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  • The ASU + GSV Summit continues to bring together the most impactful people from diverse constituencies—entrepreneurs, business leaders, educators, policymakers, philanthropists, and university and district leaders—to create partnerships, explore solutions, and shape the future of learning.

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    Manchester Grand Hyatt​, San Diego, CA​

    In Person
  • The EDUCAUSE Annual Conference hosts professionals and technology providers from around the world to network, share ideas, and discover solutions to today’s challenges. Join Pearson and your peers and explore ways to provide today’s learners with the essential digital tools to develop the skills they’ll need to succeed.

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    Pennsylvania Convention Center, Philadelphia, PA

    In Person
  • Join the world’s leading education experts and explore next generation learning at the annual International Association for K-12 Online Learning Symposium October 23-25. Attend featured breakout sessions, meet experts and practitioners, witness inspirational keynote presentations, and network with leaders and innovators.

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    Swan & Dolphin Resort, Orlando, FL

    In Person
  • Pearson Online Learning Services invites you to join us at the Google offices in New York this September for our Executive Leadership Forum.

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    Google Offices, New York, NY

    In Person
  • Join us this September for our Executive Leadership Symposium.

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    Renaissance Boston Waterfront Hotel, Boston, MA

    In Person
  • Join us this September for our Executive Leadership Symposium.

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    Sofitel Chicago Magnificent Mile, Chicago, IL

    In Person
  • The AP Annual Conference is the largest professional development gathering of the Advanced Placement Program® (AP) and Pre-AP® communities. Attend conference sessions and discover proven methods for increasing equity and access to the AP Program. Explore dozens of exhibits featuring new textbooks and classroom technologies.

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    Walter E. Washington Convention Center, Washington, DC

    In Person
  • Are you pushing the boundaries of education by harnessing the power of technology to advance learning and teaching? Connect with other innovative educators and take your own skills to the next level by participating in the world’s largest and most comprehensive ed tech meeting of the minds.

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    Henry B. Gonzalez Convention Center, San Antonio, TX

    In Person
  • The Summit for Online Leadership convenes key campus leaders – presidents, provosts, deans, and teams directly engaged in the management and delivery of online programs – to define and develop their institutional strategy for online learning. Join us at the Summit to focus on groundbreaking models of successful leadership development, enabling professionals to foster a culture of innovation, creativity and curiosity throughout their organizations.

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    Hilton San Diego Bayfront, San Diego, CA

    In Person
  • The National Charter Schools Conference delivers exceptional learning and networking opportunities for every participant. With inspirational keynote speakers, more than 130 engaging breakout sessions, and unique networking events, this national event has something for everyone.

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    Walter E. Washington Convention Center, Washington, DC

    In Person
  • At the 2017 ASU+GSV Summit, we were proud to participate with like-minded leaders in critical conversations around driving sustainable education and talent innovation. Watch the videos of our featured sessions below.

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    Salt Lake City, Utah

  • This presentation will describe seven Excel-based active learning projects that are suitable for the introductory managerial accounting course. These projects help students learn managerial accounting topics at a deeper level by requiring students to apply their knowledge to actual business situations using Excel as a tool. The presentation will also discuss how Directed Reading Guides can help your students prepare for class. Webinar participants will be given access to the Excel project materials, suggested solutions, and the directed reading guides.

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    57 minutes
  • In this session, the presenters will share small teaching tips that can easily be incorporated into any accounting course. These tips create an effective and engaging classroom experience and promote active learning and long-term retention of the material. Attendees will leave with ideas that they can easily incorporate into their courses.

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    60 minutes
  • Stories that connect the classroom to real life are vital in sparking student engagement and learning. Research has shown that real life stories lead to deeper understanding, longer retention, and increased engagement. In this session, a blog containing short news stories, PowerPoint files, and discussion questions all related to accounting in real life and current events will be shared. Resources in MyLabTM Accounting and Learning Catalytics related to this blog will be discussed. A serial case based on a real-life company will also be shared.

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    48 minutes
  • The purpose of this session is to familiarize instructors with a flexible and modular approach to teaching and the use of textbooks. You’ll learn how modularity allows you to separate the theoretical and practical content of subjects covered, design the order and depth of topics addressed, and adjust technical content to match the mathematical level of the classroom.

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    50 minutes
  • This session will address how issues of economic growth and long-run economic development can be integrated into the teaching of Principles of Economics, and how these topics continue to be at the forefront of research. The emphasis will be on the core ideas of the Solow growth model, endogenous technological change, and the role of institutional factors in long-run economic development. 

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    60 minutes
  • In this webinar, Professor List will showcase some of his recent field experiments that shed light on important questions, including why women earn less money than men, why inner city schools continue to fail, and why people discriminate. He will also discuss how we can use field experiments to make the world a better place.

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    60 minutes
  • This presentation discusses two different but related topics. First, some of the major themes in e-commerce for 2017 and beyond, and second, the value of an undergraduate or MBA course or major in E-commerce. These topics are related because opportunities for our e-commerce students depend on investments that firms make in e-commerce technologies and business ventures. Jobs follow investments.

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    48 minutes
  • In this presentation, Dr. Randall Boyle discusses the forces increasing demand for tech workers, the gap between supply and demand of tech workers, and the specific technical skills that are being demanded by industry. Overall career development of tech workers and the use of “career guides” to mentor students is discussed. Examples of how applied learning experiences (high impact practices) can be implemented within curricula are given.

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    60 minutes
  • This webinar discusses the value of students with a background in MIS by describing the occupational and salary outlook as well as the nature of business investment in IT/IS in 2017. The value of an MIS degree in large part depends on how firms are using IT and systems simply because business investment in IT will drive the employment market both in terms of numbers of jobs, required skill sets, and the salaries being paid. Based on this analysis we can understand how to prepare our students for their first job interviews and their first years on the job.

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    47 minutes
  • Come and learn about Pearson’s NEW MiniSims for Business!

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    40 minutes
  • Looking for ways to give students more hands-on experience in real-world roles and help them link course concepts to on-the-job application? Join the Pearson Operations Management team for an in-depth look at the new, interactive MyLab Operations Management Simulations! Using real-life situations, students evaluate information and engage in decision-making and critical analysis. By receiving real-time, dynamic feedback from stakeholders, students see the actual impact of their choices and can gauge their performance against individual, peer, and system metrics. Easy-to-use and self-contained, these simulations cover the most assigned topics in operations management and allow for easy integration into course curriculum and learning objectives.

