Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
En estudios e investigación, tener un "problema" está en el centro del proceso investigativo y es el compuesto básico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
¡Cómo debemos mirar la prácitca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
Dr. Debra A. Hill, Former Superintendent, ASCD
Past President, Education Independent Consultant
& Adjunct Professor, Argosy University
What are the challenges in identifying and retaining children who are economically disadvantaged, of color, and second language learners in programs for high-ability learners? Learn how schools can do a better job of identifying, serving, and retaining these children, while engaging and involving their families.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
En estudios e investigación, tener un "problema" está en el centro del proceso investigativo y es el compuesto básico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
¡Cómo debemos mirar la prácitca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
Dr. Debra A. Hill, Former Superintendent, ASCD
Past President, Education Independent Consultant
& Adjunct Professor, Argosy University
What are the challenges in identifying and retaining children who are economically disadvantaged, of color, and second language learners in programs for high-ability learners? Learn how schools can do a better job of identifying, serving, and retaining these children, while engaging and involving their families.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.
Preparing Youth of Today for the Workforce of 2030Michael Horwitz
How we can prepare the youth of today to be leaders of tomorrow: A model to measure youth development programs that contribute to leadership development
Slides from the January 2014 meeting of the Benedictine Oblates of St Scholastica Monastery in Duluth, Minnesota. Part of the year-long theme of Benedictine Virtures.
Opening presentation to a year long consideration of "hard sayings" in The Rule of St. Benedict, written in the sixth century. Sister Edith Bogue considers why people find sayings hard - whether those of Jesus in the Bible or the related ones of St. Benedict in his Rule. Perhaps it is not the sayings that are what's hard...
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.
Preparing Youth of Today for the Workforce of 2030Michael Horwitz
How we can prepare the youth of today to be leaders of tomorrow: A model to measure youth development programs that contribute to leadership development
Slides from the January 2014 meeting of the Benedictine Oblates of St Scholastica Monastery in Duluth, Minnesota. Part of the year-long theme of Benedictine Virtures.
Opening presentation to a year long consideration of "hard sayings" in The Rule of St. Benedict, written in the sixth century. Sister Edith Bogue considers why people find sayings hard - whether those of Jesus in the Bible or the related ones of St. Benedict in his Rule. Perhaps it is not the sayings that are what's hard...
Presentation from the Duluth Benedictine Oblate Meeting on Sunday, March 13, 2016. Focus on various ways of thinking about the self. The group's discussion explored how different ways of seeing the self affected one's worldview, and vice versa.
First of two presentations given at the Benedictine Renewal Program at Mount St. Benedict, Crookston Minnesota. Focus on the social and cultural context of modern monastic life.
Presentation contrasting the structure of bureaucracy and the perspective of the Rule of Saint Benedict, given to the Benedictine Oblates at Saint Scholastica Monastery in Duluth, MN.
Slides from a presentation to the Benedictine Oblates of St Scholastica Monastery in May 2014. What do we mean by promising stability, and how do we live it in a modern world of constant change?
Provides a Benedictine monastic context for a discussion of Pope Francis' encyclical Laudato Si, from the November 2015 meeting of the Benedictine Oblates in Duluth.
Slides from Presentation by Sister Edith Bogue at the November 2016 meeting of the Benedictine Oblates of St. Scholastica Monastery in Duluth, MN. One in a series of presentations on the Hard Sayings of St. Benedict, drawing its inspiration from the twin commands to neither defender nor complain about the others in the community.
Dialogue is the theme the Oblates are considering this year. This session looked at our relationship with "the economy" and its local manifestations, taking a theological and a Benedictine perspective.
Considering the Benedictine virtues of patience and zeal. These are not usually linked -- but a careful study of the Rule of St Benedict reveals the connection.
Presentation on the Benedictine perspective on work but also on moderation and balance. St Benedict was in favor of work over idleness and passivity, but included "holy leisure" among the "work" that his monks should undertake.
Slides from a day-long retreat on Persistent Prayer for Benedictine Oblates at St Scholastica Monastery, Duluth MN. Include clickable links to video of Fr William Meninger from Souljourners.
