Curriculum Development Quotes

The question is not, -- how much does the youth know? when he has finished his education -- but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?

It's like a malicious person lifting a photograph from the developing chemicals too early, and then pronouncing the photographer incompetent.

Private time is absolutely essential if a private identity is going to develop, and private time is equally essential to the development of a code of private values, without which we aren’t really individuals at all.

Teachers should encourage students’ creativity. That means that it’s okay for class to get a little wild sometimes. You can’t have creativity without getting a little wild sometimes. That means in our classrooms we should hear lively discussions, insightful debates, engaging conversations, exchanges of ideas, and informative play.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

Of the remaining four departmental comments, one thought the criteria might have an unwelcome impact on their existing pedagogy, one recommended the addition of reading, one challenged “writing in the discipline” as difficult to achieve in their multi-disciplinary department, and one referred to the need for course development.

Shouldn’t we also ask ourselves what the consequences are of scrambling to provide the “most”” of everything to our children in a world of fast-dwindling resources? What does the mad and often brutally competitive scramble for resources – for more pay for teachers, for more equipment, for more money for schools – teach our children about us? More crucially, what message does this mad scramble send to those children who, through no fault of their own, lose out in the competition? And what would be the cost to the social fabric if our children’s convictions were based on their experience? (Perhaps we are already paying the cost of the development of such convictions, however poorly articulated, in the forms of violence, chemical dependency, teenage pregnancy, and a host of other social ills affecting today’s young people?)

As an example, teachers at any leader-centric course should “refer to Army operations or mission as “evolutions,” a term that has biological connotations rather than mechanistic ones. This suggests that the theme of curriculums, which deal with leader development, should be “adaptation and adjustment” rather than “precise planning and detailed schedule” curriculums and training plans that “enforce” procedures.148

From Cayce’s perspective, a soul mate is definitely not an individual’s other half that somehow enables that person to become complete. We are attracted to another person at a soul level not because that person is our unique complement, but because by being with that individual we are somehow provided with an impetus to become whole ourselves. Through an ongoing process of relationships, experiences, and various lifetimes, the soul finds itself involved in a curriculum of personal growth and development. It is true that the destiny of the soul is one of wholeness, just as suggested by the original story of Creation; however, Edgar Cayce believed that eventually every soul would become whole within itself. From this perspective, soul mates ultimately are those relationships that assist each individual in his or her spiritual development and the inevitable attainment of wholeness at the level of the soul.

Suppose someone wanting to learn to dance said: 'For hundreds of years now one generation after another has been learning dance steps, it's high time I took advantage of this and began straight off with a set of quadrilles.' One would surely laugh a little at him: but in the world of spirit such an attitude is considered utterly plausible. What then is education? I had thought it was the curriculum the individual ran through in order to catch up with himself; and anyone who does not want to go through this curriculum will be little helped by being born into the most enlightened age.

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

[I]n every branch of our education, the daily curriculum must occupy a boy's free time in useful development of his physical powers. He has no right in those years to loaf about, becoming a nuisance in public streets and cinemas. But when his day's work is done, he should harden his young body so that he will not become soft later in life. To prepare for this, and to carry it out, should be the function of our educational system, and not exclusively to pump in so-called wisdom. Our school system must also rid itself of the notion that bodily training is best left to the individual himself. There is no such thing as freedom to sin against posterity, and thus against the race.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

THE SIX-HOUR SEMINAR that Jack was forced to attend at the beginning of each new semester had been called Orientation until a few years ago, when the university changed the seminar’s name to Onboarding. The name change coincided with a revamp of the orientation curriculum, which had bloated into this all-day human resources horror during which members of the HR team attempted, at unmerciful length, to “socialize the mission statement’s DNA,” is how they put it. They were referring to the many-planked mission statement the university had spent two years and countless consultant dollars developing in a campus-wide effort to express everything the university did in just one sentence. This was the brainchild of the university’s new CFO, who told the faculty in all seriousness that developing a mission statement that captured everything the university did in just one sentence was akin to their “moonshot,” and he asked for their help in this endeavor “not because it is easy, but because it is hard.” Why the university needed to corral its collective intelligence and creativity and energy for the task of expressing everything it did in just one sentence was a mystery to most faculty, but this did not stop their administrator bosses from enthusiastically assigning them to “mission statement working groups” so that they could have a voice (unpaid) in developing this one magical sentence, this one statement that would distill everything everyone did into a phrase ideally small enough for letterhead.

