded by the Nuffield Foundation, the report is authored by Professor the Baroness Alison Wolf, a member of the Augar Review of Post-18 Education & Funding, and Dr Andrew Jenkins.

    Observers of contemporary higher education frequently complain of growing ‘managerialism’ and growth in insecure, short-term teaching contracts. Using the UK’s unique workforce database, and case-studies of six contrasting institutions, the researchers examined whether and why such changes had occurred. The report confirms major changes in both administrative and academic employment, alongside extensive centralisation and the decline of the autonomous academic department.

    Since the turn of the century, numbers of senior managerial and administrative posts have risen very markedly. Staff classified as ‘managers and non-academic professionals’ at UK universities increased some 60% over 12 years, from just under 32,000 in the academic year 2005/06 to almost 51,000 in 2017/18. At the same time, the number of technicians and of secretarial posts, supporting academics, declined. Managers and managerial professionals made up a fifth of all non-academic staff in 2005/06, but this had risen to more than a quarter by 2017/18. More and more decisions about staffing are taken at the centre of the institution, with a commensurate hollowing-out of the traditional academic department.

    Within universities, ongoing growth in non-academic appointments is justified by both the need to compete and market degrees globally, and by the importance of the ‘student experience’ as measured by government surveys such as the National Student Survey. However, the authors conclude that the structure of senior leadership teams means that there are few barriers to ‘upward drift’ in pay and seniority – “in sharp contrast to the situation with academic posts, where scrutiny was extensive”.

    Among academics, teaching-only posts at UK universities increased at five times the rate of ‘traditional’ academic roles between 2005/06 and 2018/19. Numbers rose by more than 80 per cent, compared with a rise of 16% over the same period in more traditional roles with both teaching and research responsibilities. Growth was most marked in the Russell Group and the faster a university grew, the more it increased its use of teaching-only staff.

    However, the move to casualised and part-time teaching staff has been fairly limited compared to ‘competitor’ university systems, such as those in the US or Australia. The report ascribes this to the government’s Research Excellence Framework, which determines direct funding allocations but also a university’s international reputation. The higher its research reputation, the higher the fees it can charge to overseas students. UK universities therefore have a strong interest in hiring ‘research-active’ academics, but use teaching-only staff to cover vacancies, including those created by academics who are ‘bought out’ for research, and to smooth staffing when student numbers change.

    Baroness Alison Wolf CBE, Professor of Public Sector Management at King’s College London, said:

    “It is striking how far expensive changes seem to have occurred without being underpinned by a clear strategy. Increased centralisation is also a concern. Large centralised bureaucracies are not good at innovation, which is the lifeblood of universities.”

    https://www.nuffieldfoundation.org/news/big-changes-to-staffing-patterns-at-uk-universities-over-past-tw

    Pour télécharger le rapport:
    https://www.nuffieldfoundation.org/wp-content/uploads/2021/12/Managers-and-academics-in-a-centralising-sector.pdf

    #rapport #UK #Angleterre #université #facs #ESR #management #centralisation #précarisation #autonomie #enseignement #enseignement_supérieur #teaching-only_staff #Research_Excellence_Framework #excellence #réputation #recherche

    ping @_kg_

    • Trigger Warnings | Centre for Teaching Excellence

      A trigger warning is a statement made prior to sharing potentially disturbing content. That content might include graphic references to topics such as #sexual_abuse, #self-harm, #violence, #eating_disorders, and so on, and can take the form of an #image, #video_clip, #audio_clip, or piece of #text. In an #academic_context, the #instructor delivers these messages in order to allow students to prepare emotionally for the content or to decide to forgo interacting with the content.

      Proponents of trigger warnings contend that certain course content can impact the #wellbeing and #academic_performance of students who have experienced corresponding #traumas in their own lives. Such students might not yet be ready to confront a personal #trauma in an academic context. They choose to #avoid it now so that they can deal with it more effectively at a later date – perhaps after they have set up necessary #resources, #supports, or #counselling. Other students might indeed be ready to #confront a personal trauma in an academic context but will benefit from a #forewarning of certain topics so that they can brace themselves prior to (for example) participating in a #classroom discussion about it. Considered from this perspective, trigger warnings give students increased #autonomy over their learning, and are an affirmation that the instructor #cares about their wellbeing.

