How To Build Your College Website:Best Tools And Resources

By Jane Hurst

If you are a teacher or a student who wants to create their own website, you have several resources available to you. For starters, if you are already set up on Google, you can use Google Sites to create your website. Or, you can choose from one of the following website building tools.

• Weebly – This is an easy website building tool to use, and one of the best things about it is that it is absolutely free to use. It offers plenty of features, so you can create interesting websites that are going to get noticed.
• Weebly for Education – Another option is to use Weebly for Education. This website builder has all of the same features as Weebly, as well as features that are made just for those involved in education. It offers the bulk creation of accounts for students, and teachers can manage and moderate these accounts. Students can easily build their own websites and blogs, and you can control the content because you have created the accounts in the first place. Check here to learn more about Weebly for Education.
• Jimdo – When you use this tool, you will have a great selection of templates, layouts, backgrounds, and editing options. You can change the template at any time if you want something new, and you can even customize the templates so your website is completely unique to you. Create a blog, and even enjoy email management with Jimdo.
• School Rack – This is a free service that teachers can use to create their own websites for their classrooms. This is different than most website builders, because it is not directed towards the masses, but just for teachers and their students. You can use your website to post assignments using an integrated feature so you don’t have to create a separate assignment page. Students and parents can also have free accounts, so they can contact the teachers when they need to.
• Webs – This is a popular website builder that is free to use, and you can include video and audio content. It also allows you to create calendars and polls, and there are loads of other third-party widgets. You can choose from a huge selection of templates and page layouts, so you can create a website that is truly unique to you. This is a basic builder, so if you are looking for something that is a bit more advanced, this may not be the tool for you.
• Web Node – If you are looking for a website builder that is super-easy to use, look no further than Web Node. In fact, this is a great tool for first-time website builders. You can drag and drop, and change the look of your website at any time. This is a great tool for students, as they can present and share their assignments. One of the biggest benefits is that there is no annoying advertising placed on your website.
• Snap Pages – You have the option to use the free service, or pay for the premium service to create your website. There are loads of features on the free service to get you started, and you can set up and maintain a class website. Some of the features include editing and customizing tools, as well as an image resizing tool.
• Yola – Here is another free website builder that you can use as much as you like, and add as much content as you wish without having to pay for any extra services. If you are planning on posting a lot of content with audio and video, this is a great website builder to use. You will even find forums and tutorials to help get you started.

Byline:

Jane Hurst has been working in education for over 5 years as a teacher. She loves sharing her knowledge with students, is fascinated about edtech and loves reading, a lot.

Hope to hear from you!

Things To Know If You Want To Study Abroad

– See more at: https://collegepuzzle.stanford.edu/#sthash.PSTPLZUc.dpuf

Things to Know If You Want to Study Abroad

By Melissa Burns

The modern world is much more open and free than the world our ancestors and even our parents lived. We can travel wherever we want, live wherever we want, try our hand at different jobs, study different professions – and there is nobody to stop us. Getting education abroad is probably one of the most fascinating prospects young people have today – for the simple reason that after getting a degree in a prestigious university one dramatically increases his or her competitiveness on job market. However, the fact that you have an opportunity doesn’t mean that it is easy to utilize it. Let’s take a look at a few things you have to know and do before you start to seriously consider applying to a foreign school.

1. You Will Need Money – Lots of It Education at a prestigious university, plus travelling fees, plus accommodation, plus food, plus various other expected and unexpected expenses – all this is going to cost you a pretty penny, and the higher your aspirations, the more expensive it is going to be. Thus, either you or your family should take a good look at the opportunities of international education and think carefully whether you can afford it. And you should take care to think about it beforehand not to get in trouble midway.

2. Scholarships Are Highly Sought-After Yes, there are scholarships that may greatly alleviate the financial burden of getting education abroad – some give you an opportunity to study free of charge, others do away with some percentage of the fee. However, although it is a completely viable way of getting by, international scholarships are highly competitive and there will always be thousands of applicants willing to fight for them. Moreover, financial support for international students from governments, private sponsors and colleges was on decline for several years in a row, which means even more competition. For example, right now about 64% of international students in the USA pay for their education in full. Thus, in order to get a scholarship, you have to be willing to spend a great deal of time, effort and energy preparing and making yourself eligible for it.

