I’ve been honored to participate in the Education Directorate’s Education Leadership Conferences (ELC). I vividly recall reading the ELC materials sent prior to the first conference I attended. When I read the part about “making Hill visits” it stopped me short; I thought, “Huh, say what?” Surely I was misreading and they couldn’t actually be serious about “making Hill visits”, they were, and I did. What an amazing experience!
What teachers and administrators need is a clear and concise way to evaluate claims made about teaching and learning before teachers are asked to implement “research findings” in their classrooms.
According to the most recent data from American College Testing’s College Retention and Graduation Rates, 32% of all freshmen enrolled in American colleges and universities drop out before their sophomore year. The causes for this appalling statistic have been researched extensively, and they fall into four categories: poor academic preparation, inadequate financial support, lack of campus engagement, and low educational motivation.
I am an academic, a member of Divisions 17, 45, and 51, and an Asian American counseling psychologist who cares deeply about using our science and our understanding of our communities to promote justice and well-being. I have been training graduate students on the importance of producing and translating knowledge that may influence practice and policy.
The Psychology Major Controversy:
According to a recent Inside Higher Ed article, the Sunshine State has launched its second gubernatorial torpedo at psychology in less than four months.
After nearly five years of hard work, frustration, setbacks, and anxiety, I completed the final requirement to earning my PhD by defending my dissertation in July 2014.