Maria Pea is an accomplished scholar. She holds two masters degrees one in rehabilitation counseling and the other in higher education and she is pursuing a doctoral degree in psychology.

But her credentials belie a lifelong struggle with ADHD (attention deficit hyperactivity disorder), a learning disability she has spent years confronting and helping others overcome.

Pea, associate director of the Disability Resources Center on campus, now works with students with disabilities, physical and neurological, who need academic accommodations to help them achieve grades that are indicative of their abilities, not their disabilities.

And she is one of a growing number of UNLV faculty members making strides to introduce or improve best teaching practices for diversity and inclusion in the classroom.

This is a new area of research in the country, said Barbee Oakes, UNLVs chief diversity officer. As one of the most diverse campuses in the country, this is one of the greatest gifts we can give the whole field of higher education getting faculty together to study and develop best practices to help our students overcome any barriers to their academic success.

Pea recently completed a scholarly review of available research on creating courses that are universally accessible to students with different learning styles.

What the research shows is that in higher education, we need to focus on helping students develop critical thinking skills, Pea said. And when it comes to students with different learning abilities, we have to offer more than one way to approach the subject or skill, and give students more than one way to demonstrate or apply the concept.

Results of her review will be among the 35 presentations in this years Best Teaching Practices Expo. The two-day event started yesterday. Today it will feature a series of workshops in the new Faculty Center on the second floor of Beam Hall.

This event really highlights great ideas across disciplines from really fantastic faculty, said Melissa Bowles-Terry, associate director of the Faculty Center. It is a great place for faculty to get new ideas for their own practice. There is a lot of information this year on diversity and inclusion, but there are also great presentations on confidence-building, interactive learning, and problem-solving.

Poster presentation submissions were reviewed by a committee to ensure that the teaching practice described is:

University Libraries each year publishes expo posters electronically to an institutional repository, Scholarship of Teaching and Learning (SoTL), which also serves as an incubator for peer-reviewed publications by faculty, staff, and students.

Alison Sloat, who teaches the first-year seminar for science, is presenting a practice called the Identity Prism, which she and an interdisciplinary group of faculty developed to help first-year students adapt to college life.

The practice was designed especially to help students from underrepresented groups or who are the first in their families to attend college, but it is helpful for all first-year students, Sloat said. The concept for the practice sprung from what the group learned during a two-day Educational Equity Institute put on in August by UNLVs Faculty Center in partnership with undergraduate education, online education, and the office of diversity initiatives.

A lot of the research shows that first-generation college students and minorities often feel alone or feel like theyre not a part of campus culture when they first get to college, Sloat said. The identity prism provides a classroom exercise where students can learn from each other in a way that builds community.

On the first day of class, Sloat asked the students to independently fill out the prism of information, such as their major, something about their life outside the class, their academic goals, strengths, something about their identity, and finally, a fear or anxiety they have about college. Then, they paired up with a partner and shared one aspect of their prism to see what they might have in common. She also shared her identity prism with the class.

In gauging the success of this practice, Sloat conducted the exercise in four sections, which included 88 students. She found that 66 percent of students reported they felt anxious about failing, not belonging, and being first in their family to attend college. In doing the exercise, the students had an opportunity to think, pair, share, and realize they are not alone either they found others who belonged to similar affinity groups or shared the same fears or academic goals.

While more research can be done on the efficacy of this practice, Sloat said it appears to have had a positive effect. At the end of the semester, she found 4 percent fewer students failed her first-year seminar compared with the year before. And, she received positive feedback from students.

Meanwhile, Karyn Holt is presenting on how the practice of using closed captions to help deaf students is beneficial to all students. Holt, who is retired from the U.S. Air Force, teaches evidence-based practice in the School of Nursing and is a nurse-midwife.

Holts presentation shows students in her online courses use the tool to their advantage, regardless of any disability.

What it showed me is that in creating classes that are universally designed for learning, all students will benefit, she said, noting that several of her students shared how the tool has helped them stay on track and overcome challenges related to access rather than their learning abilities.

One student said she uses the closed captions to keep up with lectures while she commutes in the quiet car on the Amtrak train, Holt said. Another said her husband had been annoyed by her listening to lectures while he watched TV, so using the closed captions gave her more time to do homework while he watched TV.

Other students for whom English is not their native language reported the closed captions helped them understand what was said by reinforcing the material because they could hear it and read it, she said.

In addition to her poster, Holt will be showcasing one other tool that could be the wave of the future. Rather than presenting in person, she will be presenting as a robot controlled remotely from her home office in Alaska.

Ill probably be the only robot there, she said.