3. Consulting a Specialist Is a Good Idea There are organizations out there that exist for the sole purpose of helping international students in getting education abroad. They provide consulting services, allow you to apply to particular courses and programs with their assistance, help you choose the school, program and discipline that are best suited to your skills and aspirations in life – in other words, they already have all the information about international education you are only starting to look for. So, isn’t it better to apply via one of them and get professional consultation and support instead of going in blindly?

4. You Will Be Living in a New World College is often perceived as an entirely new stage of life, having little to no similarity to everything a person passed through before, but if you are going to a college in another country, it is a different thing entirely. The overall situation may be different depending on which country you are going to, but you are going to be a fish out of water: different country means different culture, customs, mentality and so on. You will leave your old environment behind and will have to get used to living in another world – better accept this idea in advance not to be shocked after moving to a new place. Getting education abroad is, of course, an extremely exciting and promising opportunity – but before you apply to the college of your dreams you should understand that getting there and staying there isn’t going to be easy. But prepare yourself well, and there will be no stopping you!

Melissa is a student of journalism. She is passionate about digital technologies and tries to implement them in the sphere of education. She has recently founded Studday – global educational platform.

Student Engagement And Good Teaching Not Related to Admissions Selectivity

Does selectivity matter?
Survey findings suggest that the average student experience can vary widely from one college to another. The results suggest that a college’s enrollment size and level of selectivity “bears little relationship” to student engagement and experiences with faculty. (Inside Higher Ed)

Professors Design More Effective Math Remediation Course

| By Michelle Maitre | Edsource, Oakland, CA

Boosting graduation rates of community college students who need remedial coursework has been a long-standing challenge, but a team of community college professors are gaining followers to their efforts to re-envision the basic coursework and help students get through faster.

As many as 85 percent of incoming community college freshmen need remedial courses in math, and about 70 percent need remedial courses in English, according to a 2011 brief from the Legislative Analyst’s Office.

Black and Latino students are especially affected. Those students are far more likely to be placed at the lowest levels of remediation, according to a 2010 EdSource report.

Research shows that most students who begin in remedial courses will never persist to graduation.

The California Acceleration Project aims to reverse those dismal success rates. Launched in 2010 by an English professor and a math professor from two community college districts, the project works with instructors to revise and shorten the traditional remedial sequence, helping increase the number of students who pass credit-bearing math and English within their first year of starting college.

Remedial education “is a place where we lose a huge number of students,” said Chabot College English professor Katie Hern, co-founder the California Acceleration Project. “The vast majority don’t complete college-level English and math. They take remedial courses and then they disappear.”

Remedial courses, also called developmental education, don’t count for college or transferrable credit and are intended to provide basic or refresher skills to prepare students for credit-bearing courses.

Students are placed into the classes based on their scores on placement tests. The lowest-scoring students may find themselves in an English course reviewing basic grammar rules, for instance, with several more semesters of similar courses ahead before they progress to a college-level class. It can take two years or more before the lowest scoring students make their way to a class that counts toward graduation or transfer.

Only 7 percent of students who begin three levels below college-level coursework in math go on to complete a college-level course in three years, according to a 2014 report from the Research and Planning Group for California Community Colleges. In English, only 19 percent of students who place three levels down complete a college-level course in three years.

Figures like those sparked Hern and co-founder Myra Snell, a math professor at Los Medanos College, to found the California Acceleration Project. The project offers professional development and resources to community college instructors to help them create shorter remedial coursework in math and English.

Much of the work builds on Hern and Snell’s own practice.

At Los Medanos’ campus in Contra Costa County, Snell created an accelerated developmental mathematics course called Path2Stats.

The one-semester course replaces the traditional three- or four-semester algebra-based remedial sequence and focuses instead on teaching the fundamentals of statistics, along with some intermediate algebra. Students who pass Path2Stats can enroll directly into a college-level statistics class.