To escape from their derision I purposely began to make all the progress I could with my studies and forced my way to the very top. This impressed them. Moreover, they all began by degrees to grasp that I had already read books none of them could read, and understood things (not forming part of our school curriculum) of which they had not even heard. They took a savage and sarcastic view of it, but were morally impressed, especially as the teachers began to notice me on those grounds. The mockery ceased, but the hostility remained, and cold and strained relations became permanent between us. In the end I could not put up with it: with years a craving for society, for friends, developed in me. I attempted to get on friendly terms with some of my schoolfellows; but somehow or other my intimacy with them was always strained and soon ended of itself.

In a proper Islamic University, fard 'ain knowledge which represents the permanent intellectual and spiritual needs of the human soul--should form the core curriculum, and should be made obligatory to all students. Fard kifayah knowledge--reflecting societal needs and global trends--is not obligatory to all, but must be mastered by and adequate number of Muslims to ensure the proper development of the Community and to safeguard its proper place in world affairs. The fard 'ain knowledge shall include knowledge of the traditional Islamic sciences such as the Arabic language, metaphysics, the Qur'an and Hadith, ethics, the shari'ah sciences, and the history of Islam. Consonant with our position that these fard 'ain sciences are not static but dynamic, they should be continuously studied, analyzed, and applied in relation to the fard kifayah sciences; i.e. the fields of their specialization.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

The curriculum is not, in practical terms, simply about knowledge being transmitted, but about how that knowledge is handled – or even how it is transcended – by teachers to enable understanding in their charges. The subject matter itself, the knowledge, while important, is less important than the opportunities it offers for the development of thinking. Knowledge, Stenhouse suggested, should principally be seen in the curriculum as a medium for thinking. His point is perhaps doubly true today, when knowledge pure and simple – facts, information – is so easily located. [...] what can now be found in seconds may have taken days or weeks to find, so the more that could be stored in the head, the better equipped a person was for life. The world of knowledge has been turned on its head in a period of only two decades or so by the Internet, and in our thinking about the curriculum we haven’t yet worked out the consequences.

Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.

A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers is empowered and inspired to continually learn and develop as professionals. People learn best by actually doing their work, making mistakes, and collaborating to improve their own practice. It’s an upward spiral: the teachers get better every year as the curriculum gets better, each causing and caused by the other.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

access to Korean websites. 2) Internet Literacy Education To support the curriculum reformation initiated by the government, the KCC developed

The hope is to enhance the curriculum, increase academic learning, and develop a love of the land that will foster long-term stewardship of Vinalhaven resources.

Philosophy is to become a subject on the Irish Republic’s school curriculum for the first time under a plan developed by minister for education Jan O’Sullivan, to give “students an opportunity to explore the concepts and ideas of philosophy in the 21st century.” Believing that it will make “a significant contribution to giving students the tools to critically engage in an informed manner with the world around them” the Minister says she will ask the National Council for Curriculum and Assessment (NCCA) to design a short Philosophy course that can be taught in the early years of secondary school.

not everyone has just a family tree; that some people have whole orchards. There are kids in stepfamilies; there are those who have foster families; there are some who have adoptive families and birth families. This was the beginning of a curriculum I’ve developed—I call it the family orchard—for blended families, including adoptive families. Unlike the traditional family tree assignment, the family orchard allows children to show the numerous trees that contributed to their being. It acknowledges the fact that adoptive families are not totally unlike a stepfamily, or a foster family, in that they are complex; there is more than one set of mothers and fathers. Even if a child does not know his or her birth parents, the family orchard helps to acknowledge what the child essentially knows: there is another mother and father even if they are not the parents. They are there. They are real.

Parents are not alone in focusing their expectations on success at the graduation exam: The whole education system colludes with them. The curriculum and organization of schools often date back to a colonial past, when schools were meant to train a local elite to be the effective allies of the colonial state, and the goal was to maximize the distance between them and the rest of the populace.

It is common to hear staff talk with both passion and concern about the “crowded curriculum;” how there is never enough time to “fit everything in.” Often such comments result from a focus on the delivery of content rather than a focus on engaging students in active learning. An internationalized curriculum must focus on more than content. To make sense of and thrive in the world, students need to develop their ability to think critically, their intercultural competence, and their problem-solving skills as well as the ability to apply these skills and competencies in a rapidly changing, increasingly globalized and interconnected world.