See the rest here:
UNLV Faculty Focus on Best Teaching Practices for Diversity and Inclusion - UNLV NewsCenter

The North Carolina Associate of Educators (NCAE), a state affiliate of the national teachers union (NEA), is surveying its membership of school employees to determine how many days they are willing to miss work (strike) to pressure the legislature to increase teacher pay and increase Medicaid funding. The survey is being administered by the NCAEs 2020 Racial and Social Justice Caucus.

The efforts to promote a strike of North Carolina teachers and school employees is more evidence that the states public education system has become a key player in political gamesmanship- a sad reflection on how little value certain education professionals and political leaders put on education. Its more about promoting a political agenda based on money and influence and less about education.

Mark Jewell, NCAE president, seeking to justify the survey, stated, Educators are understandably frustrated by the decade of disrespect and marginalization they have received from lawmakers, and we will consider all that is necessary to make a positive impact for public schools and all of those who serve in them.

Mr. Jewells argument fails to acknowledge that in just the past five years, N.C. teachers have received a combined cumulative 23.6 per cent pay raise. This year alone the legislature attempted to provide a 3.9 per cent raise over a two-year period, but was stymied by Governor Coopers veto. The Governor wanted to expand Medicaid and add a five per cent raise for teachers without a serious consideration of the impact on the taxpayers.

The NCAE president further misses the mark because the survey promotes the idea of breaking a state law that prohibits strikes by teachers and public employees. And should teachers and school employees initiate a strike it will result in charges of a Class One misdemeanor and potential job loss.

Why then would an educational and political leader want to force the hand of the legislature knowing that pay raises are waiting should the Governor rescind his veto, and in the process jeopardize the job opportunities for the very people the organization is seeking to support? The answer is simple- its about political change in legislative leadership, not about students, teachers and the education system.

Mr. Jewell and the NCAE are doing the bidding of the Governor and Democrat leaders in trying to find martyrs who can be used for political messages. The effort has nothing to do with education - its purely politics, but unfortunately for the NCAE it will fail.

The facts dont support the arguments but additionally, the number of union members no long support the threat. According to a recent NC Civitas report, membership in the NCAE declined 6 per cent the previous two years to just 28,725 members. This is part of a growing nationwide trend of declining teacher union membership across the country.

There is another political calculus that needs to be considered and that is the growing frustration that parents and taxpayers are experiencing with the education environment. Across the state educational alternatives are being considered by parents and children, such as public charter schools, private schools and homeschooling. Parents and communities are quickly assessing the value of the public education system and are finding very viable and successful alternatives.

If Mr. Jewell and the NCAE prefer political action over education as the current survey indicates then public schools will suffer as parents pursue other options.

Excerpt from:
Proposed teacher strike will fail public education | Editorials - Carolinacoastonline

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Online Higher Education Market 2020 By End-user, Industry Growth, Type, Trends, Cost, Demand and Applications with Forecast 2026 - Expedition 99

After eight years of supporting Ardmore students who may not have found traditional avenues for school effective, the Second Chance Academy has been dissolved. Ardmore City Schools Superintendent Kim Holland said the program has been outgrown by the district.

Were reorganizing because weve got more kids than we can serve, Holland said after Mondays Board of Education meeting. Its evolving into a program we think will serve more kids. He said staff will continue working with Second Chance students through the end of the current school year, but other personnel was reassigned to other parts of the district as part of Mondays vote.

The academy was formed in the summer of 2012 at the First Christian Church in Ardmore. Due to unmet building requirements, the program then moved to Charles Evans Elementary. By 2018, Second Chance Academy had taken over portable buildings that once housed University Center of Southern Oklahoma classes. The academy would help about 75 students each year, but Holland hopes the new program can serve up to 250 students each year.

We think were going to be able to give kids more attention, more services with this new format, Holland said.

Unlike Take Two Academy, which assists high school students who may be missing credits needed to graduate, Second Chance Academy targeted students who have been removed from the classroom for disciplinary reasons, or students that cannot participate in traditional classrooms for medical reasons. Holland said the mission of the new program will still focus on these students along with over-aged eighth graders.

We need to go ahead and get them into a program like this so they can catch up and get back on their grade level before they get to high school, he said.

Second Chance currently provides two full-time teachers, two social workers, and one special education teacher. Staff evaluates students each week to ensure students are keeping up with the curriculum. Holland said the new program will use scheduled meetings between teachers and students, either to provide more personalized instruction or to distance students from people or situations that cause problems.

Aside from disciplinary reasons, Holland hopes students with medical conditions can also receive personalized instruction. Weve got kids that are, healthwise fragile and cant succeed in a regular school situation. They now have more freedom to work with individuals outside of the school setting, he said.

Holland admitted that the new program is still being developed and is currently without a proper name, but knows the ultimate goal is to keep students from falling through the cracks.

Right now its just a good idea, well see how it works out, he said.