      However, not everyone agrees that trigger warnings are #necessary or #helpful. For example, some fear that trigger warnings unnecessarily #insulate students from the often harsh #realities of the world with which academics need to engage. Others are concerned that trigger warnings establish a precedent of making instructors or universities legally #responsible for protecting students from #emotional_trauma. Still others argue that it is impossible to anticipate all the topics that might be potentially triggering for students.

      Trigger warnings do not mean that students can exempt themselves from completing parts of the coursework. Ideally, a student who is genuinely concerned about being #re-traumatized by forthcoming course content would privately inform the instructor of this concern. The instructor would then accommodate the student by proposing #alternative_content or an alternative learning activity, as with an accommodation necessitated by a learning disability or physical disability.

      The decision to preface potentially disturbing content with a trigger warning is ultimately up to the instructor. An instructor who does so might want to include in the course syllabus a preliminary statement (also known as a “#content_note”), such as the following:

      Our classroom provides an open space for the critical and civil exchange of ideas. Some readings and other content in this course will include topics that some students may find offensive and/or traumatizing. I’ll aim to #forewarn students about potentially disturbing content and I ask all students to help to create an #atmosphere of #mutual_respect and #sensitivity.

      Prior to introducing a potentially disturbing topic in class, an instructor might articulate a #verbal_trigger_warning such as the following:

      Next class our discussion will probably touch on the sexual assault that is depicted in the second last chapter of The White Hotel. This content is disturbing, so I encourage you to prepare yourself emotionally beforehand. If you believe that you will find the discussion to be traumatizing, you may choose to not participate in the discussion or to leave the classroom. You will still, however, be responsible for material that you miss, so if you leave the room for a significant time, please arrange to get notes from another student or see me individually.

      A version of the foregoing trigger warning might also preface written materials:

      The following reading includes a discussion of the harsh treatment experienced by First Nations children in residential schools in the 1950s. This content is disturbing, so I encourage everyone to prepare themselves emotionally before proceeding. If you believe that the reading will be traumatizing for you, then you may choose to forgo it. You will still, however, be responsible for material that you miss, so please arrange to get notes from another student or see me individually.

      Trigger warnings, of course, are not the only answer to disturbing content. Instructional #strategies such as the following can also help students approach challenging material:

      – Give your students as much #advance_notice as possible about potentially disturbing content. A day’s notice might not be enough for a student to prepare emotionally, but two weeks might be.

      – Try to “scaffold” a disturbing topic to students. For example, when beginning a history unit on the Holocaust, don’t start with graphic photographs from Auschwitz. Instead, begin by explaining the historical context, then verbally describe the conditions within the concentration camps, and then introduce the photographic record as needed. Whenever possible, allow students to progress through upsetting material at their own pace.

      – Allow students to interact with disturbing material outside of class. A student might feel more vulnerable watching a documentary about sexual assault while in a classroom than in the security of his or her #home.

      – Provide captions when using video materials: some content is easier to watch while reading captions than while listening to the audio.

      – When necessary, provide written descriptions of graphic images as a substitute for the actual visual content.

      – When disturbing content is under discussion, check in with your students from time to time: #ask them how they are doing, whether they need a #break, and so on. Let them know that you are aware that the material in question is emotionally challenging.

      – Advise students to be #sensitive to their classmates’ #vulnerabilities when they are preparing class presentations.

      – Help your students understand the difference between emotional trauma and #intellectual_discomfort: the former is harmful, as is triggering it in the wrong context (such as in a classroom rather than in therapy); the latter is fundamental to a university education – it means our ideas are being challenged as we struggle to resolve cognitive dissonance.

      https://uwaterloo.ca/centre-for-teaching-excellence/trigger

    • Why Trigger Warnings Don’t Work

      Because trauma #survivors’ #memories are so specific, increasingly used “trigger warnings” are largely #ineffective.