Students . . . •    learn in a classroom. •    are assigned a task to do. •    follow required objectives. •    do the assignment designed by the teacher or curriculum. •    seek information for the assignment. •    work individually or in a group depending on assignment. •    earn a grade to reflect meeting the objectives and standards. Learners . . . •    develop their own learning goals. •    monitor their progress in meeting their goals. •    have a purpose or interest to learn something. •    ask questions. •    seek information. •    find ways to collaborate with others. •    want to know something because they want to know it—not for a grade. •    are curious about life and never stop learning.

Are our decisions developing capable people, or are they suppressing competency in order to make life easier or more convenient for adults?

For instance, if a Black person is watching tv, instead of being bombarded by anti-Black images and messages hour after hour, they should be able to relax and be at peace in the knowledge that Black people control the media.  When their children go off to school in the morning, Black parents and other members of their community who provide love and support for their children, should be able to know that the teachers won’t be anti-Black and won’t fill their children’s heads with ideas that make them hate themselves or feel less worthy and less valuable.  The Black community should be confident that their children are being taught their history, their ideas (Black Thought), and are being told they are beautiful and good.  There shouldn’t be any worries about schoolmates of another race making their children feel inferior.  When they grow up and go to college, Black students should be confident that Black administrators and Black professors have created an environment and curriculum which encourages their entire educational development, not only providing skills for the workplace but nurturing their minds and their sense of community.  And when these students go out into the workplace, they should be confident that Black-controlled industries will be hiring them with Black managers in charge.  Racism will become a non-factor. Most significantly, when Black people have control over their community and have Black citizenship they won’t be forced to go through every day under the constant terror of being harassed, brutalized and killed by the police.  The psychological weight that would be lifted from them would be historic.  A new sense of energy and security could be channeled into self-affirmation and community-building.  I have little doubt that such a moment in history would lead to unprecedented strong race relations between citizens of this Black nation and whites in the current nation.  It’s almost impossible to have truly strong or positive race relations when one group is constantly required to bear the burden of oppression, and the other group feels the need to ignore or deny the existence of this oppression while also enforcing it.  The levels of tension and dishonesty are an enormous drain on everyone involved.  What a sweet and beautiful day it would be when Black people would simply not have to think about whites anymore.  In the same way that amerikans spend so little of our time thinking about Lithuanians or Norwegians.  And when you aren’t forced to think about someone, or forced to live the way they tell you to live, it’s a pleasure to get together and visit voluntarily.  Black people and Europeans on this continent (amerikans) would still talk to one another.  We might even still live in the same neighborhoods.  But the difference is that Black people would be their own people.  They would no longer be surrounded by the circle of whiteness.  The black dot on the white page: the exception to the rule.  White rule.  Black people would be a nation.  An entity unto themselves.  They would not be required to imagine themselves within the context of whiteness.  Their minds would be freed from the perpetual interpretation of every action and word (it seems even every thought) through whiteness.  Africans (Black people) would simply be Africans.  A people defined by their own terms, their identity neither within nor without the boundaries of whiteness.

Paulette awoke with an ache in her heart, a grinding in her gut. If there really was a God, why would He have let anyone put a child through that? … She had survived, but at what cost? She was an itinerant professor, living in her head, not her heart. She had broken away, but abandoned her sister; hadn’t contacted her family in years. Paulette wondered what she was looking for in these weekend workshops. Absolution wasn’t on the curriculum. What could she possibly hope to accomplish? To be a healer you need to connect with people. You need to touch, and let yourself be touched. And not just with your hands. Watching these nurses, she envied them their friendships. Here were real buddies truly caring about each other, taking jabs, sharing private jokes and fears. She’d never had that. Even witnessing it from across a room, or a yard, only made her feel that much more lonely. She got along with people well enough. Agreed with whatever they said, watched their pets, helped them move from one apartment to another. But no one really knew her. Paulette had never been flush with self-confidence. People took that as humility, but humility isn’t painful and crippling. She hadn’t yet learned that humble and self-destructive aren’t the same thing at all. They’re not even on the same team. And now here she was at a workshop for healers. Had she come here to heal; or to be healed? It was one of those warm, charming days that write poems about themselves, and then settle these very softly into your mind. Paulette sensed what felt like a rain-laced breeze stirring her soul; sodden, and yet beautiful; laden with both the dismal, and the promising. - From “The Gardens of Ailana”, a fiction largely based around adults still traumatized by having been abused as children, in the name of their parents’ religion.