In other business, the board:

approved fundraiser requests for the Jefferson PTO, AHS FCCLA;

approved rental agreement with Heritage Hall for March 17 Powwow;

approved agreements with Jam Down Sound and Music Mix for the AHS Prom;

approved an agreement with Take Two Alternative Education Services of Southern Oklahoma, Inc. for alternative education services for 2019-2020;

approved an agreement with AirMedCare Network B2C Annual Athletic Site Membership, with $920 in dues paid for by Lexy Thompson;

canceled school on May 15 for the Class 5A and 6A State Track Meet at Noble Stadium;

received gifts from students across the district for a board appreciation event.

Read the rest here:
Alternative avenues for education: Ardmore school board votes to end Second Chance Academy, replace it with online tools, individualized lessons -...

Fauquier Excellence in Education Foundation can now accept online donations to support after-prom events for Fauquier, Kettle Run and Liberty high schools and the graduation celebration at Southeastern Alternative School.

In a news release, the foundation said it is proud to support the free teen-appropriate [that] parties provide entertainment, food, drinks and prizes for students to enjoy post-prom and to support Southeastern Alternative School with its year-end graduation celebration.

Each school relies solely on donations to cover event costs, the news release said.

In an effort to make donating more convenient, the foundation is now accepting online donations.

New this year, the Foundation can accept online donations offering convenience for anyone wishing to donate with a credit card, the news release said.

Donors will be asked to select a school to support during the online checkout process. If no school is chosen, then donations will be shared equally among the four schools.

Donations can be made online atwww.fauquiereie.org.

Fauquier High Schools prom is Saturday, April 18, and Liberty and Kettle Run will both hold their proms on Saturday, April 25.

For more information contact: at Fauquier High School, Nancy Griffin-Bonnaire atngeebee@hotmail.com;at Kettle Run High School,Leslie Cox atLeslie.p.cox@comcast.net; at Liberty High School, Michelle Clark atlibertyhsap@gmail.com, and at Southeastern Alternative School, Shelly Neibauer atsneibauer@fcps1.org.

Fauquier Excellence in Education is a 501(c)(3) nonprofit organization dedicated to creating, enriching and expanding educational opportunities for

Fauquier County Public Schools, teachers and students, according to the news release. Donations are tax-deductible.

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Fauquier Excellence In Education Foundation now accepting online donations to support after-prom and graduation events - Fauquier Times

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To work as a nurse in Montana, you must become a registered nurse (RN). To do so, you need to finish a minimum amount of schooling, gain on-the-job experience, and pass the NCLEX-RN.

But if you want to increase your chances of finding a high-paying job, the best thing to do is earn a bachelor's of science in nursing (BSN). A BSN leads to licensure as an RN, though nurses with a BSN earn nearly $30,000 more than RNs without a BSN.

Choosing the right program to become an RN and earn a BSN can impact your career, too. Better nursing schools often have connections with renowned hospitals, and these connections could help you land a job coming out of school.

Fortunately, Montana has plenty of nursing programs with great student outcomes.

Because nursing careers take different forms, the top 10 Montana nursing schools are ranked in no particular order.

City College of Montana State University Billings

Total In-State Tuition: $11,745 | Total Out-of-State Tuition: $18,020 | NCLEX Pass Rate: 91.89%

Traditional: Yes

Online: No

Accelerated: No

Bridge: No

The City College at Montana State University Billings offers programs that lead to high-employment fields, nursing included. However, anyone interested in a nursing degree won't have a BSN as an option -- instead, City College offers an associate of science in nursing (ASN). This two-year program is incredibly affordable, especially for in-state students. Also, with a high NCLEX pass rate for recent grads, this program is an excellent way to become an RN at a low cost. Graduates can always enter an RN-BSN bridge program after completing the ASN.

Montana State University

Annual In-State Tuition: $7,565 | Annual Out-of-State Tuition: $18,475 | NCLEX Pass Rate: 91.56%

Traditional: Yes

Online: No

Accelerated: Yes

Bridge: Yes

Based in Bozeman, Montana State University is home to nearly 17,000 students, only 7,800 of which are from MSU is also one of the most important public schools in Montana and offers the only generic BSN in the state. Aside from the traditional BSN, MSU has an accelerated BSN, master of science in nursing (MSN) and doctor of nursing practice (DNP). NCLEX pass rates for MSU grads are impressive, and any Montana residents interested in nursing can earn an excellent BSN at a low tuition cost.

Montana Technological University

Annual In-State Tuition: $7,440 | Annual Out-of-State Tuition: $22,500 | NCLEX Pass Rate: 100%

Traditional: Yes

Online: Yes

Accelerated: No

Bridge: Yes

Originally the Montana State School of Mines, Montana Tech has since absorbed multiple colleges and schools. Today, Montana Tech has a nursing program with two options for students: a traditional, four-year degree and an RN-BSN. The traditional BSN has incredible outcomes, and the past two years have seen every student pass the NCLEX on their first try. Current RNs can enroll in the RN-BSN and online program that can be finished in as little as a year. However, RN-BSN students must have an ASN.