      Fair warning labels at the beginning of movie and book reviews alert the reader that continuing may reveal critical plot points that spoil the story. The acronym NSFW alerts those reading emails or social media posts that the material is not suitable for work. The Motion Picture Association of America provides film ratings to advise about content so that moviegoers can make informed entertainment choices for themselves and their children.

      Enter stage right: Trigger warning.

      A trigger warning, most often found on #social_media and internet sites, alerts the reader that potentially upsetting information may follow. The words trigger warning are often followed by a subtitle such as *Trigger warning: This may be triggering to those who have struggled with _________. Fill in the blank. #Domestic_abuse. #Rape. #Body_image. #Needles. #Pregnancy.

      Trigger warnings have become prevalent online since about 2012. Victim advocate Gayle Crabtree reports that they were in use as early as 1996 in chat rooms she moderated. “We used the words ‘trigger warning,’ ‘#tw,’ ‘#TW,’ and ‘trigger’ early on. …This meant the survivor could see the warning and then decide if she or he wanted to scroll down for the message or not.” Eventually, trigger warnings spread to social media sites including #Tumblr, #Twitter, and #Facebook.

      The term seems to have originated from the use of the word “trigger” to indicate something that cues a #physiological_response, the way pollen may trigger an allergy attack. A trigger in a firearm is a lever that activates the sequence of firing a gun, so it is not surprising that the word was commandeered by those working in the field of #psychology to indicate objects and sensations that cause neurological firing in the brain, which in turn cause #feelings and #thoughts to occur.

      Spoiler alerts allow us to enjoy the movie or book as it unfolds without being influenced by knowledge about what comes next. The NSFW label helps employees comply with workplace policies that prohibit viewing sexually explicit or profane material. Motion picture ratings enable viewers to select movies they are most likely to find entertaining. Trigger warnings, on the other hand, are “designed to prevent people who have an extremely strong and damaging emotional response… to certain subjects from encountering them unaware.”

      Say what?

      Say hogwash!

      Discussions about trigger warnings have made headlines in the New Yorker, the Los Angeles Times, the Guardian, the New Republic, and various other online and print publications. Erin Dean writes that a trigger “is not something that offends one, troubles one, or angers one; it is something that causes an extreme involuntary reaction in which the individual re-experiences past trauma.”

      For those individuals, it is probably true that coming across material that reminds them of a traumatic event is going to be disturbing. Dean’s definition refers to involuntary fear and stress responses common in individuals with Post Traumatic Stress Disorder characterized by intrusive memories, thoughts, or dreams; intense distress at cues that remind the individual of the event; and reactivity to situations, people, or objects that symbolize the event. PTSD can result from personal victimization, accidents, incarceration, natural disasters, or any unexpected injury or threat of injury or death. Research suggests that it results from a combination of genetic predisposition, fear conditioning, and neural and physiological responses that incorporate the body systems and immunological responses. Current theories suggest that PTSD represents “the failure to recover from the normal effects of trauma.” In other words, anyone would be adversely affected by trauma, but natural mechanisms for healing take place in the majority of individuals. The prevalence of PTSD ranges from 1.9 percent in Europe to 3.5 percent in the United States.

      The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous.

      Some discussions have asserted that because between one in four and one in five women have been sexually abused, trigger warnings are necessary to protect vast numbers of victims from being re-traumatized. However, research shows that the majority of trauma-exposed persons do not develop PTSD. This does not mean they aren’t affected by trauma, but that they do not develop clinically significant symptoms, distress, or impairment in daily functioning. The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous. Now some students are pushing for trigger warnings on college class syllabi and reading lists.

      But what?

      Balderdash!

      But wait, before people get all riled up, I’d like to say that yes, I have experienced trauma in my life.

      I wore a skirt the first time George hit me. I know this because I remember scrunching my skirt around my waist and balancing in heels while I squatted over a hole in the concrete floor to take a piss. We were in Tijuana. The stench of excrement made my stomach queasy with too much tequila. I wanted to retch.

