This story was originally published in our April issue of The DN magazine. Read the intro here, and pick up a copy on stands now.
Prior to March 2020, remote learning was unknown to many students at the University of Nebraska-Lincoln. Now, the current online environment has affected the majority of students and faculty, some of whom live outside of the Lincoln area.Â
Rita Shmakova, a journalism and mass communications graduate student, said she has had an unusual experience as a UNL student because she lives in Russia.
Shmakova said she was excited when she was admitted to UNL and was planning on moving to Nebraska in the fall of 2020, but then COVID-19 led to much of the world introducing restrictions to combat the coronavirus. The U.S. Embassy in Russia limited its services on March 19, 2020, delaying her move.
In April of 2021, a simple Google search for âOnline Teaching Tipsâ yields more than half a
billion results. Half a billion resources offering tips, tricks, guidance and expertise to educators who are eager to meet their studentsâ needs amidst very demanding circumstances. And while todayâs unprecedented levels of educational challenge may merit equally unprecedented levels of teacher support, it can be hard to know where to beginâor even who to trust, as education experts proliferate and teachersâ time remains scarce.
Though the sheer
volume of educational advice-givers may be unique to this pandemic year, the scenario of educators needing to critically evaluate educational claims and pedagogy is nothing new. In fact, quite a few authors have tackled this subject directly. As David Laws points out in the foreword to âWhat Does This Look Like in the Classroom,â â.too much that happens in education is based on hunch, assumption and id
Thoughts on Adventist Higher Education Part 1
Written by:
The most important question Adventist Higher Education can ask is,
“What should be our primary definition of success?”[1] Everything depends on the answer. There are many different responses that Adventist colleges and universities could give:
Enrollment
Percent who get jobs in their major after graduation
Percent who go on to get advanced degrees
Student/teacher ratios
Number of scholarships and subsidies provided
Number of professors with doctorates
Amount of research being done
Unfortunately, none of these provides an adequate answer. They are important, but not the
most important.
“What should be our primary definition of success?” I read many quotes like the following:
Enlightened by Experience
Tulane is a powerful, unique and transformative community; the Tulane experience binds us together and creates a deep sense of connection that transcends generations, backgrounds and areas of study. We foster exploration and innovation, embrace our differences and build meaningful lives.
Space Explorer
DOUGLAS G. HURLEY, who graduated from Tulane’s School of Engineering with a degree in civil engineering in 1988, is one of two astronauts who flew the Demo-2 mission on SpaceX’s Crew Dragon spacecraft on May 30, the first crewed flight for that vehicle and part of a collaborative commercial effort between NASA and commercial launch provider SpaceX.
The Maine Community Foundation has awarded $95,000 in grants to 11 recipients in Hancock and Washington counties through its Downeast Innovation Fund, the foundation said.
Launched in 2018, the fund supports nonprofits that provide programs to improve or increase entrepreneurship and innovation in business and the local economies in Hancock and Washington counties.
Recipients in the latest funding round include the Maine Aquaculture Innovation Center Inc. in Walpole, which will receive $10,000 to study the feasibility of farming sea scallops in the two Downeast counties.
New Ventures Maine in Bangor will also receive $10,000, to boost partnerships within the Downeast entrepreneurial ecosystem and expand access to micro-enterprise training advising and resources.