University of Providence

Annual Tuition: $29,190 | NCLEX Pass Rate: N/A

Traditional: Yes

Online: Yes

Accelerated: No

Bridge: Yes

Based in Great Falls, University of Providence is a private, Catholic school. As a private school, all students are required to pay the same tuition rate, although many University of Providence students get some form of financial aid. University of Providence doesn't disclose the Division of Nursing NCLEX pass rates, but the program is well-respected. Students can enroll in the traditional BSN or an online RN-BSN. Current RNs enrolling in the RN-BSN completion program instead pay $483 per credit, making it an affordable program for nurses that just needs a few more credits.

Carroll College

Annual Tuition: $36,182 | NCLEX Pass Rate: 100%

Traditional: Yes

Online: No

Accelerated: No

Bridge: No

Consistently ranked as one of the top schools in the region, Carroll College is another Catholic school. Based in Helena, Carroll College is a bit more expensive than other schools on this list. However, students receive an average financial aid package of over $28,000, and the nursing program is well worth the cost. The 2018 class aced the NCLEX on their first try, and Carroll has a direct-entry option for students still in high school. An accelerated BSN is also available for students who already have a bachelor's degree, though this program hasn't yet received accreditation.

Helena College

Annual In-State Tuition: $3,440 | Annual Out-of-State Tuition: $9,400 | NCLEX Pass Rate: 93.94%

Traditional: Yes

Online: No

Accelerated: No

Bridge: Yes

With a small student to faculty ratio of 12:1 and an average class size of just 11 students, Helena College offers a focused education. The attention to students could be part of the reason every nursing program graduate who took the NCLEX passed on the first try (according to the school's 2019 data). While Helena College doesn't have a four-year program, students can enroll in the ASN, a two-year program that leads to NCLEX readiness and nursing licensure. Afterward, students can always choose one of the RN-BSN programs offered elsewhere in Montana.

Missoula College

Annual In-State Tuition: $7,948 | Annual Out-of-State Tuition: $14,434 | NCLEX Pass Rate: 85.19%

Traditional: Yes

Online: No

Accelerated: No

Bridge: Yes

Missoula College is a two-year college that only offers associate degrees, so nursing students won't be able to complete their BSN. However, the RN program only takes four semesters to complete and leads to RN licensure. Only 18 students are admitted to the RN program each semester, so admissions can be competitive. However, any students that get accepted can get an affordable two-year degree and follow up with an RN-BSN at another school.

Great Falls College

Annual In-State Tuition: $3,417 | Annual Out-of-State Tuition: $10,309 | NCLEX Pass Rate: 77.27%

Traditional: Yes

Online: No

Accelerated: No

Bridge: No

Founded in 1969 as a vocational school, Great Falls College is now one of the main two-year schools in Montana. Like every other two-year college in Montana, Great Falls College doesn't have a traditional BSN program. Instead, students complete an ASN and are prepared to sit for the NCLEX and become RNs. Completing an ASN satisfies prerequisites for an RN-BSN program, so this can be a fast route to becoming a nurse and earning a BSN later.

Montana State University Northern

Annual In-State Tuition: $5,955 | Annual Out-of-State Tuition: $18,664 | NCLEX Pass Rate: N/A

Traditional: Yes

Online: Yes

Accelerated: No

Bridge: Yes

With campuses in Havre and Great Falls (and an online campus), Montana State University Northern has perhaps the least traditional route to a BSN of any school in Montana. Earning a BSN consists of two steps: first nursing students need to complete the ASN. After, they can enroll in MSU Northern's RN-BSN, available both in-person and online. MSU Northern's recent NCLEX pass rates were officially 0% -- only one student took the exam -- but prior years had pass rates as has as 89.83%.

Salish Kootenai College

Annual In-State Tuition: $5,076 | Annual Out-of-State Tuition: $10,260 | NCLEX Pass Rate: 86.67%

Traditional: Yes

Online: No

Accelerated: No

Bridge: No

Salish Kootenai College is an incredibly small school with just 801 students currently enrolled. Despite the size, Salish Kootenai's Nursing Program graduates more Native American RNs than any other school. Currently, SKC only offers an ASN, though they're retiring the program to introduce a traditional four-year BSN. The new BSN program will begin accepting students in Spring 2020. It's also worth noting that Native American students and Native American descendants receive even lower tuition than in-state students.

Keep in mind that colleges and universities reserve the right to change tuition rates at any time. The yearly tuition rates listed here will vary for each student depending on various factors including,

Check with the specific school for current tuition rates.

