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Genevive Bjorn, Ed.D.

Educational Consulting

Blog

Empower and Enlighten: Revolutionizing Critical Reading for Graduate Students

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The study “The CERIC Method Plus Social Collaborative Annotation Improves Critical Reading of the Primary Literature in an Interdisciplinary Graduate Course” examines how integrating the CERIC method (claim, evidence, reasoning, implications, and context) with social collaborative annotation (SCA) can enhance critical reading skills in graduate education. As an educational consultant, I see immense value in these findings for improving the academic journey of graduate students, particularly in interdisciplinary research (read more a SocArXic).

Bridging the Reading Gap in Graduate Education

Graduate education often presumes that students have the requisite critical reading skills for primary literature (CRPL). However, this assumption can lead to a hidden curriculum that disadvantages those without these skills. The CERIC method, coupled with SCA, offers a structured approach to nurturing these skills. It fosters a supportive, peer-based learning environment that encourages inquiry and discussion.

The study’s approach aligns with the sociocultural and social cognitive theories, underscoring the importance of discourse and social engagement in learning. This aligns with my belief that learning is not just an individual cognitive activity but also a social one. Engaging with peers through SCA can demystify complex texts and concepts, making learning more accessible and less intimidating.

Enhancing Interdisciplinary Research Skills

Interdisciplinary research (IDR) is becoming increasingly crucial for addressing complex global challenges. It requires reading and synthesizing diverse perspectives and methodologies, demanding robust CRPL skills. The study’s findings suggest that the CERIC method plus SCA can significantly improve these skills, thereby better preparing students for IDR.

The study’s qualitative results highlighted how explicit instruction in CRPL, combined with the collaborative nature of SCA, can alleviate the apprehension and self-doubt often associated with reading complex scientific literature. This is crucial for fostering a more inclusive academic environment where all students, regardless of their background, can thrive and contribute meaningfully to research.

Transforming Graduate Learning through Collaboration and Innovation

The integration of the CERIC method and SCA represents a promising pedagogical reading innovation in graduate education. It not only enhances CRPL skills but also promotes a collaborative and inclusive learning environment. As an advocate for educational innovation, I recommend wider adoption of these practices in graduate programs, especially in interdisciplinary fields.

This study underscores the need for explicit CRPL instruction and the value of peer engagement in learning. It challenges the traditional norms of solitary academic pursuit and highlights the benefits of collaborative learning. As the academic landscape evolves, embracing such innovative teaching methods will be key to preparing graduate students for the complexities of modern research and the interdisciplinary nature of contemporary global issues.

Fostering Inclusive Discourse in Graduate Studies with Social Annotation

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As an educational consultant specializing in enhancing graduate education (GE) experiences, I found great joy in writing the article, “The Power of Peer Engagement.” It delves into how social collaborative annotation (SCA) can significantly aid in the critical reading of primary literature (CRPL). This approach resonates with my advocacy for innovative teaching methodologies that foster active learning and peer collaboration (read more at ACRT).

Revolutionizing Graduate Education Through Social Collaborative Annotation

CRPL is a cornerstone of graduate education, yet it is often inadequately addressed, forming a “hidden curriculum” that benefits only the well-prepared students. Traditional reading models, like journal clubs, typically follow a hierarchical structure that favors the more knowledgeable or extroverted participants. However, the study highlighted in the article showcases the transformative potential of SCA, where doctoral students engaged in peer-based discourse, enhancing their comprehension and confidence in CRPL.

SCA democratizes the learning process. It allows for real-time interaction and idea exchange, which are crucial for developing critical reading skills. This approach not only improves comprehension but also builds a supportive learning atmosphere that mitigates self-doubt and fear. In traditional settings, the hierarchical structure can intimidate students, stifling their willingness to ask questions and engage deeply with the material. SCA, conversely, encourages a more equitable and interactive learning environment.

