Rachel Kim, PCC, CPCC

My co-authors, Helen Burn, Ben Baumer, Jason Black, PhD, Zarek Drozda, Debzani Deb, and I wrote a recently published article which explores diverse pathways to data science for various groups, including high school students, those in two-year colleges, and students in small colleges and minority-serving institutions. The article identifies opportunities and challenges associated with pursuing data science for students in these sectors, including factors such as building partnerships and awareness of the field and difficulties in establishing articulation agreements between institutions. Special shout out to ADSA, and in particular, Micaela Parker, for providing the platform for us to collaborate on this paper! We hope you find our paper valuable as you consider building diverse pathways to data science! https://lnkd.in/eHjfrKDU #datascience #MSI #2YC

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If you're attending the Open Education Conference this week, join us online at 11 am EDT tomorrow for a panel session with myself and fellow #He4Good authors Clare Thomson, Jim Luke, Flora Fabian, and David Monk. Session details: This interactive panel will feature authors of three diverse chapters from the open collection, Higher Education for Good: Teaching and Learning Futures. Collectively, the panel will share insights on their authoring processes, open collaboration, participation in the authors’ community, and the value of coalition-building with diverse voices across global higher education to create more hopeful futures. The discussion will draw upon common themes across the chapters: reimagining teaching and learning, critical approaches, and open practice as a force for change. The three chapters represented in the panel draw on lived experience from North American, European, and African perspectives, mirroring the global breadth of the wider collection. This session is designed as a discursive space for the panelists to share their unique experiences as authors, collaborators, and community-members in the hopes of inspiring others to adopt similar methods of open collaboration and authoring. https://lnkd.in/ePTbSdiJ

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 🔍 Navigating Budget Constraints in Education 🔍 In our recent podcast episode, guest Michele Gregson FRSA Gregson and I explore the impact of budget constraints on Art and Design, and Design and Technology education. Michele shares strategies for maintaining quality education despite these challenges. Listen to the podcast: "Subject Integrity: When Art & Design Meets Design & Technology" at https://lnkd.in/eXshU4KY How do you navigate these issues in your school? Let’s discuss! 💬 #Education #CurriculumDevelopment #ArtAndDesign

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Thrilled to announce a new open book that we (editors and authors) have been working on for some time now: Applied Ethics for Instructional Design and Technology (https://lnkd.in/gnhYqwYH), edited by Stephanie Moore (me) and Tonia A. Dousay Although ethics and AI is the hot topic right now, many folks have been working on different aspects of ethics and IDT for some time, and this book aims to highlight some of that work by our colleagues. Chapters include: * Instructional Designers as Ethical Mediators by colin gray * In Support of Ethical Instructional Design by Scott Warren, Ph.D., Dennis Beck, and Kristen McGuffin * Towards Socially-just Design Through Ethical Decision-making by Jill Stefaniak, Ph.D. * Integrating Ethics into Instructional Design Courses and Curricula by Heather Tillberg Webb, PhD and Stephanie Moore (yours truly) * Educational Technology and Its Environmental Impacts by Scott Warren, Ph.D., Kristen McGuffin, Scott Moran, Ph.D., and Dennis Beck * The Imperfection of Accessibility in Instructional Design: An Ethical Dilemma by Dr. Amy Lomellini, Rebecca M. Reese, PhD, and Katherine Grennell * Black Children at Play: The Cultural Practices of the ILLEST Lab by Kareem Edouard * Improving Engagement by Diverse Learners in Today's Post 'Pandemic Pedagogy' Era by Deepak Subramony * Deep Assumptions and Data Ethics in Educational Technology by Spencer Greenhalgh * Trade-offs in a New Instructional Design for Online Distance Learning: Home-supported Time on Task Versus Autonomy by Vanessa Scholes * AI-Driven Instructional Design: Ethical Challenges and Practical Solutions by Raj Sankaranarayanan, Ph.D. and Jennifer Park

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Critical thinking is so important in our complex world.