According to the Bureau of Labor Statistics (BLS),

While the national mean wage for nurses is $75,510, Montana has a relatively low cost of living, so the lower wage extends further than in other states. Montana also has a higher mean wage than neighbors Idaho, Wyoming, North Dakota, and South Dakota.

According to the BLS, Montana has a location quotient of RNs of 1.07. Any number larger than 1 means that more nurses are employed per 1,000 workers than the national average. This data essentially means that Montana is a relatively high employer of nurses per capita.

With a national nursing shortage already affecting hospitals and healthcare facilities around the country, it's an encouraging sign that Montana employs more nurses than most other states.

After reviewing potential colleges and nursing programs, you'll probably be interested in a few options. Before jumping in and sending applications, here are some steps you'll want to follow to increase your chances of getting accepted into your program(s) of choice:

Contact each schools admissions offices. The admissions office runs admissions, and they can tell the difference between a good and subpar application. If you have any questions about what you need to do to get accepted to the school, contact the admissions office.

Check to see if you meet the nursing school requirements. Just because you've been accepted to a college doesn't mean you've been accepted into the nursing program. Get connected with someone working for the nursing program to find out any requirements.

Submit your application(s). Once you've learned more about each school's admissions process and gotten in touch with the nursing school, the final step is to gather your materials and submit your application(s).

In your application, be prepared to submit:

No two schools are alike, and you may find yourself struggling to pick between two (or more) schools. Fortunately, as long as each school is accredited, there is no "wrong" choice. Focus on picking the best school for your personal wants and needs.

Here are things to consider when comparing schools:

Accreditation is a way for colleges to verify their academic quality. The best accreditation a school can earn is regional accreditation, and the regionally accrediting body for Montana is the Western Association of Schools and Colleges. On top of regional accreditation, the best programs (including nursing programs) have programmatic accreditation.

The two nursing accreditation organizations to look for are

If you earn a degree from an unaccredited school, you may have trouble securing federal financial aid and finding work as a nurse after graduation.

Montana is part of the Enhanced Nursing Licensure Compact (eNLC), a group of states that have standardized licensure. This means that becoming licensed is relatively straightforward, so long as you studied at an accredited school.

Along with becoming NCLEX-RN eligible, you'll need to:

With plenty of mountains and wide-open spaces, there are few places in the U.S. like Montana. While the wages earned by nurses in Montana aren't the highest, the low cost of living and high employment rates make Montana a great place to enjoy a nursing career. There are plenty of quality nursing programs in Montana, and if you're from the state you can take advantage of in-state tuition. As part of the eNLC, licensed nurses in Montana can easily move to most other states.

Methodology

This is a panel-reviewed selection based on a number of factors including,

Nurse Panel

Our selection panel includes 4 Registered Nurses with over 55 years of combined nursing experience and 7 nursing degrees.

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Education Top 10 Best Nursing Schools in Montana - Nurse.org

Questions about how to best implement breast density notification laws and their overall efficacy have been swirling over the past few years. What do women need to know, whats the best mechanism for informing them, and what language should be used?

To date, only 38 states have breast density notification laws, and they are all different. That means women nationwide arent receiving the same information in a uniform way. This variation resulted in several recent investigations, analyzing whether this type of legislation is effective.

Research Shows a Lack of Efficacy

A study published in the Jan. 8 Journal of General Internal Medicine revealed the laws and the notification letters are falling short of their intent to increase womens understanding of why breast density is important in catching and combatting breast cancer.

In a survey of nearly 2,000 women, investigators evaluated a womans reported history of increased breast density, her knowledge of the increased breast cancer risk accompanying dense breasts, her understanding of how dense breasts can hide cancers on mammography, and her anxieties over the disease.

According to results, dense breast notification laws did succeed in helping some women understand they have dense breasts. The impact was seen most among women who post-high school education.

However, they didnt improve womens understanding of the dense breast-breast cancer link or that dense breasts reduce mammographys detection capability. In fact, among participants, only 23 percent of women located in both states with and without dense breast notification legislation reported understanding that increased breast density is associated with a higher risk of breast cancer. Sixty-eight percent understood the dense-breast effect on mammograms.

Investigators pointed to the disparity in education as a potential culprit for the limited impact of notification legislation.

We know that women with less education are less likely to receive high-quality breast cancer screening and treatment, said senior author Cary Gross, M.D., a Yale University professor of medicine and member of the Yale Cancer Center, in a press release. Our study underscores one potential mechanism for this disparity. Ensuring that notifications are written in simple language may help improve understanding of breast density for all women.

Additional research also points to another contributing factor. In a recently published study in Academic Radiology, investigators report that online patient education material focused on breast density is largely written at a level too difficult for more patients to fully comprehend and process.