Presentation from the Duluth Benedictine Oblate Meeting on Sunday, February 14, 2016. Family is the place in which we first learn faith and relationships. It can support and nurture us, but it can also be a source of stress and tension. This session focused on ways that the Benedictine tradition could strengthen family life.
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
College Readiness Essay
Intellectual Diversity In Liberal Arts
Personal Growth in College Essay
College: Is It Worth It? Essay
Perseverance Essay
Essay Growing Up
A Promising Connection: Increasing College Access and Success through Civic E...Jacob Vennie-Vollrath
This session will explore the known research about the connection between civic engagement activities and college access and success and share best practices, data and evaluations two successful programs that have used service and service-learning as a strategy to increase college access and success.
Dan Blake
Career Development Specialist
Sonoma County Office of Education
Santa Rosa, CA
This presentation will provide multiple examples of ways to infuse career awareness and exploration into existing middle school structures. The Sonoma County Career Development Specialist will share program goals and standards, program planning and implementation procedures, program structure, and effective activities and curricular materials. Useful handouts will be provided.
Supporting Students’ Civic Agency, Leadership, Well-Being, and Academic Succe...Bonner Foundation
This presentation captures evidence-based practices for campus programs that connect support for diverse, low-income students access and attainment with intentional co-curricular and curricular experiences in community engaged learning. This session was presented by the Bonner Foundation at the 2021 AAC&U Conference on Diversity, Equity, and Student Success by Ariane Hoy, Vice President; Arthur Tartee Jr., Alumni Network Manager; and Rachayita Shah, Community-Engaged Scholarship Director.
Bringing Forth New Things & Old - Treasures for a Post-Pandemic WorldSister Edith Bogue
A retreat grounded in the image of a householder who knows how to bring forth both old and new to meet the needs of the time. What is in our spiritual storehouse? How is it filled and replenished? How can we live in the world after pandemic?
Transformation: Forgetting What Lies Behind, Reaching Forward to What Lies AheadSister Edith Bogue
Week-long retreat for the Benedictine Sisters of St. Placid Priory in Lacey, WA. Focus on the dynamics of transformation, the forces that support it and those that hold us back.
Living the Gospel in community is a central element of Benedictine life. Oblates (lay people living Benedictine spirituality) are not in a monastery. How can they live the spirituality of community? This is the 9th and last presentation in a series on Becoming Benedictine.
Slides from an all-day retreat for the Benedictine Oblates of St. Scholastica Monastery in Duluth, Minnesota. Using the tools of Ignatian discernment, but adapting them to Benedictine spirituality. http://duluthoblates.org
Slides from a morning retreat / workshop focusing on using the practices and spirituality of the Benedictine monastic way of life in the modern organization.
Slides from meeting of the Benedictine Oblates of St. Scholastica Monastery in Duluth, Minnesota in February 2018. Review of previous topic - Becoming Encouragers - followed by slides for new topic, Authentic Hospitality.
The Benedictine Rule has no chapter on encouragement, but sprinkles advice throughout. Slides from an Oblate meeting in January 2018 at St. Scholastica Monastery in Duluth, MN.
Slides from Duluth Oblate meeting on Silence and Solitude, given during Advent 2017. Oblates are lay people who live according to the Rule of St. Benedict.
A look at the contemplative practice of Guard of the Heart, growing from the Benedictine spiritual tradition. Given at the Benedictine Center, St. Paul's Monastery, on 24 March 2017.
"Silence" is often discussed as a core monastic practice, but St. Benedict's prescription for custody of the tongue focuses not only on refraining from speech but even more on how we care for community, for the other, and for ourselves when we do speak. This presentation, one in the series on Hard Sayings of St. Benedict, includes a careful study of the idea of custody. Given to the Oblates of St. Scholastica Monastery in 2017.
Stability is one of the three vows that Benedictine sisters and monks take. This presentation considers what this vow might mean for lay people in every day life. Originally given as a retreat at St. Paul's Monastery, St. Paul, Minnesota in 2013.