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  • For many computer science or engineering students, an ethics course may seem a distraction compared to courses that clearly apply to the major. Getting a student to enthusiastically engage in ethics discussions requires the topics, examples, and scenarios to relate closely to what students have already learned, what they will do in the field, and what is currently in the news. Dr. Henry brings his years of experience in the IT industry to the classroom and talks about applying ethics principles to projects in other courses and the workplace. The goal is to inspire each student to spark change in themselves and in the world outside of the classroom.

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    41 minutes
  • College can be expensive, but did you know that you control a lot of the costs? From food expenses to emotional spending, this session will cover 10 great ways to save money while in college. Even if you only follow a few of the suggestions, we’re confident you can lower the amount you have to borrow in student loans — making life after graduation much less stressful. Join us as we talk about how to cut costs and minimize debt while getting the most out of your higher education.

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    60 minutes
  • Join two of Pearson’s Intermediate Accounting authors, Betsy Gordon and Jana Raedy, as they share their insights on the new leases standard. In this session, they will review the basic principles of the FASB updated leases standard, discuss key changes to lessee and lessor accounting, and look at the effects of the changes on financial statements. Teaching materials related to the updated standard will be shared. Instructors of intermediate accounting courses are encouraged to attend.

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    60 minutes
  • Over 5.8 million students are taking at least one distance education course. What did they look for in a program to fit their needs? What tools help them succeed? What advice would they offer to a first-time online learner and/or educator? What do they really want to tell their teacher about their class? Join us for this open dialogue with three students currently enrolled in 100% online courses. “Ask them Anything” about their experiences to best help you engage and motivate your learners. As a bonus, you will also gain insight into recent research on student attitudes toward digital course materials.

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    60 minutes
  • Snapchat is currently the number one social media platform used by 16 to 24 year olds and is rapidly gaining users aged 35 years and older.

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    60 minutes
  • For NDLW 2016, we offered a number of webinars that explored a variety of distance learning topics including emerging distance learning trends, strategies and best practices to engage online students, and new tools designed to enhance the online teaching and learning experience. Access recordings and available webinar resources for our program below.

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  • Micro-credentials, nano-credentials, badges…staying current on emerging trends in education is a challenge. It is also the life-force of the work that we do to prepare students for an ever-shifting professional landscape. In this engaging session, learn about the driving factors behind the emergence of alternative credentials, how higher education institutions are responding, and hear insights about what’s next.

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    60 Minutes
  • Please join Dr. R Glenn Hubbard as he discusses strategies for incorporating current events into the principles of economics course. Today’s students want to be inspired and engaged with their coursework. However, they sometimes struggle to see the overall relevance with their courses. By incorporating current events into the principles course, your students will see how important and relevant the field of economics truly is.

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    35 minutes
  • Professor Lori Cook of DePaul University will talk about how she is using Pearson’s newly developed Operations Management Simulations to engage her students, develop experiential learning and decision-making skills, and advance the level of discussion in her class.

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    45 minutes
  • Snapchat is rapidly gaining users and is currently the number one social media platform used by 16 to 24 year olds. What’s all the buzz about? In this webinar, you will learn the basics of Snapchat, including how to set up an account and communicate with other users. We will also discuss ways that Snapchat can be used to engage your students. A real-life case study of how Snapchat has been used in a class will be shared. Join the Snapchat fun—and learn about a powerful way to engage your students!

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    33 minutes
  • Alumni frequently cite ethics as the most valuable course they took in college. If you’re teaching computer ethics, it’s great to think that you have the opportunity to provide an experience that will be helpful to your students for many years to come, but what makes for a successful class? Dr. Quinn has been teaching computer ethics since the late 1990s, and he’ll share with you what he’s learned about designing and leading a great computer ethics course. He’ll explain how the right course objectives, in-class activities, and homework assignments will help your students engage with the material and give them the opportunity to gain practical skills around moral decision-making that will serve them well, both in their professional and their personal lives.

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    22 minutes
  • Resources that connect the classroom to real life are vital in sparking student engagement and learning. Research has shown that real life examples lead to deeper understanding, longer retention, and increased engagement. In this session, a blog (http://accountingintheheadlines.com/) containing short news stories, PowerPoint files, and discussion questions all related to accounting in real life and current events will be shared. The materials on this blog are available to be used both in and out of the introductory accounting (financial or managerial) classroom. Some materials may also be adapted to upper level accounting courses. Various uses of the materials will be highlighted (i.e., online uses, in-class uses, etc.)

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    42 minutes
  • In this session, learn how authors Tracie Miller-Nobles and Brenda Mattison incorporate MyAccountingLab (MAL) in their courses. This session will focus on basic MAL strategies that can be implemented to allow for more in class time for active learning. Tracie and Brenda will discuss how MAL can be utilized before, during, and after class.

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    55 minutes
  • MyAccountingLab has several built-in features that can help you to be more effective in your teaching — and save you time simultaneously. In this webinar, you will learn how to leverage the power of MyAccountingLab through five power user tips.

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    60 minutes
  • In this session, authors Tracie Miller-Nobles and Brenda Mattison will discuss strategies that can be incorporated into the Principles of Accounting courses to help aid students’ long-term memory. Participants will learn how the brain processes information for long-term memory and sample strategies will be shared.

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    30 minutes
  • Education and your students’ expectations are changing fast. Do you have the right solutions and resources to stay ahead of the curve?

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    30 minutes
  • Learn how to build, scale, and sustain winning online programs in highly competitive markets

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    60 minutes
  • It has been shown that Financial Literacy Programs can help reduce student debt and foster positive financial behaviors. Today, with student loan debt on the rise, the demise of pensions, and future uncertainty surrounding Medicare and Social Security, financial literacy is a necessary skill for students. This webinar will provide a solid justification for a Financial Wellness Program at your university. It will also provide you with a look at what a good program—the MoneySmarts Program at Indiana University—looks like, along with a look at what is done at a number of other schools. Finally, it will describe the steps taken here at Virginia Tech to bring about a Financial Literacy Program, sharing the proposal used at Virginia Tech with those who are interested in order to give participants a place to start. 