The American Medical Association currently recommends patient education materials be written at a 6th-grade reading level. But, this study of 41 websites dedicated to providing patient-focused, breast-density information including academic, non-profit, commercial, and government sources identified the sites were written at levels ranging from an 8th-grade to advanced-college. Eleventh grade was the average level. Nearly half included diagrams, and very few offered video content to aid in explanations.

The result, researchers wrote, is that patients arent able to find resources online to help them further understand any breast density notifications.

Readability of currently available online patient-education materials on breast density may be written at a level too difficult for the general public to comprehend, which may represent a barrier to educational goals of newly passed federal breast density legislation, they wrote.

A Different Patient Path to Information

JoAnn Pushkin, executive director of patient information website DenseBreast-info.org, disagreed. Instead, she said, the researchers reviewed sources that werent created with patients in mind.

While the challenge of balancing patient readability with the necessity of including medical terminology is one which we appreciate, Pushkin said, the study included and analyzed content from industry publications and manufacturer content which was not necessarily developed for a patient audience.

The conundrum surrounding the efficacy of these patient education websites likely centers on the vernacular researchers used when evaluating resources. Instead of the term breast density, which investigators used to select sites, she said, patient notification letters include the terms dense breasts or dense breast tissue. Consequently, women could be searching for and accessing breast density information differently.

Ultimately, though, she said, patients and providers should not rely solely on online materials and notificaiton letters to ensure women fully understand the risks associated with having dense breasts. They are only part of the solution to educating women about breast density.

While inform laws were intended to raise a womans awareness about dense breasts, they were not intended to be a substitute for a conversation with her provider, Pushkin said. They do, though, result in a need for medically sources, patient-friendly resources to educate and inform that patient/provider conversation.

Read this article:
Breast Density Laws: Are They Working? Do Online Education Resources Help? - Diagnostic Imaging

Improving Your Study Techniques from the University of Groningen. Learn to be better at learning with this class from a Dutch university.

Happier Employees and Return-on-Investment Course from the University of Texas at Austin. Co-taught by famed CEO coach and author Marshall Goldsmith, this class aims to show how happiness can make you more successful.

Fundamentals of Statistics from the Massachusetts Institute of Technology. "Statistics is the science of turning data into insights and ultimately decisions,"says the class description, and this course will give you the basics to get started.

Hacking Exercise for Health. The Surprising New Science of Fitnessfrom McMaster University. This one promises "hacks to get fit and strong (and healthy!) in less time than you ever thought possible,"

Introduction to Artificial Intelligence (AI) from IBM. A primer on one of the hottest topics around for the complete beginner.

The Language of Design: Form and Meaning from the California Institute of the Arts. Designed to give novices the vocabulary and concepts necessary to talk effectively and offer feedback about design.

Rhetoric: The Art of Persuasive Writing and Public Speaking from Harvard University. Learn how to change minds with your words from instructors at one of the world's best universities.

The Future of Work: Preparing for Disruption from the World Bank. Technology is replacing more and more jobs. How can you thrive in this new world? The World Bank offers some ideas to help you think through change and prepare.

Mindfulness and Resilience to Stress at Work from the University of California, Berkeley. "80 percent of workers feel stress on the job, and nearly half say they need help learning how to manage it,"says the course description. "This course offers research-based strategies for building resilience to stress."

Managing People: Understanding Individual Differences from the University of Reading. Bone up on personality and learning differences so you can get the most out of all of your people.

Successful Negotiation: Essential Strategies and Skills from the University of Michigan. "We all negotiate on a daily basis," points out the course description. "Discover and practice the four steps to successful negotiation, and learn strategies to do it better."

Ethical Hacking from the Indian Institute of Technology, Kharagpur. Learn to think like a hacker so you can better protect yourself and your company.

Data Analysis: A Practical Introduction for Absolute Beginners from Microsoft. Know nothing about data but want to learn more? This course might be for you.

Critical Thinking: Reasoned Decision Making from Tecnolgico de Monterrey. Learn to think clearly and without bias (or at least with less bias) in a complex world.

Agile Leadership Principles from the University System of Maryland. Command-and-control leadership is going the way of the dinosaurs. This class will bring you up to speed on what's replacing it.

The Neuromarketing Toolbox from Copenhagen Business School. Just asking consumers what they like is so last century. This course will introduce you to more advanced ways of determining what motivatesthe people who buy your products.

Empowering Yourself in a Post-Truth World from the State University of New York. Clearly (and sadly) self-recommending in our current world.

Introduction to Self-Determination Theory: An Approach to Motivation, Development and Wellness from the University of Rochester. Self-determination theory "is an empirically based theory of motivation and psychological development that is especially focused on the basic psychological needs that promote high quality motivation and wellness,"explains the course description. Sounds fascinating.

Developing a Systems Mindset from the University of Colorado Boulder. Working on a complicated project with many stakeholders and interlocking factors? This course aims to help you make sense of it all.