Empowering Students and Challenging Assumptions

The prevailing assumption in GE is that students come adequately prepared for CRPL. However, the experiences shared in the study reveal the flaws in this assumption and highlight the effectiveness of peer engagement through SCA in addressing these gaps. Many students enter graduate programs without formal training in CRPL, leading to struggles with literature research and the application of reading to writing.

The study’s findings underscore the value of peer engagement in supporting reading comprehension, particularly through SCA activities. These activities allow students to see others’ thoughts in real-time, correct misunderstandings, and enhance self-monitoring while reading. The positive learning experience, bolstered by peer interaction and SCA, not only aids in comprehension but also fosters a sense of community and support among students.

Moreover, the study aligns with sociocultural theory, which emphasizes learning as a social construct. It posits that discourse, especially in a collaborative setting, is vital for knowledge construction at the doctoral level. SCA provides a platform for such discourse, facilitating a deeper understanding of the literature.

However, the competitive nature of academic environments and racial or linguistic discrimination can undermine the sociocultural tradition of learning. In such contexts, SCA can serve as a crucial tool in creating a safe space for students to share their experiences and learn collaboratively, countering the negative effects of such discrimination.

A New Direction for Graduate Education

The article’s insights into the use of SCA in facilitating cognitive connections and group learning highlight the need for instructional adaptation in online learning environments. Key elements like direct instruction, group practice, real-time peer feedback, and explicit CRPL instruction should be integrated into both undergraduate and graduate teaching.

The study also sheds light on the broader implications of SCA in teaching practices. It calls for explicit instruction in reading primary literature to overcome the challenges posed by the lack of formal training. Additionally, it emphasizes the benefits of SCA and peer engagement in enhancing reading comprehension, self-monitoring, and overall academic confidence.

Incorporating SCA in academic settings, such as journal clubs and article discussion exercises, can promote a more inclusive and effective learning environment. It can help in addressing the challenges faced by students from marginalized groups, ensuring a more enriched and inclusive academic experience.

In summary, the study’s findings not only challenge conventional assumptions in graduate education but also highlight the profound impact of SCA and peer engagement on enhancing critical reading skills, confidence, and collaborative learning. As an educational consultant, I advocate for integrating such innovative approaches in graduate education to foster a more inclusive, supportive, and effective learning environment.

Revolutionizing Secondary Science Education: The Mini-Poster Approach

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In my experience teaching chemistry at a large urban high school, I’ve grappled with a perplexing issue: students love participating in lab activities but often resist completing traditional lab reports. This observation isn’t just anecdotal; the data reflects a stark disparity, with lab activity participation rates soaring above 98% while lab report submission fluctuates between 35% and 85%. The consequence? Many students miss vital opportunities to enhance their scientific discourse and literacy skills—critical components of educational standards like the Next Generation Science Standards and Common Core State Standards.

The Challenge of Traditional Lab Reports

Traditional lab reports, with their structured sections—purpose, materials, safety, procedure, results, analysis, and conclusions—offer a formal writing practice but fall short in promoting other communication forms, such as speaking and listening. This format particularly disadvantages students with limited English proficiency, those with specialized learning plans, and individuals from lower socioeconomic backgrounds. Observations across various science disciplines echo this problem, indicating a systemic issue in science education.

In response to these challenges, I sought a solution to improve lab report completion rates and enrich students’ learning experiences, catering mainly to those struggling with the conventional format. The goal was to craft an approach that maintained the educational rigor of lab reports while enhancing accessibility and engagement.

Introducing the Intervention Lab Report

I devised an intervention lab report that I call a mini-poster, inspired by elementary education techniques for encouraging scientific observation and expression. This new format, compact yet comprehensive, is designed to demystify the lab reporting process, making it less daunting and more attainable for all students.

The mini-poster is a one-page template that guides students in constructing arguments from evidence, employing sentence and discourse frames to facilitate clear and concise scientific communication. This approach not only aids in meeting learning objectives but also significantly reduces the time and complexity involved in completing lab reports, addressing one of the main hurdles students face: the daunting prospect of lengthy and complex assignments.

