Develop an Excel spreadsheet with 3-year trend data on a variety of key performance indicators and budget items showing the financial status of the institution selected for the Case Study Institution Profile earlier in the course.

/in /by

Budget Spreadsheet Instructions 

You will develop an Excel spreadsheet with 3-year trend data on a variety of key performance indicators and budget items showing the financial status of the institution selected for the Case Study Institution Profile earlier in the course . In addition to providing data on your selected institution, please select the following key state and national trends, assuming the data are available publicly:

  • Total undergraduate enrollment
  • Total graduate enrollment
  • Total in-state enrollment
  • Total out-of-state enrollment
  • Student loan default rate
  • Student borrowing
  • Core revenues per student FTE
  • Core expenses per student FTE by function
  • Total state support for higher education
  • Total federal support for higher education

As you review the data, how does your institution compare to the state and national trends? Is there anything that catches your attention, either positively or negatively?

The US Department of Education’s National Center for Education Statistics coordinates the Integrated Postsecondary Education Data System (IPEDS) surveys every year. The IPEDS surveys are federal requirements of all institutions that receive Title IV aid. IPEDS data are especially helpful for enrollment and budget analysts to compare their own institutions with comparative peer institutions. Here is a link to a helpful video tutorial with the step-by-step instructions on retrieving IPEDS data for selected institutions:

https://www.airweb.org/EducationAndEvents/IPEDSTraining/Tutorials/DataCenter/Pages/Overview.aspx

In this assignment, you will download data that are publicly available from US Department of Education’s National Center for Education Statistics coordinates the Integrated Postsecondary Education Data System (IPEDS) if you cannot locate the information from your own institution’s website. Use the most recently available 3 years of reported data.

One option that might be simpler is to download multiple years of the Data Feedback Report. You can identify your institution, then select “View Previous Data Feedback Reports.” This report provides you with a single year snapshot of these measures all in one file, so you would then need to download prior years to get the historical data. Here is the link:

https://nces.ed.gov/ipeds/datacenter/Expt/SelectComparisonInstitution.aspx

You are welcome to provide additional information as a means of preparing broader context about the institution. Because of the amount of details required for this budget assignment, it is recommended that you use multiple worksheets within the same Excel file instead of placing all the data into the same worksheet.

This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 6.

 

Discuss your views of Weiss and Henry’s claims that “the purpose of evaluation is to bring about social betterment” in relationship to the target of evaluation you selected. Comment on your level of agreement or disagreement with the claim and your reasons why. Discuss two other uses for program evaluation.

/in /by

Discuss your views of Weiss and Henry’s claims that “the purpose of evaluation is to bring about social betterment” in relationship to the target of evaluation you selected. Comment on your level of agreement or disagreement with the claim and your reasons why. Discuss two other uses for program evaluation.
Also respond to this Taneadra Jones post at the end of the assignment.
Program evaluation continues to be a useful tool for determining if programs are meeting their stated goals. Every school curriculum is designed with certain goals in mind. The program evaluation measures the outcome of a program based on its student-attainment goals, implementation level, and various external factors such as budget constraints and community support. Carol Weiss and Gary Henry have argued that social betterment is the reason for evaluations defining social betterment as the problem solver of social problems and the encourage of human needs. I think those two claims are highly untrue and don’t seem to be important and when it comes to evaluations that occur in schools such as standardized assessments. The first and most important issue when it comes to an evaluation in schools is how well students master new facts and skills which is often measured by standardized tests. Students are by far the last thing on the state’s mind when requiring schools to administer these kinds of tests. Disagree with these claims as they are not true in today’s society. Although Weiss and Henry may have wanted social betterment to be the forefront of evaluations and to bring about positive change, it is simply not happening in the education field now

Conduct an Internet search to locate a news article in which mathematical modeling played a role. Save the link, and include it in your final submission. In a paper, summarize the news article, making note of the 5Ws of news writing – who, what, when, where, and why?

/in /by

When we are made aware of mathematical modeling, we start to see it everywhere. It truly is a real-world phenomenon. As we discovered in this week’s discussion, mathematical modeling is newsworthy and often controversial.

Conduct an Internet search to locate a news article in which mathematical modeling played a role. Save the link, and include it in your final submission.

In a paper, summarize the news article, making note of the 5Ws of news writing – who, what, when, where, and why? Specifically capture the role of mathematical modeling and its significance to the situation in the article. What theories related to mathematical modeling are evident? What steps of the modeling process can you detect?

In the paper (Step 2), relate learning about mathematical modeling in an academic setting to the situation in the news story. For example: What mathematical information was relevant to the situation? How was the mathematical information displayed?

