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Aston University to launch Aston Centre for Applied Linguistics
The Centre is an interdisciplinary, multilingual group of researchers made up of academic staff and research students It aims to build on Aston University’s longstanding expertise in research into language education, languages, and applied linguistics The hybrid launch event will take place at the University on 14 September Aston University is launching a new research centre within its College of Business and Social Sciences. The Aston Centre for Applied Linguistics (ACAL), formerly known as the Centre for Language Research at Aston (CLaRA), aims to build on Aston University’s longstanding expertise in research into language education, languages, and applied linguistics by promoting interdisciplinary collaboration and establishing national and international networks and partnerships. ACAL is an interdisciplinary, multilingual group of researchers – academic staff and research students – who work in the field of language and language education research. The Centre will officially be launched through a hybrid event at the University on 14 September 2022. There will be talks by Aston University’s Dr Lucia Busso & Dr Marton Petyko, Dr Marcello Giovanelli, Dr Megan Mansworth and Dr Emmanuelle Labeau as well as guest lectures from Professor Zhu Hua (IOE faculty of education and society, UCL) and Terry Lamb (professor of languages and interdisciplinary pedagogy, University of Westminster and Aston University language graduate). The event will conclude with a celebration of the major publications of ACAL members in 2021-22. Dr Emmanuelle Labeau, director of ACAL, said: “Language actually is all around us: we use it to articulate all our human activities. “Languages actually are all around us: over 100 languages are spoken in Birmingham “My recent AHRC-funded project BRUM (Birmingham Research for Upholding Multilingualism) has shown that research in language(s) is needed in local schools, businesses, public services and culture. “ACAL wants to put the ‘applied’ into linguistics to serve the University, the city, region and beyond. Our researchers are a great asset to the University’s ambitions, and we cannot wait informing and helping shape the Aston University 2030 Strategy.”
Hitting all the right notes - Georgia Southern music industry degree ready to launch
Georgia Southern University’s Department of Music earned national accreditation for a new music industry degree, the final step for an innovative program that combines music, technology and entrepreneurship. Launching in the fall of 2021, the new music industry program will prepare musicians for evolving careers in music. The program curriculum combines a traditional degree with 21st-century technology and performance opportunities. Accreditation from the National Association of Schools of Music (NASM) allows the new program, Bachelor of Arts in Music with a concentration in music industry, to be offered at the Armstrong Campus in Savannah. Students will have the option of declaring an emphasis area in music technology or music business. “We could not be more excited about this program,” said Steven A. Harper, Ph.D., chair of the Department of Music. “For many years, the music program has been itching to expand its reach and regional impact. Savannah is perfectly suited for a degree of this type and we couldn’t be more pleased to have this degree come to fruition.” The music industry program includes courses in music management, live sound, recording studio techniques, digital audio workstations and music entrepreneurship. “The numerous music industries in Savannah include music manufacturers, performing organizations/venues and major music festivals. These industries can provide ample internship possibilities for hands-on experience in a chosen area,” Harper said. “We are able to reach a student body we’ve never been able to serve before. We can prepare students for a whole different set of in-demand careers and we can create ties with the music industry in Savannah in a way that’s never been possible for us until now. It’s going to be a huge boon for the department, the college, the university and the Armstrong Campus.” One professor key to the program will be Stephen Primatic, DMA, who teaches percussion, theory, jazz and music technology. His versatility is evidenced by the books he has written: two on percussion pedagogy and another on instrument maintenance and repair. “This program will be beneficial to our students, the University and the community of Savannah, offering education and training for music careers in the 21st century,” said Primatic. If you are a journalist looking to know more about the Bachelor of Arts in Music with a concentration in music industry or would like to interview Steven A. Harper, Ph.D., chair of the Department of Music or Professor Stephen Primatic -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
Renowned educator and author Gloria Ladson-Billings to present Georgia Southern 2021 Fries Lecture
Gloria Ladson-Billings, Ph.D., renowned pedagogical theorist, teacher educator and author, will present the 2021 Norman Fries Distinguished Lecture, hosted by Georgia Southern University’s College of Education. In her lecture, “Culturally Responsive Pedagogy: Educating Past Pandemics,” Ladson-Billings will discuss how pandemics provide opportunities for revisioning and reimagining culturally relevant teaching practices. She suggests that instead of “getting back to normal,” it is time to get on to new and more equitable ways of educating all students and creating a more democratic society. Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin-Madison. She also served as the 2005-06 president of the American Educational Research Association (AERA). Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with Black students. She also investigates critical race theory applications to education. She is the author of critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, as well as numerous journal articles and book chapters. About Ladson-Billings Former editor of the American Educational Research Journal and a member of several editorial boards, Ladson-Billings’ work has won multiple scholarly awards including the H.I. Romnes Faculty Fellowship, the National Academy of Education/Spencer Postdoctoral Fellowship and the Palmer O. Johnson Outstanding Research Award. She is a 2018 recipient of the AERA Distinguished Research Award and was elected to the American Academy of Arts and Sciences in 2018. About the Norman Fries Distinguished Lectureship series The annual Norman Fries Distinguished Lectureship series began in 2001. It is funded by an endowment in honor of Norman Fries, founder of Claxton Poultry. In his more than 50 years of business, Fries built the company from a one-man operation into one of the largest poultry production plants in the U.S. Past Fries lecturers include David Oreck of Oreck Vacuums, South African apartheid author and lecturer Mark Mathabane, NASA director James W. Kennedy, Pulitzer Prize-winning author and historian Gordon S. Wood, Nobel Prize laureate William D. Phillips, Ph.D., bestselling author Susan Orlean, concussion expert Dr. Russell Gore, and PricewaterhouseCoopers Network chief operating officer Carol Sawdye. The lecture will take place virtually via Zoom on Feb. 8 at 7 p.m. The event is free and open to the public. If you are a journalist looking to know more about the Norman Fries Distinguished Lectureship or would like to interview Gloria Ladson-Billings -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
How online options are ensuring COVID-19 doesn’t impede education and learning
As schools and academic institutions across America prepare to react to the COVID-19 outbreak, the likely scenario is students will be going online to continue their studies. But that's okay since the world has transformed with the internet and social media, and remote work and telecommuting have increased 159% since 2005. Though a safe and excellent alternative – there are some aspects that need to be considered to ensure studies are delivered effectively. Christine Greenhow is an Associate Professor of Educational Technology and Educational Psychology at Michigan State University – she was able to offer her expert insight on some popular questions that are being asked. When it comes to remote teaching and learning, will using a Learning Management System (LMS) be enough? Using a Learning Management System (LMS) like Blackboard will not be enough. To fully engage students in remote teaching and learning, educators cannot simply take an existing class and put it online; effective remote teaching and learning requires revisiting your goals for students’ learning and classroom culture and considering how using the online technologies available to you can help you meet, or even re-imagine and improve on those goals. For instance, maybe your goals are to give students multiple opportunities to practice skills they need to be successful in future work places—skills like collaboration, public speaking, writing, and socio-emotional skills like establishing and maintaining positive relationships—all within a fun, cohesive, and supportive classroom culture. What are some other resources and technologies that may be useful for teachers, students, and parents? Widely available social media as well as robot technologies are two technologies that can be especially useful for teachers, students, and parents when teaching and learning move online. Our work at Michigan State University’s College of Education has found that using social media for education has several benefits, such as enhancing students’ collaboration, community building, writing and active learning. For instance, in one study, using Facebook as the site for students’ debate of contemporary science issues enhanced their collaborative learning over other online settings. In another study, students’ use of social media was associated with their increased sense of belonging to peers and others, which is important because when students feel connected to their classmates and teachers they tend to be more engaged and perform better in school. In my own classes at Michigan State, I teach on-campus and online students in the same class period as well as asynchronously online when we are not meeting. I integrate social media in my teaching for various purposes; it helps me get to know my students, stay connected when we are apart, connect what we are learning to a wider network of people and resources, and provide a playful space for students to practice essential skills. Will school closings necessarily reduce the capacity of educators to teach their students? School closings do not necessarily have to reduce the capacity of educators to teach their students. If teachers have adequate and timely support for reflecting on their goals for student learning, considering the technologies available to them and how their capabilities align (or not) with these goals, and for designing lessons where there is a good match, they can be as -- or perhaps even more successful -- in their teaching. School closings could provide teachers with the opportunity to tackle some of their persistent teaching problems, re-thinking what is not working and redesigning their approaches to take advantage of the capabilities of technologies like social media and robots. On the other hand, teachers will need help and support at the school and district level. Effective remote teaching often requires more organization up front and ensuring that materials are readily available and accessible to the full range of learners will be key. In addition, tech support in the form of colleagues and others who can help not just trouble-shoot but think through technology integration and pedagogy will be vitally important. Are you a journalist looking to learn more – then let us help. Christine Greenhow is an Associate Professor of Educational Technology and Educational Psychology at Michigan State University and is a leader in the areas of educational technology, where she studies learning and teaching in social media contexts and innovative teaching online with the goal of improving theory, practice and policy in K-12 and higher education. A former public high school teacher, Greenhow is the winner of MSU’s Teacher-Scholar Award for teaching and research excellence and the AT&T award for Innovative Teaching with Technology. She has taught in face-to-face, online, and hybrid formats since 2012. She is available to speak with media regarding this topic – simply click on her icon to arrange an interview.