      We returned to our hotel room. I slid out of my blouse and skirt. He stripped to nothing and lay on the double bed. He was drinking Rompope from the bottle, a kind of Mexican eggnog: strong, sweet, and marketed for its excellent spunk. It’s a thick yellow rum concoction with eggs, sugar, and almond side notes. George wanted to have sex. We bickered and argued as drunks sometimes do. I said something — I know this because I always said something — and he hit me. He grabbed me by the hair and hit me again. “We’re going dancing,” he said.

      “I don’t feel like dancing — “

      “Fine. Stay.”

      The world was tilting at an angle I didn’t recognize. The mathematician Matt Tweed writes that atoms are made up of almost completely empty space. To grasp the vast nothingness, he asks the reader to imagine a cat twirling a bumblebee on the end of a half-mile long string. That’s how much emptiness there is between the nucleus and the electron. There was more space than that between George and me. I remember thinking: I am in a foreign country. I don’t speak Spanish. I have no money. We went dancing.

      Labeling a topic or theme is useless because of the way our brains work. The labels that we give trauma (assault, sexual abuse, rape) are not the primary source of triggers. Memories are, and not just memories, but very specific, insidious, and personally individualized details lodged in our brain at the time of the trauma encoded as memory. Details can include faces, places, sounds, smells, tastes, voices, body positions, time of day, or any other sensate qualities that were present during a traumatic incident.

      If I see a particular shade of yellow or smell a sickly sweet rum drink, I’m reminded of my head being yanked by someone who held a handful of my hair in his fist. A forest green Plymouth Duster (the car we drove) will too. The word assault does not. The words domestic violence don’t either. The specificity of details seared in my mind invokes memory.

      Last year a driver slammed into the back of my car on the freeway. The word tailgate is not a trigger. Nor is the word accident. The flash of another car suddenly encroaching in my rearview mirror is. In my mid-20s, I drove my younger sister (sobbing, wrapped in a bed sheet) to the hospital where two male officers explained they were going to pluck her pubic hair for a rape kit. When I see tweezers in a hospital, I flash back to that awful moment. For my sister, other things may be triggers: the moonlight shining on the edge of a knife. The shadow of a person back lit in a doorway. An Hispanic man’s accent. If we were going to insist on trigger warnings that work, they would need to look something like this:

      Trigger warning: Rompope.

      Trigger warning: a woman wrapped in a bed sheet.

      Trigger warning: the blade of a knife.

      The variability of human #perception and traumatic recall makes it impossible to provide the necessary specificity for trigger warnings to be effective. The nature of specificity is, in part, one reason that treatment for traumatic memories involves safely re-engaging with the images that populate the survivor’s memory of the event. According to Dr. Mark Beuger, an addiction psychiatrist at Deerfield Behavioral Health of Warren (PA), the goal of PTSD treatment is “to allow for processing of the traumatic experience without becoming so emotional that processing is impossible.” By creating a coherent narrative of the past event through telling and retelling the story to a clinician, survivors confront their fears and gain mastery over their thoughts and feelings.

      If a survivor has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided.

      According to the National Center for Health, “#Avoidance is a maladaptive #control_strategy… resulting in maintenance of perceived current threat. In line with this, trauma-focused treatments stress the role of avoidance in the maintenance of PTSD. Prolonged exposure to safe but anxiety-provoking trauma-related stimuli is considered a treatment of choice for PTSD.” Avoidance involves distancing oneself from cues, reminders, or situations that remind one of the event that can result in increased #social_withdrawal. Trigger warnings increase social withdrawal, which contributes to feelings of #isolation. If a survivor who suffers from PTSD has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided. The individual is in charge of each word he or she reads. At any time, one may close a book or click a screen shut on the computer. What is safer than that? Conversely, trigger warnings perpetuate avoidance. Because the intrusive memories and thoughts are internal, trigger warnings suggest, “Wait! Don’t go here. I need to protect you from yourself.”

      The argument that trigger warnings help to protect those who have suffered trauma is false. Most people who have experienced trauma do not require preemptive protection. Some may argue that it would be kind to avoid causing others distress with upsetting language and images. But is it? Doesn’t it sometimes take facing the horrific images encountered in trauma to effect change in ourselves and in the world?