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    60 minutes
  • Do you wish that your students took more initiative in your class? Do you struggle with students expecting you to give them the answers to the homework, assignments, or the exam? Do you wish your students would be more independent thinkers and not solely dependent on you, the instructor? If so, this is the perfect session for you! In this session, we will introduce the concept of self-directed learning as a way to empower students to take control of their own learning. We will discuss the different stages of self-directed learning and identify instructional strategies that will work best for each different stage. Participants will be presented with concrete examples and models that can be used in the accounting classroom to encourage students to be more engaged and aware in their own learning.

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    60 minutes
  • So you have made the shift to digital learning? Are you doing it well? How do you know? Digital learning is much more than buying a pallet of laptops and sending them home with students at your school. A true #ShiftToDigitalEd creates greater opportunities for your students and teachers. But once you’ve made the shift, how do you know you’ve been successful? Better yet after you’ve made the shift, how do you ensure continued success?

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    60 minutes
  • Futurists foresee a day when “school” is not a place but an exciting array of opportunities and resources—some in person, some online, some in traditional education institutions, some outside—thoughtfully bundled together for each student. However, these students are living that future today. Hear from a diverse panel of young people in grades 6-12 who are charting their own paths through school, with an eye to future college and career success that demands adaptability, creative problem-solving, and perpetual learning. In partnership with the Donnell-Kay Foundation, join us for a first-person glimpse into tomorrow.

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    60 minutes
  • In a technical math class, the goal is for the students to master the necessary math skills in order forthem to be successful in their vocational and technical fields of study. When working with a wide variety of majors in the vocational and technical areas, the biggest challenge is getting students to see the relevance of the concepts they’re learning. This webinar will show how to design assignments that contextualize mathematics for students for a wide variety of fields using MyMathLab

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    50 Minutes
  • How can online and blended learning and other digital approaches help today’s high school students get a jump on post-secondary success—whether they’re heading to college or directly into the workforce? Join thought leaders and practitioners for a discussion of everything from clever online ways to meld high school and college to how to ensure your CTE program equips students to avoid dead-end futures.

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  • In this talk we will explore how proportional reasoning underlies the way we communicate with numbers and why businesses utilize spreadsheets to model ill­structured problems

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    50 Minutes
  • Join two Pearson authors, Wendy Tietz (Financial Accounting) and Betsy Gordon (Intermediate Accounting) as they share their insights on the revised revenue standard. Review the basic principles of the FASB updated revenue recognition standard and apply the new standard to both the introductory financial and intermediate accounting classes. Teaching materials related to this revised standard will be shared. This webinar is aimed at instructors of introductory financial accounting and intermediate accounting. 

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    60 minutes
  • It has been shown that Financial Literacy Programs can help reduce student debt and foster positive financial behaviors. Today, with student loan debt on the rise, the demise of pensions, and future uncertainty surrounding Medicare and Social Security, financial literacy is a necessary skill for students. This webinar will provide a solid justification for a Financial Wellness Program at your university. It will also provide you with a look at what a good program—the MoneySmarts Program at Indiana University—looks like, along with a look at what is done at a number of other schools. Finally, it will describe the steps taken here at Virginia Tech to bring about a Financial Literacy Program, sharing the proposal used at Virginia Tech with those who are interested in order to give participants a place to start

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  • Mathematics is playing an essential role in not only the natural sciences, but also in the social sciences. But is this only the beginning of an even bigger and more powerful role that mathematics will assume in the future? Mathematics is much more than a tool for science, and it often guides how people think about the world. This entertaining multimedia presentation explains why it is a great time to be a mathematician

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  • This webinar will provide an overview of how a developmental education department redesigned its Introductory and Intermediate Algebra sequence into a flexible, one-semester modularized course. The speaker will discuss the initial and long-term results within the course and in the gateway mathematics course, as well as how the department is adapting the course to keep it alive

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  • We will discuss the study skill practices that lead to student success. The discussion includes the advantage of helping students be organized and how to achieve this, as well as note-taking tips, and tips on how to use videos in order to achieve much improved results

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  • Since Reading Area Community College began using MyStatLab over 8 years ago, they have realigned the Introductory Stats course with GAISE guidelines, embedded additional technology requirements, begun offering hybrid and online offerings, and more. Join us to learn more about special features of MyStatLab and StatCrunch that enabled us to improve our success rate

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  • This presentation will describe how SUNY Old Westbury, a comprehensive college in the State University of NY system with a very diverse and multicultural population, has completely redesigned the mode of instruction of our elementary and proficiency algebra courses over the last 9 years. It will follow the changes made from a very traditional lecture-type set of courses to a set of blended courses designed to put the students to work with the support of professional tutors and instructors. Under the premise that no one can learn to do algebra without doing algebra, we set out to change attitudes and work ethic of students and make them accountable for their own learning while providing them with a structure and support system to help them achieve success. The program has successfully improved the passing rates of both courses and been received positively by both students and the college community in general, and it continues to evolve year after year

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  • In this "Teaching Strategies for Culinary School Instructors: Preparing your students to rise above the competition after graduation," chef, educator and author Daniel Traster will walk you through teaching strategies for three different arenas—the kitchen/lab, the traditional classroom, and the independent home/online environment—and help students become better prepared to thrive in the culinary industry

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  • Save time by creating a personalized adaptive learning experience that students can use to take control of own their success. In this session you will learn how to design a statistics course that uses data to increase measureable student outcomes in the areas of engagement, grades, and retention all while saving you precious time that is better suited for interacting with your online class. Topics covered were recently featured in a published white paper.

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  • Spend time with an experienced instructor who will take you through all that MyProgrammingLab™ has to offer and show you the value it can provide to your students. Learn some new best practices and tips for implementing MyProgrammingLab successfully and achieving positive results.

