• Often found in mission statements or statements of core values, educational characteristics, and even general education goals, institutional values reflect the defining characteristics of a particular institution's approach to education. As such, they are highly useful in our conversations and directions for assessment, especially in assessing connections between programs and the larger institutional context. In fact, these values can and should serve as a guide or template for the kinds of qualities that faculty should consider when developing and assessing their curriculum.
  • From "Mapping Institutional Values and the Technical Communication Curriculum: A Strategy for Grounding Assessment." in Assessment in Technical and Professional Communication edited by Margaret N. Hundleby and Jo Allen. Amityville, NY: Baywood Publishing Company, 2010.

Teacher reflection: often referenced, more often evaluated, rarely understood. To combat this trend—and, more importantly, to tap into the transformation that the simple act of reflection can bring—superintendents have the power to communicate what effective reflection is, to keep it rooted in the tenets above so that teachers can draw on the evolution of a concept that has served education well for a hundred years, and to encourage the growth and transformation that is its most natural of by-products. From “How Do We Evaluate Reflective Practice? First Define It” American Association of School Administrators New Superintendents E-Journal.—read the full article here (does not require a login).

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Overall, while the basic concepts of privacy have remained fairly constant over the years …, there have been many changes in how privacy can be invaded, protected, and perceived. Privacy literacy is an essential element in a consumer's arsenal of protective devices, although much needs to be done to establish sufficient knowledge so that legislators, judges, consumers, and business people can work toward a balance of privacy protection and information disclosure that is agreeable to all involved.
—read the full article here.

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In this investigation, the survival of 4-, 6- and 8-year-old children’s memories of personal experiences was examined prospectively. After a 1-year interval, 21% of the experiences that the children independently reported at the initial interview could not be generated. As expected, there were clear age differences in the extent to which forgetting was observed, with more frequent failures to report target autobiographical experiences among the younger children.—read the full article here.

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Benzene is an ubiquitous environmental pollutant. It is a component of both cigarette smoke and automobile emissions … and has also been a widely used solvent and a precursor for many synthetic materials…. Benzene causes leukemia in humans when they are exposed to high doses for extended periods; however, leukemia risks in humans at low exposures are uncertain.—read the full article here.

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