      A few weeks ago, I came across a video about Boko Haram’s treatment of a kidnapped schoolgirl. The girl was blindfolded. A man was digging a hole in dry soil. It quickly became evident, as he ushered the girl into the hole, that this would not end well. I felt anxious as several men began shoveling soil in around her while she spoke to them in a language I could not understand. I considered clicking away as my unease and horror grew. But I also felt compelled to know what happened to this girl. In the 11-minute video, she is buried up to her neck.

      All the while, she speaks to her captors, who eventually move out of the frame of the scene. Rocks begin pelting the girl’s head. One after the other strikes her as I stared, horrified, until finally, her head lay motionless at an angle that could only imply death. That video (now confirmed to be a stoning in Somalia rather than by Boko Haram) forever changed my level of concern about young girls kidnapped in other countries.

      We are changed by what we #witness. Had the video contained a trigger warning about gruesome death, I would not have watched it. Weeks later, I would have been spared the rush of feelings I felt when a friend posted a photo of her daughter playfully buried by her brothers in the sand. I would have been spared knowing such horrors occur. But would the world be a better place for my not knowing? Knowledge helps us prioritize our responsibilities in the world. Don’t we want engaged, knowledgeable citizens striving for a better world?

      Recently, the idea of trigger warnings has leapt the gulch between social media and academic settings. #Universities are dabbling with #policies that encourage professors to provide trigger warnings for their classes because of #complaints filed by students. Isn’t the syllabus warning enough? Can’t individual students be responsible for researching the class content and reading #materials before they enroll? One of the benefits of broad exposure to literature and art in education is Theory of Mind, the idea that human beings have the capacity to recognize and understand that other people have thoughts and desires that are different from one’s own. Do we want #higher_education to comprise solely literature and ideas that feel safe to everyone? Could we even agree on what that would be?

      Art occurs at the intersection of experience and danger. It can be risky, subversive, and offensive. Literature encompasses ideas both repugnant and redemptive. News about very difficult subjects is worth sharing. As writers, don’t we want our readers to have the space to respond authentically to the story? As human beings, don’t we want others to understand that we can empathize without sharing the same points of view?

      Trigger warnings fail to warn us of the very things that might cause us to remember our trauma. They insulate. They cause isolation. A trigger warning says, “Be careful. This might be too much for you.” It says, “I don’t trust you can handle it.” As a reader, that’s not a message I want to encounter. As a writer, that is not the message I want to convey.

      Trigger warnings?

      Poppycock.

      http://www.stirjournal.com/2014/09/15/trigger-what-why-trigger-warnings-dont-work

    • Essay on why a professor is adding a trigger warning to his #syllabus

      Trigger warnings in the classroom have been the subject of tremendous #debate in recent weeks, but it’s striking how little the discussion has contemplated what actual trigger warnings in actual classrooms might plausibly look like.

      The debate began with demands for trigger warnings by student governments with no power to compel them and suggestions by #administrators (made and retracted) that #faculty consider them. From there the ball was picked up mostly by observers outside higher ed who presented various #arguments for and against, and by professors who repudiated the whole idea.

      What we haven’t heard much of so far are the voices of professors who are sympathetic to the idea of such warnings talking about what they might look like and how they might operate.

      As it turns out, I’m one of those professors, and I think that discussion is long overdue. I teach history at Hostos Community College of the City University of New York, and starting this summer I’m going to be including a trigger warning in my syllabus.

      I’d like to say a few things about why.

      An Alternative Point of View

      To start off, I think it’s important to be clear about what trigger warnings are, and what purpose they’re intended to serve. Such warnings are often framed — and not just by critics — as a “you may not want to read this” notice, one that’s directed specifically at survivors of trauma. But their actual #purpose is considerably broader.

      Part of the confusion arises from the word “trigger” itself. Originating in the psychological literature, the #term can be misleading in a #non-clinical context, and indeed many people who favor such warnings prefer to call them “#content_warnings” for that reason. It’s not just trauma survivors who may be distracted or derailed by shocking or troubling material, after all. It’s any of us, and a significant part of the distraction comes not from the material itself but from the context in which it’s presented.