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In this episode of #GrowthOverGrades, we’re joined by Alissa Hale Muller, Director of Policy and Director of the Mastery-Based Learning Collaborative at the Washington State Board of Education. Alissa shares how Washington is tackling systemic education challenges head-on with Mastery-Based Learning. Highlights from the conversation: 🔹How culturally responsive-sustaining, mastery-based learning (CRS, MBL) values diverse identities as assets, while addressing inequities and closing opportunity gaps underscored by the pandemic. 🔹The importance of engaging communities early when introducing grading or systemic changes—and the risks of waiting too long. 🔹 The role of Washington’s Performance-Based Graduation Pathway in creating flexible and meaningful learning experiences for students. 🔹Why schools need to prioritize relationships and equity to support meaningful, long-term change. This conversation covers actionable strategies for rethinking education to meet the needs of all students. Don’t miss out—listen today: https://hubs.ly/Q02YKrdK0 #MasteryBasedLearning #EdLeadership #MBLC #EdPolicy #WAEdu

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Equal opportunity in preschool education is not yet a reality as national data on enrollment show. Our brief, “Taking the Blinders Off: States Can’t Fix Inequities They Can’t See”, emphasizes the need to connect data on individual child and family characteristics to enrollment, attendance, and child development. Learn more: Go.rutgers.edu/atfwvq74 #EquitableEducation #PreschoolAccess 

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🎓🚨 New Report 🚨🎓 The Learning Accelerator has begun a mixed-methods study to deeply understand how virtual and hybrid learning models can serve diverse student populations in different contexts. After conducting a landscape scan of 64 virtual and hybrid learning environments, TLA identified six models that all demonstrate strong outcomes and promising evidence of learning acceleration, despite differences in student populations, instructional methods, and geographic locations. This evidence for their quality includes not only traditional academic outcomes, such as standardized test scores and grades, but also broader relevant measures like goal achievement, competencies, and attendance. Ultimately, this project aims to build a rigorous evidence base for how high-quality VHL models can accelerate students’ learning, using a comprehensive set of outcomes. By examining sites that have deliberately designed their models to meet the needs of their specific student populations, this ongoing study offers a unique and nuanced opportunity to learn why these models work, for whom, and under what conditions. Read the report here: https://lnkd.in/g95cRGkv #education #edleadership #edpolicy #virtuallearning #hybridlearning #edchat

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Exploring the intersection of Affinity Groups and Performative Justice in Higher Ed Workplace: As we strive for inclusivity, it's essential to examine the authenticity of our actions. Are our affinity groups fostering genuine support and empowerment, or are they merely performative gestures? Let's engage in meaningful dialogue and concrete actions to ensure equity and belonging for all members of our academic community. #DiversityandInclusion #HigherEd #WorkplaceJustice ↩

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Read about educating for innovation.

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📈 Final, final post in a series on #efficiency in #highered 📉 walking through the concept of academic program portfolio analysis for stop/grow/modify decisions. While this is intended for small and medium, tuition-dependent institutions who are facing fiscal challenges, the same methodology works for any school interested in monitoring its portfolio. See the other posts in the larger series here: https://lnkd.in/gYUaw5pu #financialanalysis #financialmodel #highereducation #demographiccliff #analytics

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What are the ethical concerns surrounding children's social interactions with robots? Today I read an interesting paper about robots and child development. 🤖 👶🏻 "Ethical Considerations in Child-Robot Interactions." Authors: Allison Langer, Peter J. Marshall, Shelly Levy-Tzedek 📝 I wrote a summary to share with you: While robots have demonstrated some positive effects in educational and therapeutic settings, there is still limited understanding of the concerns they may pose to children's socioemotional development. This review paper examines the ethical concerns raised by various stakeholders. Teachers have expressed concerns that extensive interactions with robots might negatively impact children's ability to relate to humans and understand emotions, such as facial expressions. Parents voiced similar worries, particularly regarding children forming attachments to robots, although some parents were optimistic that robots could improve children's social skills, especially considering the isolation caused by the COVID-19 pandemic. Therapists shared concerns that children, particularly those with autism, might develop attachments to robots and perceive them as friends. On the other hand, when asked, children highlighted the limited abilities of robots in natural social interactions as a concern, suggesting that the worries adults have about children becoming overly attached to robots are not necessarily shared by the children themselves. Long-term observations of children's behavior during interactions with robots—such as over the course of a month—showed that children tended to increase their engagement with robots and develop a liking for them over time. 🤔 However, there were also reports of children mistreating robots. The review offers a useful list of assessments researchers can use to evaluate children's social skills, temperaments, and relationships with robots. The review emphasizes the need for longitudinal studies to better understand the long-term impact of robots on children's social and emotional skills. It also advocates for interdisciplinary research and participatory design involving children, so they can express their ethical concerns about their interactions with robots. I found the review helpful in outlining our current understanding of the impact of robots on children. However, it also highlights the gaps in knowledge, particularly across different age groups and types of robots. 💡Now that chatbot technology, such as ChatGPT, has become highly capable of socially engaging with children and performs well in theory of mind tasks, these ethical concerns should receive more attention. The understanding will help protect children from potential risks while allowing them to benefit from the positive aspects of chatbots, such as enhancing learning and fostering creativity.