Food and Mood: Improving Mental Health Through Diet and Nutrition from Deakin University. Learn how to eat better to feel better, not just physically, but mentally too.

The rest is here:
20 Online Courses That Will Make You More Successful in 2020 - Inc.

Alison Yin/EdSource

UC Berkeley students at the campus student union.

UC Berkeley students at the campus student union.

Californias public colleges and universities would receive more state funds to help improve graduation rates, expand online education for older students and lower textbook costs under Governor Gavin Newsoms budget plan for 2020-21 unveiled Friday.

However, Newsom offered higher education significantly less than its leaders sought and notably did not propose any large financial aid increases to help pay students housing and food costs. As a result, months of lobbying for more money and legislative negotiations are ahead.

The governor proposed 5 percent increases for the basic operating budgets for each of the states university systems: the ten-campus University of California and the 23-campus California State University. That would amount to $217.7 million more than last year for UC and $199 million more for CSU.

Those additions were less than half of what the two universities were seeking. But Newsom noted that the increases would total more than 12 percent over two years if his plan is approved by the State Legislature. That, he said, was not too bad and would be the largest amount over any 24 months in recent memory.

As a member of the two university governing boards as governor and, before that, as lieutenant governor, Newsom said that he knew the appetites of my colleagues and former colleagues at the UC regents and the CSU board of trustees in wanting more state money. But he signaled that they should be happy with his plan.

Newsom proposed an increase of 3.9 percent to the community college systems general fund well short of the 7.5 percent increase requested by the systems governing board. Among other items, the community college system had requested $250 million in extra financial aid to help students cover non-tuition costs. Newsom did not include that.

Unlike last year when he was adamant that UC and CSU tuition should be kept flat, Newsom on Friday did not explicitly mention tuition levels. However, his budget insists that the state funding is provided to improve or maintain college affordability, access and improved graduation rates for all students, especially underrepresented groups such as African-Americans. When asked whether the governor would flatly rule out even a modest tuition increase, his budget staffers Friday, during a briefing with EdSource, emphasized the importance of keeping college affordable and said they would wait to see what the two universities propose.

Online programs for adults to complete their bachelors degrees and professional certificates won special attention from Newsom. He offered $4 million in one-time funds for UC and $6 million to CSU for such efforts at extension and continuing education programs that will help adults improve their long-term economic and social mobility, the budget document said.

Newsom specified that he expects CSU, which enrolls about 410,000 students, to continue with its efforts to substantially improve graduation rates by 2025. CSU recently announced that 27.5 percent of those who began as freshmen graduated within four years, up two percentage points over the previous year but still well short of the 40 percent goal. The six-year graduation rate was 62.1 percent, up one percentage point, closer to the 70 percent goal.

For UC, Newsoms budget noted that a funding boost last year would continue to allow enrollment to grow in 2020-21, by 1,600 in-state undergraduates from the current 185,600. (Those Californians comprise 82 percent of the undergraduates, with students from other states and nations the rest.)

The budget comes at a time of considerable uncertainty about the leadership of Californias public higher education systems. Both UC president Janet Napolitano and CSU chancellor Timothy White have said they will be leaving their posts later this year and searches for their replacements are underway.

Leaders of UC and CSU thanked Newsom for the proposed increases yet clearly indicated that they hope more will be forthcoming as budget talks stretch out over the next five months.

UCs Napolitano and UC Regents Chairman John A. Perez said in a statement that they will continue to work with the governor and Legislature for funding to improve on-time graduation rates, particularly for students who are low-income or first in their families to enter college. UC appreciates the governors strong continued support of higher education and looks forward to our ongoing partnership, their statement said.

While appreciating the additional funding, White, in a statement, pointed out that it covers a portion of the universitys needs. As the budget process continues, we look forward to joining with students, faculty, staff and other stakeholders to advocate on behalf of the CSU. Newsoms plan contains an additional $31 million for CSU retirement benefits costs.

For community colleges, the budget proposal includes significant investments in apprenticeship programs as well as spending to improve faculty diversity, establish food pantries, lower textbook costs and provide extra support services for immigrant students.

On financial aid, Newsom proposed an additional $21.6 million in aid to parents who are students at a community college or public university building on last years budget that included $96.7 million in aid for those students. Newsom also proposed $5 million to convene a workgroup that would study student loan borrowing patterns and educate student borrowers about their loans, lending practices and repayment options.

However, the governor proposed no significant boosts in aid to help students with non-tuition costs such as housing and food, disappointing advocates who have called for a reform of the Cal Grant system to address the total cost of attending California colleges and universities.

It is disappointing that the Governor did not take this opportunity to provide a meaningful down payment on an urgently needed expansion of the Cal Grant, said Jen Mishory, senior fellow at The Century Foundation, in a statement. We hope the legislature will recognize this shortfall and work to include greater student aid in the final budget.