      In the original cut of the 1933 version of the film “King Kong,” there was a scene (depicting an attack by a giant spider) that was so graphic that the director removed it before release. He took it out, it’s said, not because of concerns about excessive violence, but because the intensity of the scene ruined the movie — once you saw the sailors get eaten by the spider, the rest of the film passed by you in a haze.

      A similar concern provides a big part of the impetus for content warnings. These warnings prepare the reader for what’s coming, so their #attention isn’t hijacked when it arrives. Even a pleasant surprise can be #distracting, and if the surprise is unpleasant the distraction will be that much more severe.

      I write quite a bit online, and I hardly ever use content warnings myself. I respect the impulse to provide them, but in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.

      A classroom environment is different, though, for a few reasons. First, it’s a shared space — for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all #stuck with one another, and that fact imposes #interpersonal_obligations on us that don’t exist between writer and reader. Second, it’s an interactive space — it’s a #conversation, not a monologue, and I have a #responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space — a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.

      For all these reasons, I’ve concluded that it would be sound #pedagogy for me to give my students notice about some of the #challenging_material we’ll be covering in class — material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict — as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I’ll be discussing these issues during the first class meeting and including a notice about them in the syllabus.

      My current draft of that notice reads as follows:

      Course Content Note

      At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)

      If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.

      That’s it. That’s my content warning. That’s all it is.

      I should say as well that nothing in these two paragraphs represents a change in my teaching practice. I have always assumed that if a student steps out of the classroom they’ve got a good reason, and I don’t keep tabs on them when they do. If a student is made uncomfortable by something that happens in class, I’m always glad when they come talk to me about it — I’ve found we usually both learn something from such exchanges. And of course students are still responsible for mastering all the course material, just as they’ve always been.

      So why the note, if everything in it reflects the rules of my classroom as they’ve always existed? Because, again, it’s my job as a professor to facilitate class discussion.

      A few years ago one of my students came to talk to me after class, distraught. She was a student teacher in a New York City junior high school, working with a social studies teacher. The teacher was white, and almost all of his students were, like my student, black. That week, she said, one of the classes had arrived at the point in the semester given over to the discussion of slavery, and at the start of the class the teacher had gotten up, buried his nose in his notes, and started into the lecture without any introduction. The students were visibly upset by what they were hearing, but the teacher just kept going until the end of the period, at which point he finished the lecture, put down his papers, and sent them on to math class.

      My student was appalled. She liked these kids, and she could see that they were hurting. They were angry, they were confused, and they had been given nothing to do with their #emotions. She asked me for advice, and I had very little to offer, but I left our meeting thinking that it would have been better for the teacher to have skipped that material entirely than to have taught it the way he did.

      History is often ugly. History is often troubling. History is often heartbreaking. As a professor, I have an #obligation to my students to raise those difficult subjects, but I also have an obligation to raise them in a way that provokes a productive reckoning with the material.

      And that reckoning can only take place if my students know that I understand that this material is not merely academic, that they are coming to it as whole people with a wide range of experiences, and that the journey we’re going on #together may at times be #painful.

      It’s not coddling them to acknowledge that. In fact, it’s just the opposite.

      https://www.insidehighered.com/views/2014/05/29/essay-why-professor-adding-trigger-warning-his-syllabus

  • Preaching and Teaching – Email Devotionals
    https://emaildevotionals.com/2018/10/22/preaching-and-teaching/comment-page-1/#comments

    Sometimes Paul had to preach and at other times he taught. Preaching declares the truth and teaching explains it some more. Preaching is a monologue and teaching is a dialogue, most of the time. Either way, Paul used those methods to let others know about Jesus Christ and His work.

