Podcast appearances and mentions of richard arum

Jeremy Goldstein took on the challenge of a 10-week campaign to become the Leukemia and Lymphoma Society's "Visionary of the Year" and is now on a mission to raise over $100,000 to support cancer patients, fund cancer research, and make tansformative healthcare policy changes. Follow his progress, learn about LLS and their incredible mission, and discover ways you can TAKE ACTION, help others, and have fun along the way. GO FOR GOLDSTEIN team member RICHARD ARUM joins Jeremy to speak about his personal connections to the mission of LLS.  Though Jeremy is passionate about the Leukemia and Lymphoma Society, their mission, and this Visionary of the Year campaign, he is a volunteer and not an employee of LLS. As such, his thoughts, feelings, and opinions are his own and representative of no other entity. This is also true of all guests of this podcast unless otherwise noted.Support the show (https://pages.lls.org/voy/calso/los22/jgoldstein)

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today. Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it." Daniel hosts Scholarly Communication, the podcast about how knowledge gets known. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

This week's AUHSD Future Talks podcast episode features Dr. Richard Arum. Dr. Arum is dean of the School of Education and professor of education and (by courtesy) sociology, criminology, law and society at the University of California, Irvine. He recently served as senior fellow at the Bill & Melinda Gates Foundation from 2013-2015; and director of the Education Research Program at the Social Science Research Council from 2006-2013, where he oversaw the development of the Research Alliance for New York City Schools, a research consortium designed to conduct ongoing evaluation of the New York City public schools.

In this episode, Vice Provost Michael Dennin has a conversation with Richard Arum, Dean of the School of Education, about how education promotes the development of democratic citizens, the importance of assessing teaching and learning outcomes, and how UCI is at the forefront of education research in the 21st century.

Richard Arum and Josipa Roksa’s new book, Aspiring Adults Adrift, follows 2009 college graduates into the world of work and […]

Richard Arum presents updated findings on students from the Social Science Research Council's Collegiate Learning Assessment Longitudinal Project, a project which followed several thousand students at 30 U.S. institutions over time to examine inequality in collegiate experiences and learning patterns in U.S. higher education.

SaTP_35_State_of_the_Union.mp3 Listen on Posterous News of the Week: 1) Kevin’s new Chrome Laptop 2) Internet Down in Egypt. Yahoo and Fox News - Thurs pmCAIRO – Internet service in Egypt was disrupted and the government deployed an elite special operations force in Cairo on Friday, hours before an anticipated new wave of anti-government protests.Jeff Jarvis on the Huffington Post  Support for the Disconnected in Egypt 3) Keep All the Top Teachers - OpEd by Michelle Rhee, Sunday (Jan 22) - NYT(toward the end) - In his State of the Union address, President Obama should call for a federal law that would require states to help parents ascertain whether their children are getting the high-quality instruction they need to prepare for college and the work force. Parents who find that their children are not being taught by an effective teacher in a successful school should have the right to vote with their feet by choosing a different school.Now that 12 of the 50 states have laws that allow school administrators to consider teacher effectiveness in making layoff decisions, one in four children in America stand to benefit. President Obama must make an all-out effort to help the other three.4) Does College Make You Smarter - OpEd Debate, Mon (Jan 24) - NYT A recent book titled "Academically Adrift," claims that 45 percent of the nation's undergraduates learn very little in their first two years of college.The study, by two sociologists, Richard Arum of New York University and Josipa Roksa of the University of Virginia, also found that half of the students surveyed did not take any classes requiring 20 pages of writing in their prior semester, and one-third did not take any courses requiring 40 pages of reading a week.The research has come in for some criticism. But a larger question is: Have colleges, in their efforts to keep graduation rates high and students happy, dumbed down their curriculums?5) Google and Mozilla Announce New Privacy Features - Tanzina Vega, Mon (Jan 24) - NYT [In Firefox] The mechanism, being called a Do Not Track HTTP header, would rely on companies that receive the information to agree not to collect data.... Tracking Protection for Internet Explorer 9 that would rely on lists that users create that indicate which sites they do not want to share information with....Google’s approach relies on a browser extension, or plug-in, called Keep My Opt-Outs that will work with all versions of its Chrome browser. The extension would allow users to permanently opt out of being tracked by online advertisers who already offer opt-out options through self-regulation programs6) Severe Mental Health Disorders Untreated in Many U.S. Teens - MedicineNet.ComResearchers examined data from a nationally representative sample of 6,483 adolescents, aged 13 to 18, and found that only 36.2% of those with any mental disorder received treatment.The disorders most likely to be treated were attention-deficit/hyperactivity disorder (59.8%) and behavior disorders, such as oppositional defiant disorder and conduct disorder (combined 45.4%), study author Kathleen Ries Merikangas, of the U.S. National Institute of Mental Health, and colleagues found.On the other hand, only about one in five teens with anxiety, eating or substance abuse disorders received treatment. In addition, Hispanic and black adolescents were less likely than whites to receive treatment for mood and anxiety disorders, even when the disorders caused severe impairment, the researchers noted.7) Barak Obama’s State of the Union Address - Racing to the Top =?= our Sputnik Moment Tim's Tech Tidbit:The era of the appstore - discussing the arrival of the MacAppStore on the sceneEndorsements: Cammy: The Wave by Susan Casey Kevin: the friend ID game in facebook when abraod and increased security in facebook Tim: introducing the Apps Marketplace’s new EDU category Permalink | Leave a comment  »