Given your knowledge of mathematical modeling, was the situation handled appropriately? How would you have handled the situation? Remember to include the link to the news article (Step 1) in your final submission

Choose a course, unit, or lesson of your own that you would like to examine through the UDL lens or one you find through internet research. In a 4- to 6-page paper (not including the title and references pages) introduce the course, unit, or lesson by describing it and stating a rationale for its selection.

/in /by

In this assignment, you will use the 10-item checklist you created in the Module 1 discussion to evaluate a course, unit, or lesson using a Universal Design for Learning (UDL) lens. NOTE: You may use the product you evaluate as part of the online course or curricular unit you will design or redesign in Modules 2-4.

Choose a course, unit, or lesson of your own that you would like to examine through the UDL lens or one you find through internet research.

In a 4- to 6-page paper (not including the title and references pages) introduce the course, unit, or lesson by describing it and stating a rationale for its selection.

Analyze the course by identifying features that meet the criteria on the checklist you developed in the Module 1 discussion.

Identify the features in the course that exemplify UDL (for example, assistive technology is used) and the barriers (for example, content is delivered in text only).

Explain how you would revise the course to better meet the needs of diverse learners and the UDL criteria.

In a conclusion, explain what the UDL analysis contributed to your learning.

Include the UDL checklist as an appendix in the paper.

Describe significant teaching and/or teaching-related experiences you have had with one or more learners . With reference to these experiences, please identify insights gained about teaching and learning and explain how these insights might contribute to the education of students in today’s schools.

/in /by

– Why have you chosen to apply to the Master of Teaching program?

– Describe significant teaching and/or teaching-related experiences (up to a maximum of three experiences) you have had with one or more learners . With reference to these experiences, please identify insights gained about teaching and learning and explain how these insights might contribute to the education of students in today’s schools.

– Describe a challenging situation you had with a learner or group of learners during one of the experiences mentioned in question 2. What did you learn about teaching and learning from this specific interaction? What specific action(s) will you take to apply this learning to the education of students in today’s schools?

– Describe an area of educational research that you’d like to investigate during your Master of Teaching program. Why are you interested in this area? What questions would you like to pursue?

A statement of intent (also known as a plan of study or letter of intent) should detail your study and/or research interests, career goals, and reasons for seeking admission.
It’s helpful to begin with a list of four or five key words or phrases that relate to your proposed study. You may also wish to identify the faculty members with whom you are interested in working.
The length of a statement of intent can vary, but generally it should be 1000 – 1500 words. If you are applying to more than one program, it is helpful to clearly identify sections within your statement that are specifically adapted for/directed to each program.

Write a presentation on formative and summative assessments for a presentation to your colleagues. The presentation should include: Description of the purpose and characteristics of each assessment type.Two examples of each assessment type.

/in /by

Write a presentation on formative and summative assessments for a presentation to your colleagues. The presentation should include:
Description of the purpose and characteristics of each assessment type.

Two examples of each assessment type.

Two examples of formative assessments and two examples of summative assessments.

One advantage and one disadvantage for using technology with each type of assessment.
One advantage and disadvantage for technology in summative assessments, and one advantage and disadvantage for technology in formative assessments.
How teachers align assessments to objectives.
How can teachers be sure their assessments effectively assess the objective? (Think alignment- how is this done?)
How data gathered from these assessments would be utilized in the lesson planning process.
What do you do with assessment data once it is collected?
Using your CC.K.OA 1-The standard operations and algebraic thinking require learners to understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Describe one formative and one summative assessment that aligns to the assignment’s standard and learning objective.

How does this scenario reflect behaviorism generally or classical conditioning, specifically? To what extent, if any, would giving rewards or punishments be helpful in this situation?

/in /by

Imagine it is halfway through the school semester, and you have a student in your class who struggles with the basic vocabulary and facts in the current science unit. The student will struggle with the next unit without mastery of the current unit. You have also noticed that the student will ask to go to see the school nurse multiple times each week, especially when it is time to work on the science unit.

Reflect on this scenario and consider how you can address the issues raised by the following questions:

What need(s) is the student trying to meet?
How does this scenario reflect behaviorism generally or classical conditioning, specifically? To what extent, if any, would giving rewards or punishments be helpful in this situation?
How could you help the student find other ways to meet his or her needs?
How would you help the student retain and retrieve the necessary information?
How could you use what the student already knows to help the student learn the necessary information?

Which ethical standards or broad areas do you think are most challenging to observe for practitioners in your field? Why? How? What is an area (or multiple areas) of ethics in your field you would like to learn more about to prepare for as you enter the field?

/in /by

In this course, you have had the opportunity to explore numerous aspects of the school environment that forms the foundation for your roles as teachers and speech-language pathologists. From multiple intelligences to curriculum to diversity to educational history, we’ve surveyed a lot of Big Ideas in education. It is a complex environment to work in, and you have a lot to learn and juggle as you seek to understand it.