    #distinctions #preaching #teaching

  • 5 Lessons Learned Teaching #data
    https://hackernoon.com/5-lessons-learned-teaching-data-c7be9b17ae54?source=rss----3a8144eabfe3-

    Teaching others is one of the most rewarding things you can do and you learn a lot from it. In the last few months I have had the privilege of teaching to a variety of backgrounds about the art of data. Here you find my five biggest lessons learned.1. Put yourself in their shoeshttps://medium.com/media/df588872c52366fb85b757600c61595a/hrefOne of the advantages of still being a student is that you know how they think. Students highly appreciate it if you speak their language.Don’t get me wrong here: you should always keep it professional. That doesn’t mean, however, you can’t create a positive and stimulating classroom environment.2. Giving feedback is powerfulhttps://medium.com/media/8d89917c792c2c180be0ac60c087e5b8/hrefFeedback is not only important but also very powerful. A poor grade (...)

    #education #learning-never-ends #teaching-data #education-data

  • How to Pull People In
    https://hackernoon.com/how-to-pull-people-in-711ec591256e?source=rss----3a8144eabfe3---4

    In the last article of this series, I focused on why you might want to shift your mindset when it comes to #marketing. In this post, we’ll take a look on how you can teach your audience.We know that we give attention to people who taught us crucial lessons. Now let’s see how they do that.Photo by YUSUKE YAGITeaching on ScaleTeaching on the web has a couple of challenges. You probably don’t know your students (/ readers / listeners / audience) as well as a schoolteacher. It can be particularly hard when you’re just starting. Should you just start creating content? What if the material is not right for the target audience? That’s why it’s important to know the people you’re communicating to even if you’re operating at scale. If you know who is on the other side of the screen, it’s pretty easy. Talk (...)

    #teaching #marketing-strategies #publishing #startup

  • In Historic Move, Harvard Teaching and Research Assistants Vote to ...
    https://diasp.eu/p/7050664

    In Historic Move, Harvard Teaching and Research Assistants Vote to Unionize

    HN link: https://news.ycombinator.com/item?id=16888332 Posted by Mononokay (karma: 1507) Post stats: Points: 92 - Comments: 30 - 2018-04-20T20:48:23Z

    #HackerNews #and #assistants #harvard #historic #move #research #teaching #unionize #vote HackerNewsBot debug: Calculated post rank: 71 - Loop: 184 - Rank min: 60 - Author rank: 49

  • Principles and Practices of #coaching
    https://hackernoon.com/principles-and-practices-of-coaching-b1f38642a4aa?source=rss----3a8144ea

    This article summarizes the key takeaways of the The Coach, Creating Partnerships for Competitive Edge by Steven Sowell and Matt Starcevich. Rich with useful, psychological insight into how to genuinely improve relationships between leaders and employees in service of organizational advantage and excellence, I highly recommend reading this evidence-based book and putting it into daily practice.8 Step Coaching ModelBe Supportive … assist, empathize, help, understand, listen, encourage, be flexible, recognize, and be responsible for your actions and words.Define the Topic and Needs … focus on present, 1–2 items/session, do not start with accusations or threats, give employee time to react/vent, state your concerns in specific, non-hostile manner, avoid innuendo, put downs, or biased hints, use (...)

    #project-management #teamwork #leadership #teaching

  • Die Hochschulausgabe des Horizon Report wird seit 2004 jährlich vom New Media Consortium (NMC) und der EDUCAUSE Learning Initiative (ELI) herausgegeben und gilt weltweit als eine der aktuellsten und renommiertesten Informationsquellen über neue Technologien im Hochschulbereich. Das Multimedia Kontor Hamburg zeichnet seit 2009 für die deutsche Übersetzung der Hochschulausgabe in Kooperation mit dem NMC verantwortlich und stellt diese frei zugänglich über die eigene Webseite zur Verfügung. Zudem ist das MMKH Mitglied im Horizon-Report-Beirat.

    Der Report stellt sechs Technologien vor, die sich voraussichtlich innerhalb der kommenden fünf Jahre an Hochschulen durchsetzen werden. Dazu werden Beispiele aus der Praxis sowie weiterführende Literaturhinweise gegeben.
    Ergänzend werden die sechs stärksten Schlüsseltrends untersucht, die die Einführung der Technologien vorantreiben, sowie die sechs größten Herausforderungen, die diese blockieren könnten. Die Trends und Herausforderungen werden in dieser Ausgabe erstmals ebenso ausführlich behandelt wie die Technologien. Die Technologien werden dadurch in den Kontext von Hochschulpolitik, organisatorischen Fragestellungen und Lehr-/Lernpraxis gestellt. Hochschuleinrichtungen soll durch diese ganzheitliche Betrachtung ein Leitfaden an die Hand gegeben werden, um technische Innovationen und Investitionen strategisch zu planen.