The Power of Peer Collaboration and Discourse

An essential element of the mini-poster method is its emphasis on collaboration and discourse, principles rooted in Vygotsky’s constructivist learning theory. By assigning lab partners heterogeneously and encouraging the creation of shared documents, the approach fosters a dynamic learning environment where students guide each other through their zones of proximal development. This peer-assisted learning not only aids in understanding scientific concepts but also enhances communication and social skills, which are crucial for scientific careers.

To further this collaborative learning, I incorporate presentations into the curriculum. Starting with paired presentations in small groups, the process gradually scales to individual presentations to the entire class, mirroring the real-world scenario where scientists share their findings. This stepwise increase in presentation scope builds confidence and public speaking skills, reinforcing the interconnectedness of scientific literacy in reading, writing, speaking, and listening.

Tangible Results and Broader Implications

Implementing the mini-poster approach yielded significant improvements in lab report completion rates, with a notable increase from 83.5% to 92.7%. This success isn’t just a numerical victory. It is a testament to the approach’s effectiveness in enhancing student engagement and learning outcomes.

The mini-poster method transcends the traditional lab report paradigm, providing a multifaceted learning experience that aligns with NGSS and CCSS standards. It fosters a classroom environment where science talk and peer engagement are central, aiding in the development of comprehensive scientific literacy.

The intervention lab report exemplifies how innovative educational strategies can transform learning experiences, particularly for those who find traditional methods challenging. By adopting this approach, educators can make science more accessible and engaging, encouraging students to complete their lab reports and appreciate the value and excitement of scientific exploration.

From observing student struggles to developing and implementing a successful intervention, this journey highlights the importance of adaptable teaching methods in meeting diverse learning needs. It calls educators to continuously seek and apply innovative strategies that can make a real difference in students’ educational experiences and outcomes.

Transformation on the Night My Liver Started Running My Life

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I first met my liver the night it tried to kill me. I was alone at home in Hawaii, relaxing after a dinner of leftovers from a party I hosted the night before: macaroni and cheese with manchego and chorizo, tossed greens, a glass of Rioja, and … (read more in The New York Times).

As an educational consultant with a rich background in education and a personal journey marked by significant health challenges, I bring a unique perspective to my work. My experience, particularly the night my liver began to dictate my life’s terms, profoundly shaped my approach to teaching and learning.

Transforming Challenges into Opportunities: My Journey from Health Crisis to Educational Innovation

My story, “The Night My Liver Started Running My Life,” isn’t just about a health scare; it’s about the transformative power of life experiences. This ordeal taught me the importance of adaptability and listening—qualities that are essential in the field of education. As I navigated the complexities of my health condition, I learned to be responsive to changing circumstances, a skill that directly translates to my educational consulting services.

In my work, I emphasize a holistic approach to learning environments, much like the comprehensive strategy I adopted for my health. I advocate for educational designs that consider the entire spectrum of student needs. I recognize that authentic learning and development occur when individuals are supported in all aspects of their well-being.

Drawing from my extensive experience as a science writer and educator, I’ve developed workshops and services focusing on clear, accessible communication of complex ideas. My journey towards simpler, healthier living has underscored the importance of clarity and simplicity in education. In my consulting practice, I strive to make knowledge accessible and meaningful to all students. I design inclusivity and understanding in the learning activities.

My values-led, impact-focused approach is driven by a deep commitment to creating positive change in the educational sector. The significant lifestyle adjustments I made for my health mirror the transformative changes I encourage in educational institutions. Through my consulting, I strive to help schools and universities cultivate sustainable, effective learning environments free from outdated and ineffective practices.

Holistic Approaches in Education: Learning from Life’s Lessons

The heightened sensitivity I developed during my illness has refined my ability to detect and address subtle nuances in educational settings. This keen perception enables me to help educators identify and eliminate barriers to effective learning, creating cleaner, more conducive environments for student success. My track record in this area is a testament to my commitment to improving educational outcomes.