Slides from presentation by Sister Paule Pierre Barbeau at the December 2016 meeting Benedictine Oblates of St Scholastica Monastery, Duluth MN. This was one of a series focusing on the Hard Sayings of St. Benedict, drawing its inspiration from Chapter 49 of his Rule, which begins "The life of a monk ought to be an everlasting Lent."
Slides from a retreat given at St. Scholastica Monastery, open to the public, as a brief introduction to the history, principles and practices of Benedictine monastic life.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. The Strong Have Something to Yearn For & the Weak Have Nothing to Run From Sister Edith Bogue Associate Professor of Sociology Benedictine Pedagogy Conference2011
3. Access is increasingly open Enrollmentin degree-granting institutions increased by 14% between 1987 and 1997. Increased 26% between 1997 and 2007 In 2007, 18.2 million students were enrolled in American colleges. About 39% of Americans aged 18-24 were enrolled in college in 2007.
4. Income and Employment Historically, income increases with each level of education. Percent employed is higher at each level of education.
5. Programs for less advantaged work! Upward Bound–77.3% of all students immediately went to college. Upward Bound Math/Science –86.5% of students go directly to college. Talent Search – 79% of Talent Search participants were admitted to postsecondary institutions. Educational Opportunity Centers–57% of college-ready students were admitted to institutions of higher learning. Ronald E. McNair Post-Baccalaureate Achievement– 25-41% reported as attending graduate schools Student Support Services –Students saw their GPA rise from a 2.3 in their freshmen year to a 2.6 by their senior year. Source: Council for Opportunity in Education – TRiO Fact Sheet http://www.coenet.us/files/bulletin_board-New_to_TRIO_Fact_Sheet_031209.pdf
7. Arum, R., & Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses
8. Learning (College Learning Assessment) 45% of students “did not demonstrate any significant improvement in learning” during the first two years of college. 36% of students “did not demonstrate any significant improvement in learning” over four years of college. Those students who do show improvements tend to show only modest improvements.
9. Brandon, C. (2011). The Five-Year Party: How Colleges Have Given Up on Educating Your Child and What You Can Do About It
10.
11. Professor X. (2011). In the Basement of the Ivory Tower: Confessions of an Accidental Academic
12. Graduation Rates Graduation rates of bachelor’s-seeking students at 4-year institutions increased when measured after 6 years, rather than after 4 years, from time of entry The graduation rate of all bachelor’s-seeking students in the 2001 cohort is 36% after 4 years, 53% after 5 years, and 57% after 6 years Source: U.S. Dept. of Education: Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 & 2004 Cohorts; and Financial Statistics, Fiscal Year 2007: First Look- MARCH 2009. Laura G. Knapp, Janice E. Kelly-Reid, Scott A. Ginder http://nces.ed.gov/pubs2009/2009155.pdf
13. Bok, D. (2007). Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More.
14. Reduced Employment Options Vie for entry level jobs with laid off workers with more experience Few jobs created and many lost Even service jobs hard to get
15. Hacker, A., & Dreifus, C. (2010). Higher Education?: How Colleges Are Wasting Our Money and Failing Our Kids---and What We Can Do About It.
16. Student Debt Average debt levels for graduating seniors with student loans rose to $23,200 in 2008. In 2008: At public universities, average debt was $20,200 At private nonprofit universities, average debt was $27,650 At private for-profit universities, average debt was $33,050
17. Correlates of this narrative Scrutiny Reduced funding and support for funding Amplified utilitarian rhetoric Internal discussion about response
18. Is this a new narrative? 1980’s criticism(Proxmire’s Golden Fleece awards, ‘75-’88) Model of breadth + depth developed after World War II Harvard’s “all elective” period Princeton’s “all classics” period
19. “I regard the average American collegian … as a careless boy-man who is chiefly anxious to have a good time and who shirks his work and deceives his instructors in every possible way.” Lyman Hotchkiss Bagg Four Years at Yale (1871)