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Dismantling systemic resource inequities starts with identifying where they exist in the first place. And the Alliance for Resource Equity’s (ARE’s) data stories can help. These interactive stories, co-published with our partners at EdTrust, highlight how inequities commonly show up in schools across the country and underscore how critical resource shifts can transform education, especially for students who need the most support. https://lnkd.in/eV7WJFnn #EdChat #K12 #SchoolLeaders #Equity

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Acceptance Speech for Award for Scholarly Work in Sustainability in the former Loyola Schools By Maria Aileen Leah Guzman, Ph.D. (#1 of #2)   On behalf of my colleagues not just from the Philippines but from Vietnam and the United Kingdom, it is my honor as the Philippine team leader and project co-investigator to accept this recognition. I would like to take this opportunity to thank the Office of the Assistant Vice President for Research, Creative Work and Innovation for this award.   Our book, Creative Interpretation of Global Flooding – Experiences from the Philippines, Vietnam and the United Kingdom is part of the project “Using a multi-hazard and catchment-based approach to understand and increase resilience in hyper-expanding cities in Vietnam and the Philippines”.   Book URL = https://lnkd.in/eEZEbrVN Challenging…If I were to describe our work, then the first word that comes to mind is challenging. Challenging because, the topic itself, is challenging.  How can one fathom to describe a flood event, let alone survive and bounce back from it? The multi-cultural and multi-disciplinary approach to the topic was also challenging. How can we as a team of physical, social scientists and artists produce a cohesive narrative while using 3 languages (Filipino, Vietnamese and English) and coming up with an unconventional way of reporting our findings? The circumstances surrounding our research was also challenging. It was around the first week of March in 2020 that we completed our workplan and then several days later, the world was turned upside down as global lockdowns happened. None of us can travel, we can only meet online, and we were in 3 different time zones; therefore, our team had to rethink how to conduct our research, let alone come up with tangible outputs that will make an impact to our communities while on global lockdown.   However, out of these challenges and challenging situations came this book and the subsequent exhibit, Living with Water which brought to life the actual book. The book allowed us to come up with a tangible output for the project despite being on lockdown – an output that can be of use and can make an impact not just in our respective communities but even beyond it. The stories of flood survivors told to team members over zoom, together with photos from the actual flood events, maps, poems and interpretative illustrations were all essential in our quest to take into consideration experience as a form of knowledge. The book was something new as it deviated away from the usual research output of journal articles with tables and graphs. The book allowed us to convey the story of flooding in a different manner and to reposition ourselves as researchers – outside of the box instead of viewing flooding from within the box.   ...continue to #2 of #2