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  • This webinar will provide an overview of teaching with the New Mathways Project content. Active learning is at the heart of the NMP—learn more about implementing an active learning approach, using the NMP materials, and how MyMathLab/MyStatLab works in conjunction with the Dana Center approach

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  • Spend time with an experienced instructor who will take you through all that MyProgrammingLab has to offer and show you the value it can provide to your students. Learn some new best practices and tips for implementing MyProgrammingLab successfully and achieving positive results

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    45 minutes
  • Spend time with an experienced instructor who will take you through all that MasteringEngineering has to offer and the value it can provide to your students. Learn some new best practices and tips for implementing MasteringEngineering successfully and achieving positive results

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  • The General Chemistry Primer is a digital tutorial originated at the University at Buffalo, SUNY (UB) to help students identify and address chemistry concept and skill gaps before beginning college chemistry. The included concepts correspond to an annual, onsite, three-day summer workshop for incoming students. The primer exercises were developed through collaboration with Pearson, Inc., using MasteringChemistry’s recent update supporting video enabled tutorials. The digital course format allows for far greater participation than the onsite course, with a simple implementation format. The tutorial exercises can be classified into three groups: mathematics for chemistry calculations, chemistry literacy, and selected pervasive chemistry themes (i.e. balancing chemical equations, mole theory, and stoichiometry). Tutorials include instructor-led examples similar to assigned problems, and hints with interactive, step-wise models to coach students. The question structure enables students proficient in a particular concept to efficiently proceed and allows students needing help to select the provided tools. This format was piloted and assessed for 200 incoming General Chemistry 101 students at UB prior to the fall 2015 semester. The General Chemistry Primer and UB implementation will be presented, including optional modifications and assessment results to date

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  • The New Mathways Project aims to improve student success and completion by supporting implementation of mathematics pathways aligned with fields of study. Learn about the Dana Center’s new developmental and college­level courses, featuring active, collaborative learning, which can be used to support successful classroom implementation of the pathways model

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  • This session describes the process Wor-Wic Community College went through as they redesigned their developmental math program. It will begin at their concept and why they needed to redesign their program, then move to implementation of the redesign and getting all faculty on board with the change. Results of the redesign will be shared, as well as the continuing changes Wor-Wic Community College has made to their developmental math program as they strive for student success

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  • In its simplest form, the students in a flipped classroom watch traditional lectures for homework and do traditional homework in class in the presence of a content expert. Much attention in the flipped classroom has been given to creating and delivering lecture videos; however, when students watch lecture videos, the transfer pace is set by the video, the viewer is passive, the students’ attention tanks as time passes, and it is an isolated/individual experience. In contrast, students are active and the transfer pace is set by the reader when reading a textbook. Perusall capitalizes on these aspects of the text and places students in an interactive environment where they are automatically graded on their online engagement to ensure they are prepared for class. Students are essentially graded for reading and annotating the text. Instructors are also provided with a simple, concise “confusion report” so they can address the most pressing questions in class

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  • In his courses last year, due to the conclusive data on the benefits of active learning, and because of the new digital tools we now have available, Niva implemented a before, during, and after strategy for his students. The idea is simple: Engage students in active learning before lecture, during lecture, and after lecture. To that end, Niva assigns a Key Concept Video before each lecture. This video introduces the student to the key concept and gets them thinking about it before they come to class. During class, Niva expands on the concept and uses Learning Catalytics to question his students in class. Instead of passively listening to a lecture, they are interacting with the concept through questions that he poses to them. Some of these questions they answer individually; for others they pair up with a partner. This has changed his classroom. Students are engaged in the material: they have to think and process and interact. It is incredibly fun for Niva to see his students so engaged. Then, after class, he gives them another assignment, often an Interactive Worked Example with a follow-up question. Now they have to apply what they have learned to solve a problem. The results have been spectacular. His students are enjoying the process and learning more than ever because they are engaged throughout, rather than just engaging the night before a problem set is due

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  • Dr. Paula Bruice has experimented in how to best organize the organic chemistry course in order to foster understanding rather than memorization, as well as develop problem-solving skills, while still finding the time to teach the material students are expected to know for the new MCAT. Dr. Bruice has spent many years teaching the only section of the year-long organic chemistry course at the University of California, Santa Barbara. Because she did not have to turn students over to other faculty or inherit students from other faculty, she had the opportunity to experiment with the structure of the course. The structure that eventually emerged resulted in her students telling her that they had to spend relatively little time reviewing organic chemistry for the MCAT or DAT because their knowledge of organic chemistry had stayed with them

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  • Did you know that most students study for an exam by re-reading their textbook and notes? Did you also know that this has been shown to be an ineffective study method for most of them? Our colleagues in cognitive science study how people learn (the Science of Learning). We can apply this work to our own classrooms to effectively enhance instruction. Using examples from introductory chemistry, Laura will discuss experiments from the science of learning and, based on this evidence, ask the audience to consider some simple adjustments that can better build understanding in our students

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  • Like many institutions across the country, Front Range Community College was not happy with the way in which students were progressing through their traditional developmental math sequence. With improved technology and the increasing popularity of blended learning, specifically emporium modular formats, the math department decided to try an alternative classroom structure that would give students more control over their progression through the dev math curriculum. In this session, you will learn about the dramatic change in learning environments, for both the students and teachers, the many hurdles climbed, and hear how the unforeseen benefits of flipping the dynamics of the classroom have outstripped anyone’s expectations

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  • This talk will focus on the overlap of career readiness skills and college readiness skills. Among the topics of discussion will be instructional strategies and specific examples to use to integrate college and career readiness. Included in this talk is the importance of time management and setting goals, as well as specific examples, such as calculating GPA and other statistics, and financial examples

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  • The stakes are high. Student success, retention, and completion rates are driving many of your institutions initiatives, rightfully so. How can you systematically tackle these challenges differently going forward and in a way that shows measured results?

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  • You’re invited to join us to hear Boston University Clinical Associate Professor Joan Salge Blake, MS, RDN, FAND, break down the findings of the newly released 2016 Report of the Dietary Guidelines Advisory Committee. This committee provides recommendations for the Dietary Guidelines for Americans

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  • Students enter the introductory environmental science course with a variety of skills, interests and prerequisite knowledge, and this can often be challenging for any instructor. In this webinar, Pearson authors and specialists in teaching the introductory environmental science course, Jason Neff and Norm Christensen, will share easy to implement techniques to improve student performance and encourage student engagement with course content among all students

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  • Science education research, and reports such as Vision and Change in Undergraduate Biology Education, indicate that true mastery of science content and skills requires a move away from memorization towards active engagement. In this 45-minute webinar, members of the Freeman, Biological Science Sixth Edition author team will share a few of their favorite teaching strategies for freshman-level Majors Biology courses that inspire students to think like scientists. The discussion will focus on ideas to teach students how to use visual models to learn and do biology as well as ideas to connect core concepts and skills to engaging, contemporary, relevant biological research

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  • In this webinar, we will get hands on and use Learning Catalytics with Professor Terry Austin from Temple College. Professor Austin will share examples and results from using Learning Catalytics in his A&P class and lab. With Learning Catalytics, educators can assess students in real time using open-ended tasks to probe student understanding; understand immediately where students are and adjust lessons accordingly; improve students’ critical-thinking skills; access rich analytics to understand student performance; add questions to make Learning Catalytics fit the course exactly; and manage student peer interactions with intelligent grouping and timing.