20. How can we look at 21st century realities with the wisdom of our Benedictine heritage?
23. The language of admissions… “Our yield rate is right on goal and on par with historical data, and our discount rate is also tracking nearly perfectly to the goals we set last fall. So the models we built for this incoming class hit on all cylinders. The identified big drop in … is the only unexpected variable we need to overcome to make our class.” “For now, our staff continues to work with our remaining applicant pool to get them to deposit. We are in the midst of our first set of orientations this week, during which we will have nearly xxx students and families on campus over four sessions.” “If you see families wandering around in the hallways looking lost, please take the time to stop and help them figure out where they are going.” Source: Report from Admissions Officer
24. What St Benedict says Guests are welcomed as Christ himself. Attention and care for all, especially the vulnerable Be open to the qualities and gifts of visitors First, pray with the guest or visitor
25. What St Benedict says If someone arrives to enter, let her wait a few days and knock several times. Ask the person what she is seeking. Invite her into the guest house for a few days.
26. “Read the Rule straight through” “Clearly told the hardships” “This is our Rule. If you can keep it, come in. If not, you are free to leave.” “After due reflection…”Chapter 58
27. Benedict’s insights Open to all Attentive to special needs of week Clear attractive identity Discernment:neither staying nor leaving is pushed
29. 21st century 18 - 24 year olds Education has an instrumental purpose Optimistic about the future Present actions unconnected to future life Philosophy of “no regrets” Hard to see objective reality beyond the self Uncertain purpose Smith, C. (2009). Souls in Transition: The Religious and Spiritual Lives of Emerging Adults
30. Students in the 21st century Less than 50% the amount of time devoted to studying as students in 1960 Less engagement and commitment to academic endeavor Mediocre performance of America high school students on science and math tests Average college grades have increased
31. Students come to our colleges for purposes different from the mission and vision we hold dear. Howcan we buildbridges to adult lifethat are meaningful?
32. Novices – learning the life “Senior chosen for skill in winning souls looks over them with careful attention” Learning is individual – people receive what they need and work according to ability Primary focus: does the person truly seek God?
33. Faults, Errors, Correction Errors are normal Correction is also normal Feedback is prompt Correction responds to the problem the individual Goal: that a person can see, acknowledge, and remedy errors and so grow in holiness
34. Medieval Monastic Schools Learned immense amounts of material History, philosophy, theology Mathematics, music, nature Practical skills: construction, horticulture Memory was emphasized Understanding arose from the interplay of ideas and knowledge
35. Medieval Monastic Schools Seeking knowledge was seeking God:If we want to know the heart and mind ofGod, what better way than by understandingall that God made? (Hugh of St. Victor) Education & knowledge were transformative
36. Pondering Bloom’s Taxonomy Focus on Higher Order Thinking Skills(HOTS) Lower Order Thinking Skills (LOTS) less valued Students lack skill and content in LOTS. Students easily memorize much information in domains of personal interest Mike Bowar’s Qatar Academy Wiki http://mbowe.qataracademy.wikispaces.net/
37. Purpose and Meaning Survey of 1200 undergrads and 800 faculty Almost 80% said that they were spiritualand committed to a search for purpose and meaning Almost 60% of both groups said that they had never experienced such a search in the classroom. Research by Sandy & Helen Astinas reported in Palmer & Zajonc (2010) The Heart of Higher Education: A Call to Renewal
38. Integrative education “How can higher education become a more multidimensional enterprise, one that draws on a full range of human capacities for knowing, teaching, and learning; that bridges the gaps between the disciplines; that forges stronger links between knowing the world and living creatively in it, in solitude and in community?” Palmer & Zajonc (2010) The Heart of Higher Education: A Call to Renewal
39. Benedictine Colleges Offer a vibrant, strong, and durable context of purpose and meaning Draw on a holistic view of the developmentof the person Cultural temptation to appear as we think the students want us to appear Are most attractive and most appealing when we offer something to yearn for
40. Benedict’s insights Community of purposethat draws the strong Fellow seekers for theconfused and weak Open to change Engaged with the world