At Chabot College, students can enroll in a one-semester remedial course in English that blends reading and writing instruction. The course is an alternative to the campus’ traditional two-semester remedial course.

“We don’t define acceleration as doing the same thing faster,” Hern said. “We say we need to be teaching differently, we need to be expending our energies differently. … We say, ‘OK, if you offer developmental courses, they should look and feel like college courses.’”

Both the Chabot and Los Medanos programs have seen promising results.

“The vast majority (of students) don’t complete college-level English and math. They take remedial courses and then they disappear,” said California Acceleration Project co-founder Katie Hern.

Chabot students who took the accelerated course were 17 to 22 percentage points more likely to have completed English 1A – the beginning college-level class – than students who took the traditional sequence, according to a 2014 study by the Community College Research Center, which tracked the students over five years.

At Los Medanos, 82 percent of students who took Path2Stats completed a college-level statistics class within one year, whereas only 33 percent of students who took the took a traditional, algebra-based sequence had completed a college-level course within three years, according to a 2013 report by LearningWorks.

Statewide, 47 of the state’s 112 community college campuses are offering accelerated courses in math or English after participating in a year-long professional development training offered by the California Acceleration Project. The programs serve more than 10,000 students statewide, based on project estimates.

Students who participate in accelerated remedial statistics courses at City College of San Francisco said they appreciate the time they’re saving in their studies.

“No one likes to think they’re remedial,” said Darwin Zaldana, a 17-year-old freshman in a preparation for statistics class at City College. “It bummed me out. It made me think of my future here at City College. It just messes up my time here,” Zaldana said, adding, “And time is money.”

Higer Education Policies Not Aligned With New Types Of Skills Needed By Students

‘BEYOND THE SKILLS GAP’: A new report from New America’s Mary Alice McCarthy explores the skills gap from a new perspective: as a gap between the policies governing higher education and the need among students, employers, and communities for new types of skills. Read more at EdCentral and check out the full report

Bad Measures Cause Too Much College Remediation

Ready or Not: How Multiple Measures of College Readiness Can Help Reduce Unnecessary Remediation
by Judith Scott-Clayton  for Teachers College Record
While the prevalence of remediation has generated widespread concern about the college readiness of our nation’s high school graduates, comparatively little attention has been paid to how “readiness” is actually determined. At most community colleges and at many nonselective four-year colleges, readiness is determined by scores on short standardized math and English placement tests. This commentary describes research finding that assignment to remedial or college-level courses based on standardized placement exams results in large numbers of placement errors, and that incorporating high school transcript information would lead to fewer assignments to remediation while maintaining or increasing success rates in college-level Math and English.

Long Term Tuition Outlook Is Grim With Increases Likely

by Dr. Watson Scott Swail, President & CEO, Educational Policy Institute

Last week the College Board released the 2014 Trends in College Pricing and Trends in Student Aid reports. As a former co-author of these reports, I remain critically interested in tuition and cost of attendance trends.

Each year, I update our annual projection of the future tuition and fee costs at US institutions of higher education. This is an imperfect science, given that there is no way to forecast what happens at the congressional, legislative, or institutional levels. Similarly, it is somewhat useless to speculate what will happen with global economic and societal trends. We just “don’t know.”

With that, I make certain predictions based on “what is.” My calculations utilize historical data and assume that recent history (as defined as previous 25 years) will be somewhat useful in extrapolating data for the next 25 years. Again, the caveats abound and I would advise people not to do this at home without a certified technician and pulmonary surgeon at your disposal.

The exhibit below illustrates the actual tuition and fee charges from 1978-79 to 2014-15, from historical College Board data. The College Board, by the way, collects these data via their Annual Survey of Colleges, which is completed by a majority of US institutions of higher education. The data released last week by the College Board indicate that the tuition and fee costs for the current academic year averages $3,347 for two-year public institutions, $9,139 for four-year public institutions, and $32,231 for four-year private institutions. To give you some sense of comparability, these are, after controlling for inflation, 27.5, 41.2, and 23.4 percent higher, respectively, than in 2004-05. Remember, that’s the increase beyond  inflationary pressures. Over the past 20 years, tuition and fees have increased 59 percent at two-year publics, 110.2 percent at four-year publics, and 65.8 percent at four-year private institutions. In scientific terminology, “that’s a lot.”