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    45 minutes
  • This webinar will introduce participants to MyReadinessTest, a powerful online system designed to assess pre-A&P students’ proficiency in the foundational concepts needed for success in human anatomy and physiology courses and efficiently remediate gaps in targeted topics. Dr. Shawn Macauley from Muskegon Community College will show how he uses MyReadinessTest and MasteringA&P in his course to increase student success, and will also present results from his recent efficacy study

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  • In this informative webinar, Dr. Pamela Sandstrom of University of Nevada, Reno will discuss various teaching strategies to improve student engagement and performance in introductory Genetics courses, including mandatory discussion groups, in-class activities, and online homework assignments. This demonstration and discussion will include a quick introduction to MasteringGenetics, Pearson’s widely-used online homework and tutorial system, along with practical suggestions for setting student expectations, ideas for grade settings, advice for using gradebook and diagnostic information, and strategies for engaging students in class using clicker systems like Learning Catalytics

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  • In response to the rapidly changing nature of teaching Biology, as reflected in the Vision and Change in Undergraduate Biology Education report, Pearson’s authors and content developers continue to prepare new resources that help biology students focus on conceptual understanding, developing scientific skills, and more. Using the Second Edition of Campbell Biology in Focus as a springboard for discussion, this webinar will explore a few practical suggestions and teaching techniques to focus Majors Biology course material by cutting back on selected details and allowing students to engage in more active learning and scientific inquiry

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  • In this webinar, Professor Michael G. Wood will share strategies for incorporating drawing in the A&P lab as a way to engage students in the learning process and promote a deeper understanding of anatomical structures and physiological processes. No artistic abilities required

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  • In this webinar, two innovative educators will share their teaching strategies for developing and implementing student-centered, interactive learning experiences for students in their face-to-face and hybrid microbiology classrooms. The discussion will include ideas for helping under-prepared students get up to speed on basic science concepts and techniques, strategies for assessing students inside and outside of the classroom, and tools that motivate students to master challenging concepts by contextualizing them in clinical, real-world problems and experiences

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  • We are in a powerful age for education in which technology holds the potential to drastically improve learning opportunities for both teachers and students. In this webinar, Tom Vander Ark talks about the ten major benefits of the shift to digital learning.

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  • Join Steve Partridge, President/CEO of Charlotte Works, and Dean Mary Vickers-Koch, with Central Piedmont Community College, and learn from their success with economic and community development in North Carolina. They will outline best practices and the ways they work together with employers, the impact of WIOA on their relationship, and how to best interface with the K-12 system and industry as it pertains to career pathways and talent pipeline. They will also discuss how they coordinate on economic development and business outreach efforts to better support employers.

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    57 minutes
  • Join academic leaders from the University of Southern California to discuss the challenges that come with launching and maintaining online degree programs and solutions to address those challenges. Topics covered will include marketing, enrollment, curriculum design, student services and more.

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  • Data "hackathons"--such as the American Statistical Association DataFest--are an increasingly popular venue for college students to strengthen their data analysis skills and to network with industry professionals. Such hackathons are not (yet) part of the two-year college culture and yet, these events can serve as a useful tool for 'back engineering' a curriculum.

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    46 minutes
  • The impact of technology on every aspect of our lives has accelerated and multiplied over the past few years, changing the way we communicate with our families, buy groceries, catch a ride to the airport, and even plan for our deaths. Traditionally, K-12 education has been slow to change compared with the realm of business or consumers, but all around us is evidence that the shift to digital learning is finally happening.

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  • In the virtual medium, great content can easily be sabotaged by a presenter’s low energy, irritating vocal qualities or general inability to engage and excite their audience. Whether presenting online to hundreds via webinar, facilitating a small virtual classroom workshop, or phone conferencing with team members and direct reports, the most effective training leaders and facilitators harness their virtual presence to authentically connect with the hearts and minds of others for maximum impact.

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  • The pathways movement has generated interest in mathematics courses that provide relevant content for non-algebraically-intensive programs of study. The New Mathways Project Quantitative Reasoning course, from the Charles A. Dana Center, provides authentic content that is rigorous, engaging, and relevant to students' home, community, and professional lives. The supplemental resources for faculty provide support for facilitating an active learning environment and building students' self-regulation. In this session, you'll hear from speaker, Connie Richardson about the evolution and relevancy of this course for both Liberal Arts and Fine Arts Students

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    60 minutes
  • What is Quantitative Reasoning (QR), and why is it important for us to teach QR? QR is associated with the mathematics we need for decision making in our personal, professional, and public lives. The presenter will discuss implementation ideas and best practices for creating a new quantitative reasoning course that develops the fundamental quantitative literacy crucial for informed citizenship. He'll also discuss teaching using spreadsheets, even without a computer classroom. And he’ll explore some of the cutting edge functionality built into his new digital course, Thinking Quantitatively, which allows for a flipped classroom experience centered on inquiry based learning

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    55 minutes
  • Competency-based learning can help improve the connection between a college degree or certification and employment. But forging this important connection requires closer working relationships between higher education institutions offering CBE programs and local and national employers. Join this webinar to learn more about strategies for developing employer partnerships and increasing the employability of graduates from CBE programs.