...while social analysis must always be part of curriculum development and teaching, education policy and practice needs to be protected against the dangers of fads, obsessions and moral panics.

Developing curriculum and administering proficiency tests are not the proper role of government. Somehow, people have been led to believe that just because the government funds something, the government is somehow suddenly an expert in this area.

Dr. Tim Pingle, PhD in Education Administration has experience in administration and curriculum development. Dr. Tim Pingle has worked closely with staff to ensure that students are realizing their full potential.

When you teach your son, you teach your son’s son. -Talmud rabbinical writings

After the Republican revolution in the twenties and the collapse of the Ottoman Empire, the new secular government had excluded religious education from the national curriculum program at schools. Most children educated during this Kemalist era had little interest in religion, but their national consciousness had been well-developed.

In Greek, the most significant area to which these curricula were reduced was the rudiments of Aristotelian logic. It is possible, for instance, to discern a major structural change in the medical curriculum in Alexandria toward the end of the sixth century, perhaps as a reaction to the decline of philosophical instruction in that last remaining center of Greek philosophical studies. ...The theological applications of philosophy in Greek patristic literature, by contrast, were many and longevous, though clearly harnessed to their theological, apologetic, and polemical goals rather than free philosophical discourse. In Syriac Christianity, as in Greek, there is a similar development of a logical curriculum, except that it was rather shorter: The Sasanian rulers actively endorsed a translation culture that viewed the transferral of Greek texts and ideas into Middle Persian as the “restitution” of an Iranian heritage that was allegedly pilfered by the Greeks after the campaigns of Alexander the Great.17 It was this cultural context, and the atmosphere of open debate fostered most energetically by Chosroes I Anushirwan (ruled 531–78), that must have prompted the Greek philosophers to seek refuge in his court after Justinian’s 529 edict prohibited them from teaching.

The obvious difficulty that has prevented the study of European culture becoming a part of the regular curriculum of studies is its vastness and its complexity. The great advantage of classical education was the fact that it involved the study of only two languages and two literatures and histories. But European culture has produced about twenty vernacular literatures, and its history is spread out among an even larger number of political communities. At first sight it is an unmanageable proposition and we can understand how educationalists have so often come to acquiesce in a cultural nationalism which at least saved them from being overwhelmed by a multiplicity of strange tongues and unknown literatures. But the true method, it seems to me, is rather to find the consitutive factors of the European community and to make them the basis of our study. This means reversing the traditional nationalist approach which concentrated the student's attention on the distinctive characteristics of the national cultures and disregarded or passed lightly over the features that they shared in common. It means also that we should have to devote much more attention to the religious development, since it was in religion that Europe found its original basis of unity.

• Launched Real Time Talent, one of the most innovative workforce development initiatives in the country. It links the curriculum and training for more than four hundred thousand postsecondary students with the skill requirements of employers in the state (RealTimeTalentMN.org). • Created the Business Bridge, which facilitates connections between the procurement functions of large corporations and smaller potential suppliers located in the region. As a result of this effort, participating businesses added more than $1 billion to their spending with local businesses in two years—a year ahead of their goal. • Helped to build the case for investing more aggressively in higher education. By strengthening relationships between business and higher education leaders, and using a fact-based set of findings to justify investing more than an incremental amount, a coalition organized by Itasca helped increase spending in the state by more than $250 million annually. That’s not bad for a group of people with no budget, no office, no charter, virtually no Internet presence, virtually no staff—but a huge abundance of trust.

Andreas Schleicher, who runs the Programme for International Student Assessment exams, a global evaluation of scholastic performance, observed that those scoring highest are Asian countries that have “ownership cultures—a high degree of professional autonomy for teachers … where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development.

Educators and mindfulness instructors of the Mindfulness in Schools Project developed a curriculum called “.b” (pronounced “dot bee”), which stands for “Stop, Breathe, and Be.

Inner Resilience Program (IRP) to help New York City teachers in Ground Zero cope with the resulting trauma (Lantieri, Nambiar, & Chavez-Reilly, 2006). Not long afterward, she began to develop a mindfulness-based curriculum for students in response to requests from teachers, parents, and administrators (Lantieri, 2008).

The Niroga Institute also offers a professional development program to prepare teachers and others to teach the TLS curriculum.