The College Board was quick to add that the most recent increases in college prices have been lower than at any point in the last 30 years. Statistically, this is true. However, the data give me little solace that higher education, writ large, is acting in good faith. Rather, these results are only a blimp in what we will see in the next several years. As state governments continue to squeeze public higher education institutions, the institutions will continue to act more like private higher education, engaging business and industry for more grants and contracts while simultaneously increasing the tuition, fee, and room and board charges for students. Just this week I spoke with one administrator from Colorado who said their public system of higher education will essentially be fully private within the decade due to declining subsidies.

As the data illustrate, the last few years have seem somewhat nominal increases in college pricing, regardless of type or sector. The average cost increase for four-year public institutions above inflation has been 1.3, 1.1, and 1.5 percent. However, even as recent as 2011-12, the increase was 6.3 percent, with a 6.8 percent increase the year before and 5.7 percent the year before that. The level of increase is dependent on (a) the economy and (b) what institutions are forced and try and get away with. There is very little to gain from being prudent and keeping costs low. Even for public institutions, there is always the chase of profit margin. The recent changes are more an outcome of the economy, which has been close to zero inflation for the past several years.

Using a multiplier equal to the average tuition and fee charges from the past 25 years, my chart suggests that tuition and fee charges for four-year public institutions will double, in real dollars, within 17 years to $18,586. Let me again put this in perspective. If we could fast forward to the year 2031, sending your child or grandchild to college would be akin to shelling out $18,586 from your pocket, your savings, your IRA, or your PLUS loan today. And I need only say that this is only tuition and fees. Typically, room and board costs about as much as tuition and fees at four-year public institutions. In fact, it costs more on average.

Two-year public institutions will double to $6,660 in 23 years, or by 2037-38. Four-year private institutions increase at the slowest rate and will double in 27 years to $62,039. The privates get a lot of flack for their high prices, which is sometimes justified. But they historically have the lowest increases annually and I expect that trend to continue.

Of course, this is sticker price we are discussing and not net price, as some critics will surely argue. If it was the latter, one had better have a psychologist on hand with the pulmonary surgeon to play that game. Net prices are very pliable and depend on many factors to determine what is real for everyone. They are an important and useful tool, but gross sticker price is better for some level of analysis, even when we know there are grants and loans, including the ever important institutional aid, that impact the true cost of attending college. So I remain guilty and unapologetic for these limitations.

What do these data mean in the end? Not good, to be sure. And every year I calculate these data the message will remain largely the same because the system is not changing and may not change by the time we get into the 2030s. The problem is that we are utilizing an expensive, outmoded system of education to educate a broader spectrum of society, at a time when both the economy is down and states are relinquishing their responsibility to their citizens. The formula is for economic disaster in a private and public scale.

I have never been a fan of free tuition, because that tends to be awfully regressive public policy that favors the affluent. However, if higher education is so critically important to this nation as our policymakers, policy wonks, researchers, business and industry experts, and educators say it is, why are we forcing people to empty their retirement funds to pay for their child’s higher education? Why are we forcing students to take on incredible debt burdens to help pay for their college (I say “help,” because they have already paid through other means for much of the non-borrowed sum)? Because higher education is a state concern in the US and a provincial one in Canada, it is difficult to come up with federal policy that could help redefine the system of accessibility and affordability. Some states (e.g., Oregon) have talked about creating a low-cost or even free system, but the discussion gets mired in issues of upfront costs (if you make college free, where does the immediate funding come before future-to-be-taxpayers help make up the difference) and the worry of brain drain (e.g., students living in Oregon get free tuition but then move to Washington state). If policy could be created on a national level, these issues would be somewhat ameliorated.