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  • Are you planning to teach a pathways course? This session will delve into the nuts and bolts of using Math Lit in the classroom. We will discuss topics that include the cycle structure of the book, how a lesson works, how book homework and MyMathLab work together, focus problem projects, features of the MyMathLab course, and instructor resources. Suggestions for teaching with groups will also be shared

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    58 minutes
  • Dr. Rickard will discuss Motivation and Readiness in the Finite Mathematics classroom. He will cover techniques, videos and assessments used to manage large classrooms and individual students. Dr. Rickard has produced a series of Calculator Help Videos recently added to MyMathLab for the Lial/Greenwell/Ritchey Finite Mathematics text

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    42 minutes
  • In this presentation, author Kirk Trigsted takes you on a journey through the evolution of his innovative eText series. He'll share best practices that illustrate how his students, and students from many other colleges and universities, have benefited from this unique, interactive eText. The session will also show the next phase of the eText series that will—for the first time—allow instructors to assign reading and homework for a grade directly from the eText

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    54 minutes
  • In early 2016, Pearson will publish a new, full-service textbook on the American Presidency by William G. Howell. This book assumes a distinctly institutional approach to the subject matter. In his webinar, Professor Howell will discuss how this institutional approach differs from other approaches to studying the American Presidency, the distinctive outlook that all presidents have in our politics, and its implications for conflict and cooperation between various branches of government.

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  • A recent development in literature on teaching and learning challenges a central tenet of education: the roles of teacher and students. It asks: typically teachers teach to students--what if they teach with students? This presentation discusses how students and faculty can have shared authority in the learning sphere by co-creating education. Although much of this literature espouses program-level collaborations centering on co-designing courses and curricula, learn how examples of the small incremental changes teachers can make within their humanities courses to facilitate impactful learning experiences for students.

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  • Many non-sub-field experts teaching introductory American politics courses express concern over teaching students the U.S. court system, civil liberties, and civil rights. This session will discuss innovative strategies for engaging students in learning about the judiciary. Using active learning strategies, instructors can better engage students in learning about the courts and enhance opportunities for students to critically engage the course material. Several specific classroom activities will be discussed.

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    44 minutes
  • How can we foster student engagement in the classroom--making reading and writing about literature an exciting enterprise? This session explores how to create dynamic classrooms proposing that, as students do more and more work online, the in-person and in-real-time space of the classroom can be harnessed for new forms of engaged learning.

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  • In this session, we will show you new methods for teaching argument in ways that go beyond the "persuasive argument" strategies found in almost all argument textbooks. Today's outdated textbooks offer methods that were developed centuries ago, specifically for spoken monologues and written essays. We will show you how to teach your students "generative" argument strategies such as framing, identification, negotiation, and narrative, which work better in today's networked and socially-mediated environments.

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    47 minutes
  • A cornerstone of art historical instruction, the slide-based lecture employs a passive learning model where students sit in the dark and listen to an expert before them. While art history lectures can be engaging, they are not as effective as active learning methods to build understanding of art historical content or skills of visual analysis and communication. This session offers guidance to teachers who want to include interactive assignments, student collaboration, and problem-based learning in their classes. We will also consider how to align such methods with course learning objectives and how to integrate formative assessment opportunities to improve students' performance.

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    35 minutes
  • This session addresses the flipped classroom model for art history instruction. Drawing upon the speaker’s experience with this pedagogical model in undergraduate classes of 15 to 38 students, the webinar examines the principles behind flipped classrooms, then presents an array of strategies (and challenges) for teaching art history in this format. Topics addressed include learning outcomes, student accountability, skill-building versus content memorization, engagement techniques, classroom technology, and assessment.

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    44 minutes
  • Art History isn't simply the history of Art. Art history presents the history of a civilization, its people, and the way society perceives itself. Nineteenth-century artist Albert Bierstadt, member of the Hudson River School and premier member of the Rocky Mountain School, exemplifies America's ideals regarding nature, wilderness, and the vast unknown wonders of the American West. The fledgling nation in America might lack the grand artistic traditions and monuments of Europe and Great Britain, but America was a massive expanse of unexplored and untouched wilderness. Bierstadt's dreamlike landscapes reveal America’s dreams and hopes for new beginnings amid wonders yet unseen.

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  • This presentation will discuss best practices in combining Developmental English and Reading courses while incorporating technology. The planning and implementation of Integrated Reading and English courses, along with data collection, will also be discussed.

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    48 minutes
  • Economic inequality in the United States has increased in recent decades. What, exactly, is happening--and why? This session will provide facts and analysis of an issue that is becoming a major focus of the 2016 presidential campaign.

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    12:00 - 12:50 PM EDT
  • As history instructors, we all face similar problems in our classrooms: a room of students who think that history is nothing more than a list of names and dates to memorize. By effectively using images to teach, instructors can change this perception.

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  • Social media provides teachers an abundance of pedagogical resources and communication tools, but how do you know which will help you achieve your teaching goals? In this webinar, Nathan Palmer, Editor-in-Chief of SociologyInFocus.com, will help you find the best online teaching resources and offer suggestions for how to incorporate them into your classes. He will also share tips on how to avoid many of the common problems with social media and to use it in a fast and efficient way.

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    38 minutes
  • Typically when we hear the word "gender," we think it means women. But Women's and Gender Studies did more than make women visible where they had previously been excluded; it also made gender visible as a central element of our identities. So what do we know about men?

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  • If we can help our students see people like themselves in history--people with whom they can identify--and how the actions of such people have shaped history, they will become more engaged in the study of the subject and more willing to do the reading and study hard. They could also be encouraged to have a sense of agency--the idea that "we too can make a difference."

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  • Given the rising costs of higher education, paired with a highly competitive job market, college students--and their parents--are thinking about their careers even as freshmen. Language departments often respond to that concern by promoting language learning courses as an entrée into exciting careers. However, basic language courses rarely incorporate career-related content in a systematic way and many instructors feel unprepared to teach about professions they have not been trained in themselves. It is possible to reconcile these different perspectives!

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  • This session explores best practices and activity rubrics that enable students to practice new language skills "live" with native speakers of their choosing from around the world. Through a variety of new technologies and services, learners can select native speaking partners from any country they choose and can put newly acquired language to use in the "real" world, which increases curiosity, cross- cultural communication, engagement, and motivation.

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  • One of the perennial challenges in almost any music appreciation course is teaching the concept of sonata form. How can we best present this idea in the classroom, and more importantly, how can we help students actually hear its application across a wide range of different kinds of music? This session will consider various possible approaches to teaching sonata form in a way that makes it more tangible and accessible to today’s students.