From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

Page 366: Can the United States really have been experiencing falling IQ? Would not we be able to see the consequences? Maybe we have. In 1938, Raymond Cattell, one of the most illustrious psychometricians of his age, wrote an article for the British Journal of Psychology, “Some Changes in Social life in a Community with a Falling Intelligence Quotient.” The article was eerily prescient. In education, Cattell predicted that academic standards would fall and the curriculum would shift toward less abstract subjects. He foresaw an increase in “delinquency against society” – crime and willful dependency (for example, having a child without being able to care for it) would be in this category. He was not sure whether this would lead to a slackening of moral codes or attempts at tighter government control over individual behavior. The response could go either way, he wrote. He predicted that a complex modern society with a falling IQ would have to compensate people at the low end of IQ by a “systematized relaxation of moral standards, permitting more direct instinctive satisfactions.” In particular, he saw an expanding role for what he called “fantasy compensations.” He saw the novel and the cinema as the contemporary means for satisfying it, but he added that “we have probably not seen the end of its development or begun to appreciate its damaging effects on ‘reality thinking’ habits concerned in other spheres of life” – a prediction hard to fault as one watches the use of TV in today’s world and imagines the use of virtual reality helmets in tomorrow’s. Turning to political and social life, he expected to see “the development of a larger ‘social problem group’ or at least of a group supported, supervised and patronized by extensive state social welfare work.” This, he foresaw, would be “inimical to that human solidarity and potential equality of prestige which is essential to democracy.

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Through reading, I have learned that a knowledge-rich curriculum is about developing ‘powerful knowledge’7 in students, that is, knowledge which takes them beyond their day-to-day experiences; knowledge which they would be unlikely to have encountered had they not gone to school. The purpose of learning this powerful knowledge is to develop ‘cultural capital’8, supporting students to play a full and active role in society and to get the most out of life. Not only is such knowledge powerful in itself, it also underpins the development of important skills such as creativity, critical thinking, and problem-solving.

is it about the curriculum and the culture of academic opportunity within the school that reinforces the notion that academic excellence is a largely White domain? What curricular interventions might we use to encourage the development of an empowered emissary identity?

Establishing a student-centered learning culture means creating the conditions and ethos that best support every learner’s ability to master a high-challenge, standards-based curriculum. Through a variety of means—including developing high teacher expectations for each student, creating a safe and orderly learning environment, providing academic press along with meaningful academic and social supports, affording supportive peer norms, and fostering helpful and respectful relationships—teachers and principals can re-boot their school’s culture in ways that advance the likelihood of every child’s academic success.

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

But more was needed if patient safety was to be recognized as a true discipline. Accordingly, in 2011, NPSF established the Certification Board for Professionals in Patient Safety . The Board set appropriate educational and training requirements and developed a qualifying examination for its credential, Certified Professional in Patient Safety (CPPS). In recognition that patient safety must be a team effort with broad responsibility, certification is open to interested parties across multiple disciplines. Within 4 years 1100 individuals were certified. To meet the educational needs of students and professionals, NPSF created a comprehensive online Patient Safety Curriculum. By 2018, over 5000 had taken this online course, and 3000 individuals held the CPPS credential. In

All I wanted was to live the life of the mind, and I know it’s a terribly shopworn thing to say, but there you have it. I didn’t stand in any camp, I wasn’t a formalist or a feminist, I didn’t want to call myself a reader-response person or a deconstructionist or a poststructuralist. I wasn’t a Marxist or a proponent of queer theory, or a Freudian, a post colonialist, or God help us! there was a black man in our department, a graduate student like me, who wanted us to start a movement to rename Multiculturalism ‘Slave Studies.’ He believed there was some sort of cleansing, revolutionary power in the ‘ironic distancing,’ that’s what he called it.” Langston took a deep breath, then sighed, remembering it all. “And no one could say anything to him, because we had no authority—that’s the key to the recent developments in the critical tradition: if you’re inside—and believe me, academia is nothing but a cult of expertise, it is the only religion alive and well—only if you’re inside do you have any authority, and if that’s the case, no one can speak to you. Your curriculum vitae becomes your fortress.

learn how to “challenge racist, bigoted, discriminatory, imperialist/colonial beliefs” and critique “white supremacy, racism and other forms of power and oppression.” Teachers are then encouraged to drive their pupils to participate in “social movements that struggle for social justice” and “build new possibilities for a post-racist, post-systemic racism society.”28 R. Tolteka Cuauhtin, the original cochair of the Ethnic Studies Model Curriculum, developed much of the material regarding early American history. In his book Rethinking Ethnic Studies, cited in the state’s official reference guide, Cuauhtin argues that the United States was founded on a “Eurocentric, white supremacist (racist, anti-Black, anti-Indigenous), capitalist (classist), patriarchal (sexist and misogynistic), heteropatriarchal (homophobic), and anthropocentric paradigm brought from Europe.

