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Connectedness
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Familial connectedness
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Historical connectedness
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Social
connectedness
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Institutional/Organizational connectedness
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Connectedness to information and ideas
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Religious/Transcendent connectedness
Above from
"Connectedness" chapter in book Finding the Heart of the Child
by Edward M. Hallowell, M.D.
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Seven Principles of
Good Practice
in Undergraduate Education
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Encourages contact between students
and faculty
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Develops reciprocity and cooperation among
students
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Encourages active learning
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Gives prompt feedback
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Emphasizes time on task
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Communicates high expectations
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Respects diverse talents and ways of learning
Excerpted from
original article by Arthur W. Chickering and Zelda F. Gamson
Following were added by participants after TCC small group
discussions about what "8th principle" might be 9/15/2005:
SUMMARY
Foster and Support:
- Curiosity, Respect, Responsibility, Caring
- Reflection (on ideas, about self, about one's own learning, about
one's own teaching)
- Outreach, Articulation, Engagement
- Individualized Learning & Teaching
Full text of notes from discussion reports:
- Inspire curiosity
- 1a. Encourage connections with and better
understanding of support services
- Encourage students to take responsibility for their
learning
- Identifying and helping students remove, address,
overcome, manage, compensate for barriers to their learning
- Community building - even/especially within
courses/classes [getting to know your neighbors]
- Foster curiosity & passion
- Ethics, moral character, not cheating or plagiarizing
- Allowing students to self-reflect on their learning -
self-assess
- Safe trustworthy learning environment where students
can ask questions
- Not using technology or any gimmick for its own sake
[not sure whether talking scale is good or bad!]
- Individualize instructions - "we
can't teach all students the same way"
- Value, honor students' experiences
- Utilize multi-media, technology rooms but not
sacrificing students learning
- Respect others (who and what they are) and themselves;
respect for others' ideas
- Engage students in appropriate ways developing
methodology to fit learning styles
- Articulate goals and get appropriate feedback about
progress - use different assessment and feedback methodologies
- Engaging community (professional, K-12, 4-year
institutions ...) and improving articulation with other institutions
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"Net Generation"/"Millennials"
- Non-Traditional Students:
Delayed Enrollment, Attend Part-Time, Work
Full-Time, Financially Independent, Have Dependents, Single Parents, Lack
High School Diploma
- Millennial Characteristics: Group
Activity, Identify with Parents' Values, Spend More Time Doing Homework and
Housework & Less Time Watching TV; Believe "It's cool to be smart",
Fascinated by New Technologies; Racially & Ethnically Diverse;
Have at Least One Immigrant Parent; Used Computers Before Age 16
- Millennial Learning Preferences:
Teamwork, Experiential Activities, Structure,
Use of Technology, More likely to conduct research by using the
Internet than by going to the library
- Millennial Strengths:
Multitasking, Goal
Orientation, Positive Attitudes, Collaborative Style
- Millennial Communication:
Instant Messaging, Email
- "Information Age Mindset": Computers
aren't Technology, Internet better than TV, Reality Not Real, Doing More
Important than Knowing, Learning more like Nintendo than Logic, Typing
Better than Handwriting, Staying Connected is Essential, No Tolerance for
Delays, Consumer and Creator Blurring, Multitasking!
Above were excerpted and/or paraphrased from
Boomers, Gen-Xers, and Millennials:
Understanding the "New Students"
Diana Oblinger,
EDUCAUSE Review, July/August 2003
Volume 38, Number 4
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Seven Options for Online/Hybrid/Blended
Classes & Faculty/Professional Development
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Sampling, Covering, Incompleteness
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Deeper Learning, Team Learning, & Compassionate Pioneering
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LTAs
(Low-Threshold ...)
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Meta-Learning, MetaCognition
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Seven
Principles of Good Practice in Undergraduate Education
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Caring
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Media
By Steven W. Gilbert in
Dangerous Discussion
Section of TLT Group Website,
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