Coming next fall, Georgia Southern University School of Human Ecology will debut the Birth to Kindergarten Teacher Education Program. The program offers students the opportunity to apply for a Georgia teaching certificate at the completion of all program requirements. The program was designed to operate with a strong social justice lens. “We, the program developers and supporters, know how important it is to recognize the role that contextual influences like race, religion, income level and family structure play in a child’s growth and development,” said Georgia Southern Associate Professor of Child and Family Development Dina Walker-DeVose, Ph.D. “Our program seeks to cultivate cohorts of teachers who are equipped with a sound knowledge base that is grounded in research, a teaching pedagogy that is culturally responsive and flexible to the needs of diverse groups of children, and a spirit of advocacy to support and fight for each and every child, particularly those who are marginalized in our society.” Associate Dean of the College of Behavioral and Social Sciences, John Kraft, Ph.D., said the decision to house the program on the Armstrong Campus in Savannah was influenced by M. Ann Levett, Ed.D., alumna and superintendent of Savannah-Chatham County Public Schools. Levett is experienced in developing early childhood education centers. “Dr. Levett’s vision is more than childcare or pre-k in the ordinary sense,” Kraft said. “She wants these children to experience a holistic program that integrates systemic child development and educational programming and intervention. Birth to kindergarten certified teachers are the foundation for her early childhood education centers.” Walker-Devose said program graduates will have experience working with young students, and they will benefit from a financial standpoint because of the specific training. “Our students will enter the classroom feeling well-equipped for the difficult task of meeting children at their current level of mastery and moving them toward identified goals,” she said. “They will be able to do this while recognizing that certain contextual factors such as race and family income have real impacts on student outcomes. Equipped with this knowledge, skill set and a teaching license, they will be compensated at higher rates than those who are not licensed.” Walker-Devose said Southeast Georgia communities will be one of the biggest benefactors of the program. “Every community that is touched by the children who will be educated by the amazing teachers we will produce will benefit from the program,” she said. “Research shows a positive return on investment for every dollar that is invested in quality early childhood education. This body of research is another reason that society should be looking for ways to support its youngest learners and fairly compensate those trusted with their care and education.” Are you a reporter looking to learn more about Human Ecology and how it will positively impact communities not just in Georgia but potentially across America? Then let our experts help. John Kraft is the associate dean of the College of Behavioral and Social Sciences at Georgia Southern. He has written about human social behavior and is considered an expert in the field. Dr. Kraft is available to speak with media regarding this topic – simply click on his icon to arrange an interview.
This year, 26 students from Columbus (Ohio) City Schools (CCS) walked across the stage to receive their Otterbein degrees as part of the Class of 2019. It was a result of a partnership between two great educational institutions that is ensuring post-secondary education is accessible to students in central Ohio. “(The event) was a great example of how two educational institutions can come together and make an impact on the lives of young people and the larger community,” said Tanya L. McClanahan, supervisor of higher education partnerships for CCS. For some time now, Otterbein and CCS have been working together to provide several academic options and initiatives to students from Ohio’s largest school district. Since 2014 the Urban Districts Initiative has been working with Columbus City Schools, as well as South-Western City Schools, Westerville City Schools, Whitehall City Schools and Cristo Rey, all districts with more than 35%of students living in poverty. The Initiative is an enhanced need-based aid model that reduces the gap between aid and expected family contribution to the smallest amount possible and has driven significant increases in enrollment of low-income students at Otterbein, as well as sparking a significant increase in student success. The Seniors-to-Sophomores program, where Otterbein offers a summer College Credit Plus course for CCS students that pairs an academic course with a for-credit study skills course. The University also has a STEM skills refresher course for entering students funded through a grant from Nationwide. Otterbein offers Professional Learning Communities (PLCs) for district teachers and Otterbein faculty. In PLCs, teachers and faculty come together to discuss issues related to pedagogy and serving students to enhance the work of both institutions. Recently, Otterbein introduced a scholarship for the dependent children of CCS district (benefits eligible) employees that reduces the cost of an Otterbein education to the average of the state supported universities in Ohio. There are a lot of great things happening in Otterbein’s financial aid and recruitment models that are seeing positive outcomes in the Otterbein and central Ohio communities - and if you need to know more, that’s where our experts can help. Jefferson Blackburn Smith is the Vice President for Enrollment Management and is an expert in financial aid, scholarships, politics, and higher education. He is available to speak to media regarding these topics – simply click on his icon to arrange an interview. To learn more, click the link below: https://www.otterbein.edu/news/cohort-of-columbus-city-schools-alumni-to-graduate-from-otterbein-university-sunday/
Unconventional Tech Conference Brings International Audience to UMW
Join us July 30 – August 3! Educators from Canada to Cairo, the UK and across the U.S. will attend the University of Mary Washington’s Digital Pedagogy Lab. Dynamic keynote speakers like NPR’s lead education blogger, Anya Kamenetz, and Columbia University’s Jade E. Davis will ask participants to re-imagine technology’s role in higher education, finding the best ways to teach with and about it. Hosted by UMW’s trend-setting Division of Teaching and Learning Technologies (think ground-breaking initiatives like Domain of One's Own), DPL delves deep into digital pedagogy, covering everything from cultural humility to “mad genius” storytelling. We’re also on Twitter – so follow along and join in on the conversation - @DigPedLab and #digped. Source:
