You think that scientists, being quite clever people, would be able to agree on the best way to rank each other's work. Oh no, not any longer. For this article, the EuroScientist asked Science, Cell and Nature as well as eLife and independent commentators to go on the record with their thoughts on how they see the peer review system, as it stands, and what alternatives should be considered.
"What does it mean to give consent in an age of pages-long terms-of-service documents that can be changed at any time? In a world where online users should expect to be constantly studied, what conditions should require additional consent? What bedrock ethical principles of the research enterprise need to be rethought or reinforced as technology reshapes the frontiers of research? How do we ensure that corporate providers of online learning tools adhere to the same ethical standards for research as universities?"
"What I see is that my “gritty” students have a harder time making what I think of as “leaps” in their writing, an unplanned and unbidden jump from one idea to another, the kind of thing that happens without deliberation when you’re walking the dog or staring at the waves in Charleston Harbor. The deliberate nature of their practice seems to mitigate against the likelihood of an “a ha!” moment, the sorts of things that I think are vital to solving the particular puzzle of a specific piece of writing."
"The reason I am concerned about grit is because it is becoming a significant, perhaps even dominant narrative in educational reform – as witnessed in the “no excuses” charter movement - and similar to the embrace of standards-based education (i.e., Common Core), I think it’s potentially destructive to students. "
"Now, it is about to make some changes itself. With a new president, Earl Lewis, and a new strategic plan to be released this summer, the foundation appears poised to be more open about how it does business, and with whom."
University students who used a Facebook group as part of a large sociology class did better on course assignments and felt a stronger sense of belonging, researchers have found. The study has implications for the challenge of teaching large classes, a growing concern for higher education. "Although some teachers may worry that social media distracts students from legitimate learning, we found that our Facebook group helped transform students from anonymous spectators into a community of active learners -- and this has important consequences for student performance," said a co-author of the study.
" It’s not to pour information into somebody’s head which will then leak out but to enable them to become creative, independent people who can find excitement in discovery and creation and creativity at whatever level or in whatever domain their interests carry them."
"I believe that for many of us, “grit” in the absence of passion is not only not possible, but it’s likely not desirable, as it may consign us to lives without the essential pleasures of happiness and self-fulfillment."
Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled. Here, she explains her theory of “grit” as a predictor of success.
When framing the way in which teaching and learning will and can occur, we must remember at the very root what it is that we are trying to do.
“Teach means ‘to show how.’ You can teach someone, or someone can teach you. Learn means ‘to find out about something.’ A person must learn things for himself. Someone else may teach him, but he must do the learning for himself (Stoddard, 1952).”
At the end of this current school year, a student who participated in this framework wrote a letter reflection on the experience.
He said, “I didn’t know that I was allowed to have opinions and thoughts about so many things. I have all these ideas that go through my head and now I know I can think about them and do something about them for myself.”
"My first year writing course was paired with a second semester Biology course as part of a Learning Community, which is part of College of Charleston’s First Year Experience, a program like those on many other campuses designed to put a small cohort of students in a seminar format in order to provide an engaging academic experience, as well as a peer support system for outside the classroom. It's a great program, and I'm a huge believer in its mission.
A great reflection essay by a writing instructor. Yes, we need to adapt to new technology and new learning environments afforded by new IT & digital technologies, but what we essentially need is this kind of analysis whether students are making right connections to what are provided in the course. There are so many barriers to overcome.
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