Newsoms budget proposal notes that the California Student Aid Commission has convened a workgroup that is studying the states financial aid programs and will soon make recommendations to the Legislature to better address the total cost of attendance. Newsoms education staff said they are eagerly awaiting the report.

Newsoms budget does propose significant investments in apprenticeship programs: $83.2 million to create and support programs in such fields as advanced manufacturing, hospitality and life sciences across the community college system.

The governor also proposed spending $15 million for a pilot fellowship program aimed at improving faculty diversity at community colleges and $10 million to support office hours for part-time faculty.

Newsoms other community college proposals include $11.4 million to support food pantries on campuses, $10 million to lower textbook costs, $10 million to provide immigrant legal services on campuses and $5.8 million for other support services for immigrant students.

Eloy Ortiz Oakley, the chancellor of the states community college system, said in a statement that the proposed budget represents a strong start for the California Community Colleges and the students we serve.

Newsom also proposed an additional $17 million to support the Fresno Integrated K-16 Education Collaborative, an initiative that helps students in the Fresno region go to and graduate from college and get jobs in fields such as accounting and nursing. That investment is part of a larger $50 million investment by Newsom to improve economic mobility in the Fresno region.

The budget plan also contained $50 million for UC Davis to expand its veterinary programs over five years to provide expertise, support and local assistance to help communities develop no-kill animal shelters that would ensure that any adoptable or treatable dog or cat would not be euthanized.

Originally posted here:
Newsom proposes funding boost for colleges and universities but education leaders wanted more - EdSource

This Insights article was contributed by Dr. William Sackley, Director of BB&T Center for Global Capitalism and Cameron School of Business Professor of Finance Last summer my colleague, Dr. Adam Jones, Chair of the Department of Economics and Finance, and I finally got serious about a project that we had contemplated for quite a while the development of an online course in Personal Finance. We are both passionate about the strong need existing for enhanced exposure to these topics. We speculate and certainly not because we are the developers that this could easily be the course which provides the most value added during a college career.

The online aspect of this course was for two reasons: 1) the rapid growth in demand for online offerings, especially for courses not in the students area of concentration, and 2) the desire to make the course more convenient to all students as opposed to those only in the Cameron School of Business. We launched the course during the now completed Fall Semester. Certainly, we have many revisions in order to improve the course, but our opinion is that students received precisely the exposure we had hoped for within the multitude of topics covered under a basic course in personal finance. This could be the end of the story and, if so, Dr. Jones and I would be very happy with the outcome. But we incorporated one more aspect into the course design, and we could not be more excited with the results. Under the premise that some variety in course delivery could help students retain their enthusiasm for the course, we attempted wherever possible to bring practitioners as well as other experts into our fairly sophisticated Cameron Recording Studio. The School of Business also has shared access to a (very) professional film editor. Mr. Jack Horn has worked on numerous television programs during his career, and he can make anyone look good on video (I am testimony to that!). Dr. Jones and I called upon several of our contacts, asking them to consider becoming an integral component in the delivery of course material. While each of them would be considered an expert in their area, few if any were initially comfortable with offering lectures or being video recorded. We developed and offered initial scripts to each of the guests, with the intention of guiding their initial direction while welcoming personalization of content, thanks to the experiences of all our guest speakers. What message do I attempt to deliver with this narrative? For some of the practical-based courses offered in a university, the potential may exist for partnerships with professionals from within the community. The Cameron School of Business prides itself on engagement with the Cape Fear business community. This includes placement of students with local companies and opportunities for business leaders to come to campus in guest teaching roles. Even though the impact of guest lecturing in an online environment might not be immediately perceived, the end results can be very rewarding. Wilmington definitely has its share if not more than its share of true professionals who have something to offer in augmenting the educational process in distance learning courses.

Robert T. Burrus, Jr., Ph.D., is the dean of the Cameron School of Business at the University of North Carolina Wilmington, named in June 2015. Burrus joined the UNCW faculty in 1998. Prior to his current position, Burrus was interim dean, associate dean of undergraduate studies and the chair of the department of economics and finance. Burrus earned a Ph.D. and a masters degree in economics from the University of Virginia and a bachelors degree in mathematical economics from Wake Forest University. The Cameron School of Business has approximately 60 full-time faculty members and 20 administrative and staff members. The AACSB-accredited business school currently enrolls approximately 2,000 undergraduate students in three degree programs and 200 graduate students in four degree programs. The school also houses the prestigious Cameron Executive Network, a group of more than 200 retired and practicing executives that provide one-on-one mentoring for Cameron students. To learn more about the Cameron School of Business, please visithttp://csb.uncw.edu/. Questions and comments can be sent to[emailprotected].

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Collaborative Education In An Online Setting by Robert Burrus | Sponsored Insights - Greater Wilmington Business Journal