Yet neither they nor the condition of academic philosophy more generally is sufficient to explain the radical marginalization of philosophical concerns in our culture. This marginalization has several aspects. In part it is a matter of the relegation of philosophy in the vast majority of colleges and universities to a subordinate position in the curriculum, an inessential elective for those who happen to like that sort of thing. But this itself is a symptom of a more general malaise. For to a remarkable extent the norms of our secularized culture not only exclude any serious and systematic questioning of oneself and others about the nature of the human good and the order of things, but they also exclude questioning those dominant cultural norms that make it so difficult to pose these philosophical questions outside academic contexts in any serious and systematic way. We have within our social order few, if any milieus within which reflective and critical enquiry concerning the central issues of human life can be sustained and the education to which we subject our young is not well-designed to develop the habits of thought necessary for such questioning. This tends to be a culture of answers, not of questions, and those answers, whether secular or religious, liberal or conservative, are generally delivered as though meant to put an end to questioning. So it is not just that the philosophy of the academic philosopher has been marginalized in the college curriculum. It is also and more importantly that, when plain persons do try to ask those questions about the human good and the nature of things in which the philosophical enterprise is rooted, the culture immediately invites them to think about something else and to forget those questions.

Unveiling the Benefits of Numerology Certification Courses in Mumbai | Occult Science Numerology Certification Courses in Mumbai, Offer people the chance to study and practice numerology, an old metaphysical science that looks at the meaning of numbers in our life, much like in many other regions of the world. These Courses offer Various Advantages: Awareness of Numerology: The principles of numerology, including the significance of numbers, their vibrations, and how they connect to various facets of life, are covered in a systematic curriculum offered by certification schools. The basis for advanced studies is this understanding. Enhancing your personal growth: journey of self-discovery can be achieved while learning numerology. People can learn more about their own personality traits, strengths, weaknesses, and life path thanks to this. A deeper understanding of oneself and personal improvement can result from this self-awareness. Choosing a career: As a professional numerologist, you may have more employment options after earning a certification in numerology. To clients looking for guidance regarding their lives, relationships, and job decisions, you can provide readings, consultations, and counsel. This can be a fulfilling and possibly lucrative career. Improved Decision-Making: Making vital choices in life can benefit from the use of numerology. By comprehending the energies connected to particular numbers and their compatibility with individual vibrations, it can assist people in making informed decisions about their job, relationships, and other parts of life. Compatibility in relationships: Numerology can be utilized for determining a pair's compatibility in a relationship. Understanding one other's numerical compatibility can enhance communication and reduce tension. Integrative Health: Numerologists who hold this viewpoint consider it to be complementary to other forms of holistic medicine. Based on a person's data, it can offer insights into their health difficulties and possible treatments. Growth spiritually: Numerology has been described as a form of spirituality. It may improve a person's awareness of spirituality and offer a structure for exploring into queries about the soul's journey. The Self-Employed: Numerologists have the option to work for themselves, giving them the freedom to set their own hours. Those looking for independence and a work-life balance may find this particularly appealing. Helping others: Many people find satisfaction in using numerology readings to help others. Giving customers advice and insight can be a satisfying way to make a difference in their life. Personal hobbies and interests: Certification programmes can be an interesting hobby and a way to further your personal development, even if you don't want to follow numerology as a career. It's important to do some research about a numerology certification course's subject matter, an organization or instructor who teaches it, and the certification's standing in the industry before enrolling. Additionally, while numerology can be an original and unique topic of study, think about whether it fits with your personal interests and objectives. For More Details: Click Here

I question the ethics of a teacher education curriculum predicated on learning on the job. It’s an important job. It’s an important time in the child’s development. The fact that a substantial proportion of fourth graders have already fallen behind, as indicated by the NAEP and other assessments, may be related to the fact that many of them will have had K–3 teachers who were learning on the job.

Racial socialization took place in schools and society, whether done explicitly or not. The prevalence of antiblackness in US popular culture and school content made it necessary to offer purposeful and humanizing perspectives on blackness to support the healthy development of black student identities. The learning aesthetic offered through Woodson’s program presented resources that supported the development of student identities that were historically grounded, aware of their oppression, and committed to imagining and building new possibilities for their collective futures. It was enacted discursively through curriculum development, materially through decorative educational resources produced for classrooms and schools, and affectively through performances and dramatizations during Negro History Week celebrations and classroom activities. This aesthetic presented new symbols of being and belonging that were distinct to black students, all of which offered explicit critiques of the master narrative about black life shaping their Jim Crow surroundings.

