McGuire Editorial Content Marketing Agency

#DotheFAFSA. Get the financial aid. The updated application isn’t just simple, it’s made to help more students pay for college. Get started at fafsa.gov Like this social media campaign? Get involved at https://lnkd.in/gDW2VaMv

Anybody else remember Marlin Perkins on Wild Kingdom? One of our clients has a great article about how he inspired her to study biology. Unfortunately, when??Norma Hollebeke got to college, Marlin Perkins wasn't at the front of the giant lecture halls in her gateway biology courses. It took a lot for her to sustain her enthusiasm from there through getting a Ph.D. A generation later, Hollebeke writes, colleges and universities are still inflicting many of the same dispiriting teaching practices on STEM students in gateway courses. She says: "Evidence-based teaching practices based on transparency, active learning, formative practice, data analytics, metacognition, and a sense of belonging are more effective at reaching every learner. But outdated pedagogy persists for many reasons, including structural, institutional, and financial factors beyond the control of faculty. It also persists because of a resistance to change among faculty." She goes on to highlight programs that have updated their teaching of STEM, including UNC Charlotte School of Professional Studies and Wright State University Hollebeke outlines three big moves STEM programs should consider: ? focus on mastery ? integrated lecture and lab ? flipped classrooms Of course, the fourth big move is always culture change. Moving to evidence-based practices requires a lot of professional development, building communities of practice, etc. ___ What do??you think? Are ineffective lectures something higher ed can ever get away from or there are too many factors beyond the control of faculty that inhibit innovation and change? ___ Every Learner Everywhere #highered https://lnkd.in/gwv5cVfV

The fixation of major media on a handful of "highly rejective" schools is journalistic malpractice. It's like saying car prices are high because your board members Lambo is expensive. The major media is complicit in an anti-college playbook that is dividing actual students from their opportunities. It's echoing the motivated reasoning of "thought leaders" like Peter Theil and Scott Galloway. We need serious conversations about the actual cost to student families. The net price is high enough. The conversation doesn't need sensationalist cherry picking. Higher ed marketers . . . how can individual institutions and collaboratives influence this discourse better? HT Akil Bello -- coined "highly rejective" Thanks Financial Times for putting a dose of realism into the conversation. __ I believe #highered has a better story to tell. That's the focus of my biweekly newsletter ?????????? ????! Hope you like it. https://lnkd.in/gbXpyhtc

What a pleasure it’s been working with and Achieving the Dream! Thank you Norma Hollebeke & Robert McGuire! Our Lehman College Faculty, Sheila Offman Gersh, Ed.D., Ralph William Boone , Michael Buckley, and Brian Wynne, have done an outstanding job equitizing course syllabi! Thank you Dermot Foley for supporting our faculty!

How can higher ed counter the anti-college playbook? A lot of the “doubts about higher ed” discourse is the result of bad-faith arguments. Some people are benefitting by dividing Americans from their opportunity. How can individual institutions and the larger nonprofit community fight back? Here are 7 ideas. What do you think of these? ???????? ???????? ???????????????? Paint a picture of your faculty doing the work that students and families want to see — helping students develop skills for successful careers. It’s all about humanizing. The haters can hate, but they get less attention if the audience can envision real people. ???????? ???????? ???????????????? Ditto. Show-don’t-tell real people doing the work that impacts their communities. ???????? ?????? ?????????????? The family that has been gaming out college admissions since pregnancy is a stereotype from Atlantic Magazine. Actual parents are often bewildered by this process. They need answers and reassurance. Build content around their pain points. Show them how it works and how it’s going to be worth it for their student. ???? ????’?? ?????? ?????????? ????????????, ?????? ?????????? The overwhelming majority of students are motivated to go to college to get a good job. There’s no use speaking to the motivations we wish they had. (“Discovering yourself” websites, I’m talking to you.) Every story, blurb, social media post, Tik-tok . . . if the message isn’t about how this leads to career success, think again really hard about it. ???????? ?????????????? ???? ?????????? ???? You have the data, but use it with caution . . . . Don’t give into your academic side. This is a thesis that can be tested, but I believe a story-forward approach with data in support is most effective. (Check out my bi-weekly newsletter Worth It! that is all good-news examples of higher ed telling these stories.) ???????? ?????? ?????????????????? The data shows they are hungry for your graduates. Make that vivid for students and their parents ???????? ???????? ???????????? Not tell. If your faculty, professional staff and leadership really believe free speech or a liberal education or some other value is essential, find the stories that show that. In particular, find ways for your president to share those stories with the larger public. (I’ve been collecting a list of college presidents who demonstrate real thought leadership on LinkedIn for a later post. Send me any you’ve noticed please!) ___ Basically, these ideas are about filling in the space with more storytelling. Another tactic is to fight fire with fire — to argue back against higher ed’s attackers. Maybe, maybe not. But in the meantime, you can fill the public space with different and more optimistic stories that humanize and that focus on what matters to students and families. ___ I’m Robert. I build content production processes that deliver impactful stories and thought leadership for higher ed, nonprofits and edtechs.