In this project, we turn to the concept of ethics. According to Merriam Webster Online, ethics is “an area of study that deals with ideas about what is good and bad behavior”

As adults, we don’t always appreciate being judged as “good” or “bad.” In fact, because we are adults, it’s our job to judge others—namely, our students and clients. Still, just like our younger counterparts, we also must behave. We serve in highly visible, public roles. Ethical guidelines represent our fields’ (teaching and speech language pathology) best efforts to outline principles to guide our best behavior.

It is important that you are aware of the ethical guidelines governing your profession. This will help you to perform ethically as well as help others you work with to do the same

Locate an example in the news of a professional ethical breach in your field or in a closely related field .Summarize what happened. Where did the person or group of people go wrong? Do you have any empathy for the person or group of people? Why or why not?

2. Summarize (give the main idea of what these mean to you) the ethical standards for your field. What are your overall reactions to the ethical standards?

3. Which ethical standards or broad areas do you think are most challenging to observe for practitioners in your field? Why? How?

4. What is an area (or multiple areas) of ethics in your field you would like to learn more about to prepare for as you enter the field?

What are tangible reinforcers? Define the concept. Describe at least one specific example of a tangible reinforcer that you observed and describe how the recipient responded to the tangible reinforcement.

/in /by

Observe and listen closely to an adult who is in a supervisory or instructional capacity interacting with a child or group. You might find these interactions at an after school program, instructional class, softball or soccer game, basketball practice, daycare center, or Boy Scout or Boy’s and Girl’s club session. You might also observe them in families dining at a restaurant, checking out in a grocery store line, or attending church. You will probably need to observe in a variety of settings in order to find all three types of reinforcement included in this observation report. Observe adult-child or coach-player interactions for at least 30 minutes in each setting, being sure to sit where you can hear words and see reactions. Read the questions below so that you know what to listen for in your observations. Take “field notes” by writing down examples of reinforcement that you hear.
Review your field notes. Then synthesize the observations to respond to each question below. Type your response to each question in bold beneath each question. Be sure to use the content and academic language from the lesson in your answers. Academic language that is appropriate for this report includes: social reinforcement, tangible reinforcement, activity reinforcement, positive reinforcement, scheduling, reinforcement menu. Save the document as a Word document, then submit it through the CourseDen Dropbox. Please refer to the Stages of Reflection document if you are unclear about what to write or how to write your answers for this assignment.
1. Describe the locations where you conducted observations and how much time was spent observing at each site: who was there, what were they doing, when and where did you observe, how was it being conducted. Briefly describe the people and setting at each site.
2. What are social reinforcers? Define the concept. Then, describe two specific examples of social reinforcers that you observed, and describe how the recipient responded to the social reinforcement.
3. What are activity reinforcers? Define the concept. Then, describe at least one specific example of an activity reinforcer you observed and describe how the recipient responded to the activity reinforcer.
4. What are tangible reinforcers? Define the concept. Next, describe at least one specific example of a tangible reinforcer that you observed and describe how the recipient responded to the tangible reinforcement.

5. Reflect on and describe your reactions to this observation experience. How did you feel or react to the use of reinforcement in these settings? Value the experience for you: was it a meaningful, helpful, relevant experience for you or not? Please explain and support your value judgment with examples that you observed.

6. Analyze the event. Based on your observations, what type of reinforcement seemed to be most effective? Use academic language from the lesson and provide examples from your observation that support your analysis.
7. Reflect on the event. Think back on your own experience growing up…and even now! What types of reinforcers worked best to shape your behavior and habits? Which types of reinforcers did not work for you? Share a specific example and be sure to use academic language.

Create a checklist of indicators that you will use to determine that your students are ready to learn. Your checklist should have at least five indicators, at least one of which should relate to the student’s motivation to or interest in the topic.

/in /by

Based on the reading material, pretend you are a social studies teacher, create a checklist of indicators that you will use to determine that your students are ready to learn. Your checklist should have at least five indicators, at least one of which should relate to the student’s motivation to or interest in the topic.
Do not simply write, “They have prior knowledge.” Instead, if you are teaching learners how to ride a two-wheeled bike, you might list, “They have prior knowledge of what a two-wheeled bike is. They understand the vocabulary of seat, handlebars, pedals, and wheels.” For each indicator on your checklist, list one thing you could do to help a learner who was not ready become more ready to learn.
Additional Instructions/Reminders:
1. Try to do a paragraph response for each of the five indicators, along with listing the one thing you could do to help a learner who was not ready become more ready to learn.
2. All of your responses should total at least one full page.
3. Make sure your responses are based on the attached reading material.
4. Make sure you refer to the reading material in writing your responses.