UNCF Teaching + Learning Center’s Post

Thank you to everyone at Higher Education Research and Development for including Mark Vicars and I in this special issue. The editors state "Arantes and Vicars (2024) put academic staff psychosocial wellbeing firmly at the centre of the discussion about digitally reshaped universities. Using a co-auto-ethnographic approach, the authors explore digital fatigue, ‘characterised as feeling overwhelmed and emotionally fatigued from excessive technology use’. They offer six ‘interruptions’, three by each author – written pieces combining narrative, reflection and analysis of how the two authors juggled multiple commitments and struggled to negotiate the boundaries between digital and physical realms. Challenges to work-life balance come both from automated software features which ensure staff are ‘monitored for each keystroke, ZOOM meeting and email’, and from self-imposed expectations that working long hours is necessary in academia. The ‘interruptions’ offer two contrasting perspectives. One author is deeply immersed in a constant buzz of teaching, early career research and family life. The other gradually retreats from the busy-ness, working through tasks in isolation, seeking silence and medical help. The two voices, though quite distinct, converge around the message that universities need to develop workload, wellness and promotion policies which take account of what it means to work in a postdigital environment, under constant pressure to remain connected." The article can be accessed and read in the link below, and offers a means to "pre-empt universities being reshaped – intentionally or inadvertently – by quiet quitting."

According to the United Nations Sustainable Development Goal 4.7, by 2030, all learners will possess the knowledge and skills necessary to advance sustainable development. This includes, but is not limited to, education for sustainable development and sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, global citizenship, and the appreciation of cultural diversity and the contribution of culture to sustainable development. Education for Sustainable Development (ESD) is an interdisciplinary learning approach encompassing the formal and informal curriculum's integrated social, economic, and environmental dimensions. It empowers individuals to cultivate the knowledge, values, and skills necessary to engage in decisions regarding collective and individual actions, both locally and globally, that will enhance the quality of life in the present without compromising the planet for the future. Please register and join the Webinar. Emerald Publishing Patrick Blessinger Sustainable Development University Grants Commission (UGC) All India Council for Technical Education (AICTE) Association Of Indian Universities Indian Council of Social Sciences Research (ICSSR) Indian Society for Training & Development (ISTD) NHRDN Hyderabad Institute of Rural Management Anand (IRMA) Andhra University College of Engineering Indian Statistical Institute, Kolkata Confederation of Indian Private Universities (CIPU) Indian School of Business International HETL Association ICFAI Foundation for Higher Education, Hyderabad ICFAI Business School

In the latest issue of Teach Secondary, Tony Ryan, contributes an insightful article exploring the present scenarios and potential futures of Design and Technology education. The piece acknowledges challenges but also highlights prevailing optimism for the subject's national enhancement. For a comprehensive read, visit Teach Secondary's April edition.  

well done

NEW: We’ve published an independent report on higher education providers’ approaches to defining the educational gains students achieve from their studies.    The report explores this theme within the submissions of the higher education providers that were awarded a Gold rating for student outcomes in the Teaching Excellence Framework 2023: bit.ly/43I1O6h

Webinar: "Syllabus Standardization Without the Sacrifice" - https://shorturl.at/nJOPZ Join us on Thursday, May 23rd at 2 pm ET! Standardization and academic freedom are often painted as opposing forces in higher education, and syllabi can take a central role in this perceived struggle. Accreditors want to see consistency in things like descriptions and course outcomes. Faculty need the ability to shape their courses based on their experience and expertise. But what if you can have both? Join Ryan Faulkner to learn about the College of Eastern Idaho’s journey towards more consistent syllabi with Concourse. You'll hear how centralizing core components leaves more time for faculty to focus on shaping their parts of the syllabus - a win for both standardization AND freedom.

To effectively teach students of diverse abilities, we must first identify their needs . At the recent Virtual Special Education Summit, Ms Josephine Imah presented 'Innovative approaches to Differentiated Instruction'. Catch the full video clip here: https://lnkd.in/dm6inJsJ #EIE2024 #SEsummit #EmpoweringDifferences #reliscares

Why are so many states approving SIPPS? Because it works! More than a phonics drill and kill program. It teaches the code in context so students quickly can begin using it and move toward meaning-making and knowledge-building. I've been in love with this program since 1999. Yep, it's been around that long. The Center for the Collaborative Classroom continues to update it so it's aligned with standards and stays firmly rooted in the science of reading (as it has always been). #SIPPS #scienceofreading

Change in higher education can be challenging. Join FORVIS for an informative webinar as we discuss and identify the process for integrating behavioral-based change strategies within the higher education industry.