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Accelerate, Transform, Scale: A New Era in Education R&D with IES’ Seedlings to Scale Please share widely and re-post details about the Seedlings to Scale program from IES, led by Elizabeth Albro, PhD, and Matthew Soldner. The Institute of Education Sciences (IES) aims to lead in expanding knowledge about education outcomes from early childhood to adult education and improving employment and wage outcomes for relevant groups. In Phase One, teams will clarify the problem, refine their solution through stakeholder engagement, and create a detailed R&D plan. They will then use this plan to apply for Phase Two funding by demonstrating their idea's potential and providing a comprehensive development strategy. Phase One projects for Seamless Personalized Education Experiences Delivered at Scale (SPEED at Scale) focus on creating innovative solutions to help teachers effortlessly deliver personalized instruction for PreK-12 students. The Accelerate, Transform, Scale (ATS) Initiative supports education R&D to develop scalable solutions that enhance education outcomes for all learners and eliminate achievement gaps. The ATS Initiative Hub will help establish new ATS programs and assist the Institute of Education Sciences (IES) in coordinating existing programs under this initiative. From Seedlings to Scale (SPEED at Scale Phase One): Funding ranges from $300,000 to $500,000 for a one-year project. ATS Initiative Hub: Funding ranges from $500,000 to $1,500,000 annually, with a total project period of 5 years. Eligible applicants are organizations capable of conducting rigorous research and development. This includes institutions of higher education, as well as non-profit, for-profit, public, and private entities. Erin Mote outlines exciting aspects of this direction:  Faster research cycles Partnerships with industry Emphasis on development Bridging the gap between policy and practice A higher risk profile to encourage innovation This program shows a strong commitment to improving research and development in education. It aims to create a future where we focus on communities, inclusion, and quickly finding out what works best for different people and situations. The program also aims to connect policy and practice. More details and the full request for proposals (RFP) will be available soon. Federal register here https://lnkd.in/eCd3hqGR Alliance for Learning Innovation (ALI), Ed Dieterle, Christina Cipriano, Sara Schapiro, Auditi Chakravarty, Sasha Rabkin, Ed.D, Chris L., Marvin Smith, Robyn Schryer Fehrman, Laura Hamilton, Amanda Bickerstaff, Li Cai, Jeremy Roschelle, Britt Neuhaus, Jennifer Vranek, Brad Bernatek, Jessica Heppen, Alan Coverstone, Kelly Fitzsimmons, James L. Moore III, John Irons, Jonathan Sotsky, Katie Boody Adorno, Winnie Chan, Michelle Michelini, Kimberly Smith, Erika Wentworth, Pamela Cantor MD, Richard Culatta, Julia Fallon, Jennifer Bell-Ellwanger, Tara Czupryk, Virgel Hammonds

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How should institutions balance the need for faculty training with the challenges of addressing bias and ensuring equitable access to AI in education? The panel discussion I attended back in May on “Teaching with Generative AI: Benefits and Risks” featured experts Asim Ali, Trey Conatser, Emily Thompson, and Mike Reese who focused on key issues beyond the usual concerns about cheating with A.I. The conversation highlighted the critical need for comprehensive faculty training to effectively and ethically use AI in education. They also emphasized the importance of ensuring equitable access to AI tools to prevent widening educational inequalities and addressed concerns about bias in AI technology, urging ongoing efforts to mitigate its effects. Overall, the discussion underscored that successfully integrating AI into teaching requires a balanced approach that prepares educators, promotes fairness, and prioritizes both technological advancement and learner well-being. ➡️ Given the panel’s emphasis on the need for faculty training and the challenges of addressing bias in AI, how should higher education institutions prioritize their efforts: Should they focus first on equipping educators with the skills to effectively use AI tools, or should they tackle the issue of AI bias and equitable access as a prerequisite for any AI integration in education? #generativeai #highereducation #academicintegrity

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Trying to understand how and why a new education intervention is working? Preparing to scale-up? 📘 Building Evidence in Education (BE²)’s guidance note on #qualitativeresearch provides tips and tools for education researchers and funders: https://bit.ly/3suoDJs #evidence #education #research #BE2

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A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals: Considerations for Principal Pipelines This free report was recently distributed to over 500 leaders at the University of Washington Center for Educational Leadership Program and last year I presented it at national conferences of NAESP, AASA, Learning Forward, and AACTE. In fact, I will be presenting this report with my co-authors at the University Council for Educational Administration (UCEA) Conference in Los Angeles next month. The report draws in large part from our Culturally Responsive School Leadership framework published in 2016 by Khalifa, Gooden, and Davis. The framework describes these four key characteristics of equity-centered school leaders, which are mapped to the seven key components of the comprehensive principal pipelines. *Having a “critical consciousness.” This is an understanding of historical oppression to inform how to achieve equity today.  *Ensuring schools are inclusive places where all feel welcomed *Supporting teachers to provide culturally responsive classrooms *Engaging with a range of community members to define what educational justice means for a school’s students We hope to see you in LA at UCEA. Can’t make it? Get the report here.

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