    Die sechs Technologien, die für den Horizon Report 2014 ausgewählt wurden – jeweils zwei pro Zeithorizont –, sind:

    Zeithorizont ein Jahr oder weniger: Flipped Classroom; Learning Analytics
    Zeithorizont zwei bis drei Jahre: 3D Printing; Games und Gamifizierung
    * Zeithorizont vier bis fünf Jahre: Quantified Self; Virtuelle Assistenten.

    Besonders neuartig sind naturgemäß die zwei Technologien, die erst am langfristigen Horizont sichtbar werden:

    Quantified Self beschreibt das Phänomen, Daten zu erfassen, die im täglichen Leben produziert werden. Mit Wearables wie Uhren, Armbändern und Ketten, die automatisch Daten sammeln, können Menschen ihre Fitness, Schlafzyklen und Essgewohnheiten überwachen. Es lassen sich Szenarien denken, in denen diese
    Lebensführungsdaten verwendet werden, um individuell auf Lernende einzugehen.

    Virtuelle Assistenten wie Apples „Siri“ können durch künstliche Intelligenz und Spracherkennung Unterstützung bei diversen Aktivitäten leisten, wie bei der Berechnung von Fahrtrouten, der Reiseplanung und der Organisation des eMail-Posteingangs. Sie fördern den Nutzungskomfort und die Produktivität, was sie ebenso interessant für den Einsatz in akademischen Szenarien macht.

    MOOCs – Massive Open Online Courses, die die deutsche Hochschullandschaft derzeit intensiv beschäftigen, sind laut Horizon Report 2014 hingegen bereits ein nachlassender Trend. Sie laufen in den USA nicht so erfolgreich, wie der Hype um sie vermuten ließ. Dennoch hat die Publicity-Welle viele Universitäten dazu gebracht, eine Internet-Strategie zu entwickeln und ihr Curriculum um qualitativ hochwertige Online-Materialien von internationalen
    Lehrenden anzureichern.

    Das Online-Learning selbst steckt mitten in einem Neuerfindungsprozess, bei dem es zunehmend um die Integration von Online-, Blended- und kollaborativem Lernen geht. Der Begriff eLearning fällt im Report nur noch selten, daher behält die Übersetzung den Terminus Online-Learning entsprechend bei. Damit
    sich Studierende nachhaltig auf das Lernen in Online-Umgebungen einlassen, muss das Lernerlebnis personalisiert werden, so eine der zentralen Thesen des Reports. Durch Big Data und Learning Analytics ist dies bereits jetzt technisch möglich. Bei allen Vorteilen, die eine individuell auf den einzelnen Lerner zugeschnittene Umgebung hat, wird jedoch auch angesprochen, dass für die sichere Verwendung personenbezogener Daten dringend Lösungen gefunden werden müssen.

    Mit der Verbreitung von Online-Learning und offenen Bildungsressourcen müssen Hochschulvertreter der Frage begegnen, was die Alleinstellungsmerkmale von Universitäten sind und den Wert der Hochschulbildung aus der studentischen Perspektive neu denken. Unter den schwierigsten und komplexesten Herausforderungen wird daher im Report die Erhaltung der Relevanz von Hochschulbildung thematisiert, und es werden potenzielle neue Geschäftsmodelle für Hochschulen diskutiert.

    Der Horizon Report steht unter einer Creative-Commons-Lizenz. Der
    Arbeitsprozess zur Erstellung des Reports findet online statt und kann im Horizon Project Wiki nachvollzogen werden, einschließlich einer umfassenden Materialsammlung zu den Technologiethemen: http://www.horizon.wiki.nmc.org.

    http://www.mmkh.de/fileadmin/dokumente/Publikationen/2014-Horizon-Report-HE_German.pdf

    #teaching