Excelencia in Education’s Post

We're proud to announce that RCSI has ranked fifth in the world for 'Good Health and Well-being' in the Times Higher Education #SDG Impact Rankings 2024. RCSI retains the highest position of any European University for SDG3. Commenting on the results, Professor Cathal Kelly, RCSI Vice Chancellor, said: "Our continued high ranking for UNSDG 3 is testament to the meaningful collaborative efforts of our students, academic and professional staff, clinicians, community and health services partners.” Read more about the initiatives that contributed to our success: https://lnkd.in/eTKcWAh5 The 2024 rankings mark the fourth time in five years that RCSI has placed in the top five for #SDG3 in this global ranking with a record number of nearly 2,000 universities participating in the SDG3 category this year. #THEGlobalImpact #THEUniRankings

Over 1,000 Institutions Are Now #HispanicServingInstitutions or on the Cusp of Becoming an #HSI. Excelencia in Education has released its annual analysis on a critical group of institutions enrolling and graduating #Latinostudents — #HSIs, #EmergingHSIs, and HSIs with #graduateprograms. There are now 600 HSIs, 412 Emerging HSIs, and 252 HSIs that offer graduate programs. The number of HSIs, eHSIs, and gHSIs increased in 2022-23 from the year prior. Learn more about the HSI #DataandAnalysis: https://ow.ly/TEuC50QXSKr

Feels great to have my research article 'Co-Creation of VET Assessments: the industry connection' published in the latest Research Today issue of The Australian Vocational Education and Training Research Association (AVETRA). Many thanks to the ISS Institute, Andrew Williamson and the Victorian Skills Authority for their continued support. Here's hoping that the value of industry's contribution to the development of assessments in the VET sector continues to be highlighted and we see more collaboration happening in this area. https://lnkd.in/ga7pSShY

As a partner, we are thrilled to share the latest work, a series of briefs from the Alliance for Learning Innovation (ALI) Task Forces! 👏 To better understand the current state of affairs and chart a path forward toward an appropriately-sized, inclusive, and equity-centered education R&D infrastructure at the federal, state, and local levels, the Alliance for Learning Innovation (ALI) convened three diverse, nonpartisan non partisan task forces over the last year to dig into three critical, urgent priorities: ➡️ Strengthening state and local education R&D infrastructure ➡️ Making the education R&D ecosystem more inclusive ➡️ Expanding and strengthening the role in education R&D of HBCUs, MSIs, and TCUs Each task force produced a policy brief outlining recommendations for their priority area. Read them here: https://bit.ly/4bUSZZP Federation of American Scientists #MSI #HBCU #Research #Brief #Taskforce

UCL, ORCID, and RPS – Check out our latest Open@UCL Blog post by Kirsty Wallis! 📚 For over a decade, ORCID has been an important tool in research and academia, providing a unique, persistent identifier to ensure accurate attribution of research outputs, even for those with common or changed names. 💡 Key Update: The new UKRI funding service will require ORCIDs for PIs, highlighting the importance of integrating ORCID with your research management systems. UCL is leading the way by connecting ORCID with the Research Publications Service (RPS). This integration simplifies record-keeping, reduces manual work, and keeps research outputs synchronised and up-to-date. Traditional methods for managing research outputs and Open Access (OA) compliance can be difficult to use. Reconnecting your ORCID to RPS can make managing your research easier and improve OA compliance. Discover how to make the most of these tools and improve your research management by reading the full blog post: https://lnkd.in/eBjaDdEA 📖 #ResearchManagement #OpenScience #ORCID #RPS #UCL

💥Public Service Announcement💥: Multi-Tiered System of Supports (or #MTSS) is not represented by a triangle. The triangle is only one component and represents the continuum of increasingly intensive instruction and intervention. There are other equally important components of MTSS. These include the use of data from screening and progress monitoring to make decisions, the use of evidence-based practices across the integrated domains of academic, behavioural and social & emotional learning, commitment by school leaders, professional collaboration and more. You can see these represented in the graphic and read about these in the excellent resources from the good folks at the esteemed American Institutes for Research and their national Center on Multi-Tiered System of Supports: https://lnkd.in/g748QkYy An interesting fact about that Center is that it used to be known as the National Center on Response to Intervention. But of course, as research has clearly shown over time that an integrated and comprehensive multi-tiered approach is important, the Center has been updated to reflect this. If you are interested to know more about the research that underpins the need for a comprehensive and integrated MTSS model, and why US states moved away from separate RTI and PBIS models, you can read the umbrella review I conducted with Monash University colleagues and fundeded by the Australian Education Research Organisation (AERO) https://lnkd.in/gug3Ab7V. In that review, we provide a synthesis of the existing high-quality systematic reviews on that topic which we strongly recommend reading to explore this in more depth.

As a professor who teaches general education at a biblical university, this question makes me want to pull my hair out, and not just because without it I'd be unemployed. My answer to the question "Why do we need general education?" is all about personal formation. It's GENERAL education. Undergraduate learners simply do not have the well-rounded educational experience to have a foundation for whichever field they wish to pursue long term. Moreover, general education is about worldview formation. Yes, it might seem like my Worship Ministry student might not need to know about how Christ and colonialism fit together during the 19th Century, but the general principles derived from understanding that process of events have real applications in the way that they're going to function as Christians in non-Christian and post-Christian contexts. In other words, general education isn't about the details. It's about the broad strokes that contribute to the formation of the student. Think about the sometimes dreaded and oft-boring ENG 110 class- College Composition. Are any of your twenty freshmen going to be professional writers? I doubt it. Nonetheless, they will use writing, including academic writing, throughout their educational careers and beyond. The same applies to Philosophy and Worldview, General Psychology, Sociology/Anthropology... the list goes on. These courses are designed to be foundational and to contribute to the success of the student in the field they ultimately choose to be their specialty. I cannot tell you how many times I utilized by Undergraduate experiences in the Humanities while pursuing graduate studies in Christian Leadership. I had to jump from Liberal Arts to Social Science, and my background in the former helped me tremendously in the latter.

Sometimes we have to get in distance to our everyday lives to make sure that our beliefs and mindset still catching what's going on in Vocational Education. The German Online Journal BWPAT has published a special issue about theory and VET and now my contribution is published. https://lnkd.in/dbp4evMc Irrespective of how it is rooted in history or regions, VET is such a complex field of social and institutional interaction and so significant to personal development that any approach based solely on research will inevitably prove inadequate. A one-dimensional approach would then produce partial blindness to unrecognised phenomena, or to put it another way: limitations and influential factors remain largely neglected. This article is written from a German perspective and calls for the consideration of interdependencies in VET. It is hence a plea for methodological diversity and ‘theory triangulation’. To this end, it starts by investigating the phenomenon of partial perception, systematises the various levels of vocational education phenomena that should be explored and finally drafts an orientation model. Given this broad scope, it will necessarily rely on shortcuts – touching briefly on subjects that are intended to provide model explanations. The article underscores that objective science and the VET research do not exist. Instead they remain embedded in social practice and will, as a matter of necessity, make decisions in regard to the selection of research tools, the issues at hand and the subjects it intends to address. Thanks to all the editors involved and colleagues working in the background of the journal. Johannes Karl Schmees Bill Esmond Franz Gramlinger Thilo Ketschau #Berufspädagogik #bwpat #ibp #theory #vocational #education #critical #berufsbildung #reflexivepracticion

Awesome! And, because this work is so important, we should consider forming #unusualcollaborations to #accelerate and #generate #innovative #solutions (think 1+1=3) #strategic #wisdom #measurementmatters