3 virtual/remote events on teaching with AI recently announced (If you know of others, point them our way, and we’ll include them next week.) Two are in K-12 and one in higher ed, and that one is tomorrow. Revolutionize Your Teaching: Implementing AI in Your Classroom From Every Learner Everywhere and Achieving the Dream April 18, 1-5 Eastern https://lnkd.in/gxtByhmF AI for Good: Exploring Ethics, Equity, & Digital Citizenship Through AI Education From National Education Association and ISTE, the International Society for Technology in Education April 24, 7:30 - 8:30 Eastern https://lnkd.in/gY3sdyBC Ed3 Futures Summit: Transforming Education with AI and Web3 From Ed3 DAO April 19 - 21 https://lnkd.in/g4zu59Gm And, for good measure, one f2f Teaching & Learning with AI: A Sharing Conference Between Educational Practitioners From University of Central Florida, UCF Faculty Center for Teaching and Learning UCF Digital Learning and UCF Libraries July 22-24 in Orlando https://lnkd.in/gbERT6ig

3 virtual/remote events on teaching with AI recently announced (If you know of others, point them our way, and we’ll include them next week.) Revolutionize Your Teaching: Implementing AI in Your Classroom from Achieving the Dream April 18, 1-5 p.m. eastern https://lnkd.in/gxtByhmF Launching AI for Fall 2024 from Rize Education April 11, 12 p.m. central https://lnkd.in/etMXGqD7 Artificial Intelligence in Practice: Building a Roadmap for AI Use in Schools from Education Week with contributions from Digital Promise April 2, 2-3 p.m. eastern https://lnkd.in/gjgDeBue

In this story a professor uses ungrading and shares what she learned. It’s from Robin Dunkin, Assistant Teaching Professor of Ecology & Evolutionary Biology and Assistant Faculty Director for the Teaching and Learning Center at University of California, Santa Cruz. First, Dunkin notes that ungrading is a continuum that can range from a standards-based approach for a single assignment to redesigning an entire course. There’s room to experiment. 1. Start with your course goals If you don’t have and know the defined outcomes of the course, ungrading won’t work. 2. Give students a choice Ungrading practices offer more opportunities for students to connect learning to their own practices. One example of choice is the two-stage exam format: First, students work on the exam by themselves; In the second stage, they can choose to work in small groups. 3. Rethink feedback Fewer grades means providing more detail in the feedback . . . or relying on digital learning tech that gives multiple tries at low-stakes practice activities. In any case, rubrics are a must. 4. Explain ungrading Students are unfamiliar with this, so you’re going to have to be transparent and get feedback. Dunkin says a simple first step is to eliminate the practice of grading weekly quizzes and to instead give students feedback about what they’re learning. College instructors can then try adding one new ungrading practice each time they teach the course.

What does digital equity in teaching and learning look like in practice? Let's take a look at a self-study by two social studies faculty at Stephen F. Austin State University, Sarah Straub and Rachel Jumper Each instructor selected one of her own online courses to review and utilized the frameworks in the Caring for Students Playbook from Every Learner Everywhere . One of the first revisions they made to their courses was reducing their students’ cognitive load, a concept that explains how the human brain processes and manages information. The authors says their syllabli became more “humanized” after implementing these changes. Second, they used equity-centered design practices like asking students more questions to understand their educational journeys so they could tailor their teaching and learning experience. Third, they prioritized a pedagogy of care that prioritizes the well-being of the learner. For example, they used “getting to know you” quizzes, were more flexible about office hours, and highlighted student support information in their syllabi. This process of revising courses to center equity took a summer of work, but the authors said they experienced it as a “rekindling.”