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    34 minutes
  • A concern of many instructors today involves teaching students with learning disabilities. While many of our students may experience learning challenges, they all have distinct learning abilities to build upon. Because specific difficulties and differences may not be identified until well into the term, instructors must strive to make learning accessible for all from day 1, relying on best practices and continual interaction with students. In this session, our facilitator will provide a brief overview of the research on learning differences and how they impact foreign language teaching and learning and will then share detailed recommendations and sample activities that demonstrate how to maximize the learning opportunities for all students.

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  • More than 80 years ago, Russian developmental psychologist Lev Vygotsky first proposed that make-believe play is a powerful source of symbolic thought and self-regulation in young children. This webinar discusses Vygotksy’s proposal and contemporary research bearing on it, including the role of pretense in fostering young children’s private speech, inhibitory control, socially responsible behavior, and emotion regulation. The current controversy over whether make-believe play is causally related to favorable child outcomes (including self-regulation) is also considered. The webinar concludes with practical implications for parents’ play with young children and for playful educational experiences in early childhood programs.

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  • There are many ways to create powerful learning environments using games. Come find out what the research says about the use of games in the classroom, including healthy versus unhealthy competition, and the importance of matching the type of game to your instructional goals. The focus of the talk will be on the use of brief games that require either simple technology or no technology at all. You will leave with a set of guidelines for how to develop your own games, as well as a list of games that are classroom ready. Who knew learning could be so much fun?

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    39 minutes
  • Today's generation of students are different. Surveys of high school and college students going back decades show fundamental shifts in students' attitudes, behaviors, and self-views which means they demand different things in and out of the classroom. This talk focuses on striking a balance between what today's students want and what they need to succeed in the long term.

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    60 minutes
  • Psychological scientists have taken an unprecedented and leading role among the sciences in examining the replicability of key findings. In August 2015, the Open Science Collaboration reported that only 39 of 100 studies could be replicated. The implications this creates for psychological science, and our teaching of it, are far-reaching. This webinar will discuss how open science and replication projects create opportunities and further challenges for teaching introductory psychology.

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    33 minutes
  • For many of us, a primary objective in teaching psychology is to facilitate students’ active consideration of how the studies, phenomena, and theories they read about apply to their daily lives. This presentation explores how blogging can further this goal. Specifically, I incorporate blogging into my courses in two ways: a class blog where I post related content and students can respond, and a personal blog in which students analyze events from their own lives through a psychological lens. Advantages, challenges, and assessment will be discussed, as will applicability for both in-person and online courses.

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  • Discover how an innovative and exciting path-to-stats course can replace algebra courses and ensure student success in an elementary statistics course by emphasizing density histograms, challenging data­centered exercises, and interpreting statistical concepts. The presenter, who authored a textbook designed for this course, will discuss structure as well as students' and instructors' experiences with the course

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    54 minutes
  • Math Literacy for College Students (MLCS), part of the AMATYC's New Life and Carnegie's Quantway initiatives, creates a new experience and alternate pathway in developmental math. It offers an innovative and accelerated way to redesign by using integrated contextual content and technology to prepare a developmental student for a statistics or liberal arts math class. This session will describe the course, content, and approach, while exploring data from Rock Valley College's four-year pilot and implementation

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  • Students are more successful in developmental math courses when they have the opportunity to learn challenging math concepts relevant to their goals in an engaging, active learning environment. The Dana Center's New Mathways Project, Foundations for Mathematical Reasoning, helps faculty teach a course with content, curriculum design and pedagogy that is both evidence-based and informed by faculty who have taught the courses

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    59 minutes
  • Accountability doesn’t have to be something done to students and teachers – and authentic systems of assessments really can tie accountability to student-centered teaching and learning while ensuring essential guard-rails for equity. Want to know how? Watch this lively conversation between policy thought leaders and practitioners about rethinking accountability for the future.

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  • Due to the changing face of collegiate education, today's foreign language departments are having to innovate and retool their programs. Yet, few clear models that help guide programs through the what and how of curricular revision exist. In this talk, Kate Paesani, co–author of A Multiliteracies Framework for Collegiate Foreign Language Teaching, will discuss how the concept of literacy and the framework of multiliteracies pedagogy can help foreign language departments organize programmatic change and what tools to use to implement a literacy orientation in pedagogical practice

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  • Many of the editors at higher education publishing companies began their careers as language instructors and/or graduate teaching assistants. Crossing out words and suggesting others in an author's draft is only a small part of the content development process in college educational publishing these days. As the focus of a learning company changes from content provider to learning services developer, we'll talk about the changing responsibilities of today's "editor," what role each editor plays, the qualities that make each editor successful and the digital topics today's editors spend a lot of time thinking about these days

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    39 minutes
  • Well over half of the students on a college campus have taken courses to remediate them in math, writing, or reading. As professors, we may be familiar with their academic background, but we might not realize the affective issues that could impede their success. In our session, we will discuss the cultural and sociological factors that can stunt student success, and we will offer ways to help students succeed in spite of their challenges

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  • While the movement toward integrating reading and writing curriculum is clearly happening across the country, there is still a tendency to teach reading and writing that is disengaged from meaningful academic content. This trend toward integration presents an opportunity for developmental educators to align their curriculum more closely with what is expected from students in 100-level content courses. We believe that students will be more academically prepared to meet the rigorous requirements of these content courses and will be more engaged in the learning process if they are exposed to real academic content while they are still in remediation

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  • Have you read one too many personal narratives about high school graduation? Developmental writing instructors often focus on narrative and descriptive writing and first-person reflections. You might want to introduce writing from sources but aren’t sure how to do it. Maybe you hesitate to delve into quoting and paraphrasing at the developmental level. This presentation will provide tips and techniques to beef up developmental writing assignments and give them an academic focus. We will discuss ways to ease students into college-level writing by using readings as models and sources of content

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  • Teachers of writing courses now live in an age of acceleration. Unfortunately, some students seek shortcuts, skim reading materials, and discount the writing process. Our challenge is to maintain course rigor and standards in this environment. In the webinar, we’ll discuss how to impart in-depth analytical and critical thinking skills in basic writing and college composition courses. We’ll also provide some usable methods and strategies to slow down and challenge students to do the thinking and writing they need to be successful in our courses and their careers.

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    42 minutes
  • The workshop will recognize the challenges facing instructors teaching integrated reading and writing courses and demonstrate how scaffolded instruction can address those concerns. Challenges include teaching within an accelerated time frame, moving students from literal comprehension to critical thinking, and encouraging students to become more independent thinkers and writers. Scaffolded instruction leads students from less to more difficult and challenging tasks while providing them with diminishing instructional guidance

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  • This presentation will consider the new WPA standards as they apply to the field of composition, with special emphasis on multimodal approaches to writing. We are facing an entirely new breed of students who have grown up as visual and verbal learners, so we need to help them join the academic conversation from their most accessible point of entry. To this end, we must consider multimodal reading and writing as an integral part of academic literacy

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  • Pair and small-group activities lie at the heart of communicative language teaching. They increase student talk, remove the instructor from center stage, and create optimal conditions for the negotiation of meaning and metalinguistic talk that promote acquisition. But these activities, particularly in classes taught by novice instructors, may fall short of their communicative potential. This session draws on principles of language acquisition to present a model for designing (or modifying), presenting, and managing pair and small-group activities

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  • More and more, language learners and instructors are implementing a blend of new strategies, technologies, and practices that transform experiences. This session explores some of the new considerations that a move to digital has for language programs. The facilitator will end with sharing some ideas for a NextGen platform in progress

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  • Recent brain research suggests that our ability to learn is deeply rooted in relationships. Both the teacher-learner relationship and the emotional environment of learning affect learner performance. Activities within Communicative Language Teaching (CLT) typically focus on relationship building and personalized sharing among learners, with the instructor playing a peripheral role as observer or facilitator. Yet, the teacher-learner relationship can surely benefit from classroom-appropriate, personalized sharing by the instructor as an active participant, as well.

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  • We all know it: commenting on student writing is the most important—and most difficult and time-consuming—work that we writing instructors do. With increasing class sizes and course loads, managing the writing of comments in ways that work both for student and instructor borders on impossible. So what if we just stopped writing on our students’ papers? What happens when we replace written feedback with spoken comments? In this webinar, I’ll explain how adopting audio commenting has transformed my work. I’ll share a variety of audio feedback strategies and make the case for putting down the pen for good

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  • We all know it: commenting on student writing is the most important—and most difficult and time-consuming—work that we writing instructors do. With increasing class sizes and course loads, managing the writing of comments in ways that work both for student and instructor borders on impossible.

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  • Joseph Williams’s Style: Lessons in Clarity and Grace is one of our field’s most enduring and influential guides to prose style. Williams approaches style from a linguistic perspective: he identifies features of sentences, passages, and documents that lead readers to experience writing as clear, coherent, and graceful, and he shows writers how they can use these features to make their own texts more readable.

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  • The presentation will focus on the vital role that engagement plays in a composition course. When students have a vested interest in the subject about which they are writing, they are much, much more likely to invest time and energy into their work. When they care about the subject about which they are writing, they want to do their best because the writing matters to them; they are writing to communicate ideas that are important to them—not simply writing to complete the assignment and earn a passing grade.

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  • We typically think of narrative as a structure, a way of organizing information based on experience. Narrative is not the go-to structure for organizing material for research-based writing; we assume that kind of writing should use logical structures, usually built on the thesis-proof model. Reason, not narrative, is the organizing principle of academic writing. Yet if we begin to see narrative as a mode of thinking rather than a structure it becomes obvious that it is a powerful--and common--method for discovery. Narrative is also an essential element of reporting findings. This talk will examine the role of narrative thinking and writing in research

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  • Drawing on parallels from second language acquisition and game design, this session explores ways in which digital games can facilitate meaningful interaction in second language teaching and learning. The session will explore a multidimensional approach to interaction and digital games by examining interactions in games themselves, around games, and about games. Participants will engage in sample class activities and have an opportunity for brainstorming additional ideas for their own classroom. This virtual session will be interactive and collaborative

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  • In this webinar, academic leaders from the University of Alabama at Birmingham and Ohio University will discuss the key market forces that are present today, and how universities can best position their prospective degrees in the online market. Panelists will also provide practical insights and recommendations on how to handle the change management for a university looking to offer competitive online degree programs.

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    60 minutes
  • This webinar for higher education institutions offering distance education includes information on the proposed federal regulations pertaining to state authorization and the current status of SARA (State Authorization Reciprocity Agreement). Professional licensure requirements, with an emphasis on the future and current status of post-licensure nursing programs and teacher education programs, will be introduced. Particular state authorization regulations will also be discussed. This presentation answers the important question, "What should institutions plan to do?"

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  • One goal of my introductory statistics class is to make student aware of the world of data that surrounds them and give them tools for productively interacting with that world. I'll describe a discussion I lead to introduce students to ways of thinking about data. The discussion compares data collected through GasBuddy.com with federal data obtained through data.gov

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    47 minutes
  • Help your students achieve their potential with MyMathLab. Discover how MyMathLab can better prepare students and help them think more visually and conceptually in College Algebra, Precalculus and Trigonometry courses

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    58 minutes
  • The introductory statistics course has evolved dramatically. Professor Triola will discuss content, procedures, technology, and approaches to teaching. He will describe current best practices, those that are now obsolete, and future trends. Specific references will be made to the use of tables, approximation methods, and the role of technology.

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    65 minutes
  • In this session you will learn about teaching two types of argument: generative argument (power with) and persuasive argument (power over). Traditionally, students have been told that argument is primarily about persuasion and exerting power over others. They learn that argument is a tool for defending their beliefs, confronting others, attacking weak logic, and reinforcing positions. In other words, persuasive argument is the rhetoric of battle or conflict.

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    Online

    Recorded: at
    45 minutes
  • “Teaching and Learning the Recursive Reading/Writing Strategy" illustrates ways to combine research-based, classroom-tested best practices of reading and writing into a recursive strategy for engaging with and creating text. The reading/writing strategy guides students to activate prior knowledge, ask and answer questions, infer and imply, develop vocabulary, and make meaning, as well as evaluate, synthesize, and apply new information as readers and writers. The presentation explains and illustrates the specific phases of the reading/writing strategy with classroom ready learning activities and graphics. The discussion of the strategy includes topics such as reading/writing to learn, modeling and assigning think-alouds for readers and writers, and types of written responses to reading selections

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    Online

    Recorded: at
    44 minutes