Until we find some future solutions, whether in efficiencies, changes in the length of degree (see Steve Trachtenberg’s piece on this), or changes in our credential requirements (e.g., short term certificates and competency-based badges), the chart will remain about the same. The only changes will come from either the items I just mentioned, or because of some massive change in legislation or a critical change at the global, economic level. That’s it.

While we herald colleges and universities for helping keep prices down over the past few years, we know they would raise tuition and fee charges higher if they could. The incentive for keeping prices in lock is insignificant. Everyone wants a little more. It’s the nature of the beast.

About Educational Policy Institute

The Educational Policy Institute is a Washington, DC-based research think tank on education and the social sciences. EPI conducts evaluation and policy studies on various educational issues from Pre-K to workforce outcomes in the United States, Canada, and beyond. Visit us at educationalpolicy.org.

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Students : Stop Procrastinating! Block the Internet

Blogger’s Note:

I have not reviewed the empirical basis of this survey or app, but the ideas are in it are thought provoking:

A study of 1500 undergraduate students in the USA has found that 74% have suffered significant procrastination because of online distraction.

The survey undertaken by the productivity and web blocking software Stop Procrastinating (www.stopprocrastinatingapp.com) because the app has been downloaded by students at USA universities more than 12,000 times in the last three weeks in what appeared to be a final bid to fight what the students saw as a losing battle with online distraction.

Many claimed that the constant distraction from the internet through social media and websites, such as YouTube and many others, were playing havoc with their ability to concentrate for long periods of time.

74% of respondents claimed the level at which the internet distracted them from study was significant and worrying.

Some 61% said they had tried to concentrate on writing an essay for more than a week only to be distracted at some point by the internet.

64% said they had lost their chain of thought because they checked and responded to an email or social media alert while they were trying to study.

Some 51% said visiting distracting websites or social media cost them at least an hour a day in lost productivity or study.

44% said they were worried that the quality of their work was being affected by rushing work due to procrastination caused by the internet. They believe that distraction caused by the internet had caused them to hand in lower quality work which was reflect in a reduction in their grades.

79% of students realised that procrastination was a problem for students in the past, but believed that the internet was more invasive then anything students had to cope with before. The respondents said it could directly distract students while they were working, ie the internet existed on the computer on which they wrote or worked so it was much easier to be distracted by it.

The survey found that only 14% said they had been distracted by the television, some claiming that because it was in a different room to where they studied it didn’t distracted them. 15% said a hangover had distracted from study.61% of respondents claimed the internet and social media was pernicious as it directly affected their impulse control. Unlike the TV which is passive, the internet, email and social media required attention, which could lead to hours being lost.

71% of the students in the study claimed that the app Stop Procrastinating was the only software that had helped them kick the internet habit in order to study. Most responded that the key reason for their increase in productivity was because the software could block them away from the internet for a set amount of time even if they rebooted the computer. They had no other option than to study.

About Stop Procrastinating:

Stop Procrastinating is an internet blocking and productivity application. It is compatible with Mac OS and Windows. It allows users the option to block the internet for a period of time in three ways, depending on how much self discipline they have.

Option 1 allows users to block the internet for a set amount of time, but they can get back online if they reboot their computer.

Option 2 allows users to block the internet for a set amount of time, but prevents access to the internet even if they restart their computer. They have to wait until their chosen time is up to reconnect.

Option 3 allows users to input into a black list specific websites they wish to block, such as Facebook or Twitter, and to stay connected to the internet.

Stop Procrastinating also gives users the option to write down their works goals before disconnecting from the internet. Research has shown this to be a powerful aid to motivation. It also allows users to chart their progress over time, which helps users see how much more work they are getting done.

Large Increase In Remedial College Courses And Student Debt

from the Wall Street Journal:

College students are increasingly spending federal financial aid and taking on debt for high school-level courses that don’t count toward a degree, despite mounting evidence the courses are ineffective and may contribute to higher dropout rates.The number of college students taking at least one remedial course rose to 2.7 million in the 2011-2012 academic year from 1.04 million in 1999-2000, federal data show. During the same span, the amount of federal grants spent by undergraduates enrolled in at least one remedial course rose 380%, after inflation. There was also a drastic rise in remedial students taking on student debt