My narrative of resilience and adaptation underscores my work in educational consulting. It exemplifies how any challenge—personal health or educational—can be surmounted with the proper support and strategic adjustments. My sessions are infused with this belief, offering a problem-solving mindset and a hopeful outlook for overcoming educational hurdles.

In essence, my blog about the pivotal night when my liver commandeered my existence is a metaphor for the transformative consulting I offer. It highlights the importance of adaptability, resilience, and a holistic view in education. My journey through illness has reshaped my life and enriched my professional practice, emphasizing these core principles as the foundation for effective teaching.

Through my consulting work, I continue to inspire positive change, applying the lessons from my personal experiences to foster growth and innovation in education. I am committed to lifelong learning and my ability to transform personal adversity into professional insights. This make me a valuable partner for any educational institution seeking to navigate the complexities of contemporary education.

Spotting a Long-Term Educational Trend: A Master’s Degree with Business Spin

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Higher education hasn’t changed much for two centuries, until now… (read more in Nature Medicine).

The landscape of education, especially within the sciences, is continually evolving. As an educational consultant with a deep interest in the intersection of academia and industry, I’ve been particularly intrigued by the rise of the Professional Science Master’s (PSM) degree. This innovative program blends scientific expertise with business acumen, addressing the dynamic needs of today’s job market.

Adapting to Labor Market Needs

Reflecting on the journey of individuals like Brendan Tierney, who transitioned from working in a juice factory to researching antiviral and anticancer compounds, the impact of the PSM degree becomes evident. Brendan’s story is not just about academic progression; it’s about a transformative career shift facilitated by the structured, industry-aligned nature of the PSM program. His success story is a testament to the degree’s potential to bridge the gap between traditional academia and the applied scientific workforce.

The PSM degree, as I see it, is a silent revolution in science education. It caters to a growing segment of students who are keen on applying scientific knowledge in practical settings without committing to the long haul of a Ph.D. The blend of science and management training within these programs is meticulously designed to meet the fast-paced, versatile demands of industry jobs.

From my perspective, the rise of PSM programs signifies a shift in higher education paradigms. Traditional master’s programs have often been viewed as stepping stones to Ph.D. research paths. However, PSM degrees are carving out a new niche, recognizing the value and potential of applied science careers. They offer a pragmatic alternative for students like Dawn Carone and Kali Bogaard, who, despite initial interests in traditional academic routes, found their true calling in the more varied and industry-focused PSM pathways.

What fascinates me about PSM programs is their adaptability and responsiveness to market needs. These programs are not static; they evolve through direct feedback and involvement from the industry. This dynamic synergy between academic institutions and businesses ensures that the curriculum remains relevant, practical, and forward-thinking. However, this does not come without challenges. As Daryl Chubin points out, establishing robust business components in the curriculum demands substantial effort and close cooperation between universities and the industrial sector.

Diversity and Inclusivity in Science Education

The flexibility and diversity of PSM programs are particularly appealing to a wide range of students, including a significant number of women. This is a notable development, as it suggests that PSM degrees are contributing to diversifying the scientific workforce, offering pathways that are not only academically rigorous but also financially and professionally rewarding.

As an educational consultant, I see the PSM degree as a beacon of modern science education. It embodies the principles of effective learning: adaptability, industry relevance, and inclusivity. These programs are not merely academic offerings; they are gateways to fulfilling and prosperous careers in science and technology.

In conclusion, the emergence of the Professional Science Master’s degree marks a pivotal moment in science education. It challenges traditional notions and opens up new avenues for students to engage with science in a manner that aligns with their career aspirations and life goals. As someone deeply invested in the future of education, I am excited about the potential of PSM programs to reshape the landscape of higher learning and empower the next generation of scientists and industry leaders.