To counter the effects of too-early learning, here are some things you can do: Where possible, choose schools that are developmentally sensitive in their curriculum and appropriate for your child. Some kids will do really well as big fish in small ponds. It gives them the confidence to tackle the currents without being afraid of being swept away. They get to grow strong and feel strong. So what if there are bigger fish in bigger ponds? Help your children find the right curricular environments for them. Relax and take a long view, even if no one else around you is. Most kids who learn to read at five aren’t better readers at nine than those who learn to read at six or seven. Bill remembers vividly the mild panicky feeling he and Starr had when their daughter was five years old and some of her friends were starting to read. Even though they knew that kids learn to read much easier at age seven than at age five, and that pushing academics too early was harmful and produced no lasting benefit, Bill and Starr wondered if they were jeopardizing their child’s future by letting her fall behind her peers. They briefly considered pulling her out of her nonacademic kindergarten. But they stuck to their guns and left her in a school that did not push and did not give her any homework until the fourth grade. Despite an unrushed start, she received her PhD in economics from the University of Chicago at the age of twenty-six and is a successful economist. Bill loves telling that story, not to brag (okay, just a little), but to emphasize that it is difficult to buck the tide even when you know the current is carrying you the wrong way. Remember that any gains from rushing development will wash out. Parents often tell Bill that their third grader is doing fourth- or fifth-grade math—but he never hears twenty-six-year-olds brag that they’re more successful than most twenty-eight-year-olds. Don’t go overboard on AP classes. You are doing your child no favors if you let her take more APs at the cost of her mental health and sleep. There’s a reason why kids get more out of Moby-Dick in college than in high school. When we consider the enormous differences in the maturation of their prefrontal cortex—and the associated development in their capacity for abstraction and emotional maturity—it should come as no surprise that the majority of students will understand and appreciate novels written for adults better when they’re older. The same is true for complex scientific theories and data, quantitative concepts, and historical themes, which are easier for most kids to grasp when they are college aged. This isn’t to say that some students aren’t ready for college-level courses when they’re fifteen. The problem is that when this becomes the default for most students (I’ll never get into college if I don’t have five AP classes) it’s destructive.

Most plans or formulas force you to fit into their molds, imposing their structures on you. You can create your own “curriculum”.

Consider this excerpt from a speech delivered in 1940 to the Association for the Advancement of Science by the legendary political philosopher and journalist, Walter Lippmann: ...during the past forty or fifty years those who are responsible for education have progressively removed from the curriculum the Western culture which produced the modern democratic state...the schools and colleges have therefore been sending out into the world men who no longer understand the creative principle of the society in which they must live...deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits and ideas, the premises, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development of Western civilization...the prevailing education is destined, if it continues, to destroy Western civilization and is in fact destroying it. I realize quite well that this thesis constitutes a sweeping indictment of modern education. But I believe the indictment is justified and there is a prima facie case for entering this indictment.

That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.

If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door.

The mission of the Incarnate Word High School Library is to stimulate and support learning with appropriate resources and programs in order for students to become critical thinkers. Students are encouraged to become lifelong learners who not only love reading but also have the skills to find, analyze and use information. The Library supports the School curriculum, promotes the enjoyment of reading, and develops skills in critical and effective use of information resources by providing instruction to foster competence in acquiring, evaluating and using information and ideas; stimulating interest in reading and appreciation of literature; and providing intellectual and physical access to materials in multiple formats.

The public debate, however, ignores this complexity for a more reassuring simplicity, encapsulated in Ken Robinson’s lament: ‘we keep trying to build a better steam engine’. Whenever education is discussed in the media, politicians and parents alike inevitably retreat into a ‘when I was at school’ certainty, based upon little more than a nostalgic belief that, if it worked for them, it should work for everyone. They are apparently oblivious to the challenge to formal education that the rise of the informal presents. Why, for example, should the end-users of formal education – students – be satisfied with attending a physical centre five days a week, using technology that, in many schools, is slower and more restrictive than the tablet or mobile phone that they carry with them (but are usually prevented from using) when in school? Why should we continue to group young people by the year they were born, to study subjects copied from 19th-century universities, when their passion outside school is to develop skills, learning alongside people of all ages, effectively organising their own ‘curriculum’?

it’s important that the curriculum as a whole has these characteristics. Diversity: It should be broadly based to cover the sorts of understanding that we want for all students and to provide proper opportunities for them as individuals to discover their personal strengths and interests. Depth: It should provide appropriate choices so that as they develop, students can pursue their own interests in proper depth. Dynamism: The curriculum should be designed to allow for collaboration and interaction between students of different ages and teachers with different specialties. It should build bridges with the wider community, and it should evolve and develop in the process.

The classic scenario unfolds like this. An ambitious and successful woman heads down a challenging career path with the thought of having children in the back of her mind. At some point, this thought moves to the front of her mind, typically once she finds a partner. The woman considers how hard she is working and reasons that to make room for a child she will have to scale back. A law associate might decide not to shoot for partner because someday she hopes to have a family. A teacher might pass on leading curriculum development for her school. A sales representative might take a smaller territory or not apply for a management role.

Problem Identification and General Needs and Targeted Needs Assessments. The problem identification and general needs assessment for a curriculum

The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity.

Our educational systems need to give young people the opportunity to plug into curriculums that encourage them to rise to their full potential, take risks, embrace failure, and challenge the established norms wherever and whenever they can. The leaders of tomorrow will be so much more effective if they are taught to retain and refine that childlike curiosity for the unknown, rather than having it ‘schooled’ out of them, as seems still to be the case today in so many schools and universities. Secondary education should be encouraged to place greater emphasis on developing emotional intelligence, critical thinking, and real-life problem-solving skills – algebra and calculus don’t cut it – all of which are key traits of successful entrepreneurs and indeed successful adults in any walk of life.

An education system is suppose to teach our students on expanding authentic knowledge about the world, understanding the essence of civil values and help them to possess adequate skills to work in the labor force.

From enrolment projections to curriculum development, a comprehensive business plan covers all aspects crucial to the school's growth and effectiveness.

From establishing a clear vision to promoting staff development, school administrators play a multifaceted role in shaping educational institutions.

The role of school administrators encompasses strategic planning, curriculum collaboration, and student support to ensure the school's success.

School administrators balance strategic planning with day-to-day management to create a conducive learning environment.

Beyond leadership and management, school administrators handle legal and compliance issues, ensuring the school adheres to local regulations.

School administrators advocate for student success, engage parents, and provide support for staff development.

School administrators are not just leaders; they are visionaries shaping the future of education through strategic planning and effective management.

With responsibilities ranging from crisis management to data analysis for accountability, school administrators play a vital role in the smooth functioning of educational institutions.

The scope of a school administrator's work includes fostering collaboration, ensuring compliance, and addressing complex legal issues to uphold educational standards.

While school secretaries provide support, administrators hold leadership roles, setting policies and providing direction for teachers, staff, and students.

School administrators play a key role in curriculum collaboration, ensuring alignment with educational goals and standards to enhance student learning outcomes.

Curriculum development is a collaborative endeavour, involving teachers, administrators, parents, and other stakeholders, all working together to provide the best possible education for students.

Curriculum development is both an art and a science, requiring creativity, expertise, and a deep understanding of pedagogy.

Curriculum development is a journey carefully planned to guide students towards their learning goals, embracing diverse perspectives and insights along the way.

At the heart of curriculum development lies the belief that every student has the potential to learn and succeed, given the right opportunities, resources, and support.

By embracing a holistic approach to curriculum development, educators can empower students to become lifelong learners who are equipped to thrive in a rapidly changing world.

Effective curriculum development requires continuous reflection and improvement, with educators constantly evaluating what works well and what could be enhanced to optimize student learning outcomes.

At the heart of curriculum development lies a commitment to student-centered learning, where the needs, interests, and aspirations of each student are central to the planning, creation, and delivery of the curriculum.

Curriculum development is the foundation upon which a school's educational philosophy and mission are built, shaping the learning experiences of every student.

School administrators play a pivotal role in curriculum development, student well-being, staff management, and crisis handling.

From principals to superintendents, school administrators oversee operations, set educational goals, and shape the future of students and schools.

School administrators are leaders with decision-making authority, crucial for the effective functioning and success of schools.

Rapid learning techniques like chunking, mapping, or outlining can be employed to create a well-structured and organized curriculum to facilitate understanding and retention.

Integrating digital tools and online learning platforms into the curriculum expands educational opportunities beyond the confines of the traditional classroom.