Nurse education today journal elsevier

Nurse Education Today

Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing. midwifery and interprofessional health care education. publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.

The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.

Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal’s high academic and ethical standards.

The journal employs a double blind peer review process for all submissions and its current Impact Factor is 1.218 making it one of the leading nursing education journals (© Thomson Reuters Journal Citation Reports 2013).

Editor: Professor William Lauder

How to break into international development guardian careers theguardian com

How to break into international development

Our experts say understanding the specific area you want to work in is essential. Photograph: Tsvangirayi Mukwazhi/AP

Reshna Radiven is volunteer marketing manager for VSO, a development charity that sends volunteers to work abroad

A speculative approach can land you an internship – but make sure you stand out from the crowd: For anyone that is looking for an internship with an international development NGO, I would suggest you decide on the specific function that you want to work in and then make a speculative approach. We are inundated with speculative approaches, so make yourself stand out by having done your research on the organisation and by tailoring your approach. However, we are also always looking for people who are able to support us by offering their time – so we welcome serious approaches.

VSO offers overseas and UK-based volunteering experience: If you’re interested in volunteering in the UK and overseas – and have six months to spare – check out VSO’s Global Xchange programme. It’s a six month volunteering programme which involves community development work in the UK and three months community development work in an exchange country. No previous experience of development is necessary, just the willingness to commit to the programme and get involved. One of my team volunteered on this programme and five years later is now working at VSO.

Starting at the bottom can lead to bigger and better things: The international development sector is a hard one to break into. Disheartening though it may be, it could work to your advantage to take on an entry-level administrative position. At VSO people who come in at this level and perform well often move into other better paid and more senior positions. I am sure this is quite similar to what happens in other organisations too. The other alternative is to build your career in a specific field and then move into the development sector at a later date. For example, I built my experience in marketing in various sectors (publishing, technology, financial services) before looking for a marketing job in the international development sector.

Pauliina Keinanen is recruitment and training coordinator at Skillshare International, an international volunteering and development organisation

Development qualifications are often not enough to secure you a job: My personal experience is that development courses are helpful in increasing the knowledge of the student – but international development is such a huge sector, one course will not qualify you for a wide range of paid jobs. If I had to name a course which is a guaranteed stepping stone towards paid work in development, I supposed I would name something quite obvious like medicine. There is always a high demand for medics, as you can imagine. I haven’t come across development qualifications which instantly stand out from the rest.

Beth Goodey is international placements coordinator for Restless Development, an international development agency

Find out what you are interested in first – then tailor your skillset accordingly: I would advise you to think about which area of development you are particularly interested in. Getting some overseas voluntary experience can give you exposure to a variety of areas of development work and help you to decide what aspect you are most interested in and best suited to. This can then help you to decide on which master’s should you decide to continue studying. The key is to try and identify what area of development you want to work in and to then build up your experience (academic or professional) in that area.

Use your time at university to boost your CV with the skills employers want to see: As a reasonably recent graduate myself, I definitely found the extracurricular activities I did outside of my studies at university really helped build up my CV. Universities have a real variety of societies to get involved with including many that are development-related, for example the Student Stop AIDS Campaign which is coordinated by Restless Development. Getting involved in societies provides opportunities to develop a wide range of skills including events management, campaigning, communications, finance and fundraising – and also provides opportunities to learn about development issues by attending talks, debates, film screenings and so on. If you have time, volunteering for a local charity or organisation over your three years at university also adds to your work experience on your CV – perhaps try to tailor it to the area you might like to look for a job in once you graduate.

Katherine Tubb is director of 2Way Development, a UK-based organisation that places volunteers into development NGOs in Africa, Latin America and Asia

Make the most of overseas experience by matching it to your career plans: The whole point of overseas experience is you get a knowledge of the practicalities of working in the sector and a contextual knowledge, which is imperative for programmes based working in the UK. You have to make sure your overseas experience is relevant to your skills and long term goals – this way you will get a worthwhile experience for your future and it will be a good investment of your time and money. Seeing a careers adviser before deciding what type of overseas experience is right for you might be a good idea – or applying for those jobs you would like afterwards and talking to recruiters, even if you only get an interview at this stage. A good web site is Volunteering Options .

Having a master’s in development isn’t going to guarantee you the top jobs: I would be very careful jumping right into a master’s programme before looking at jobs and getting a sense of where you want to specialise. I find that employers tend to like more specific master’s qualifications. Certainly having a master’s in development isn’t going to guarantee you the top jobs. I would recommend getting some experience first, in the UK or overseas, and then making this kind of decision as it will be a huge investment of time and money.

Kevin Cusack is director of World Service Enquiry, which provides information about careers in international development and aid

Consider the skills you have to offer an employer: Generally, NGOs need relevant work experience (read: SKILLS) and some specialist knowledge for the job. If you are considering a change, I suggest you look at the current jobs and see what you have, and also what you lack, in experience. This might help you make an informed decision about what to do next.

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Trends and challenges facing continuing education university business magazine

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Continuing education provides an opportunity for institutions to serve a broader range of students; but meeting these students’ needs and expectations can be a challenge. In this web seminar originally broadcast on Jul 23, 2013, a leader from Emory Continuing Education shared tips for successful practices specifically designed for CE programs, how to leverage software to determine which courses are most profitable, and how the rise of MOOCs will potentially impact continuing education. Other topics included current trends and challenges for continuing education programs, new tools available that can help improve current programs, and strategies for recruitment that can boost enrollment.

Katharine Foster

Director of Business and Finance

Emory Continuing Education

Emory University

Emory Continuing Education (ECE) has overcome many challenges that have helped us become a more efficient and profitable arm of Emory University. We found that systems and technology play a vital role in efficiency. How you address student recruitment is key for cultivating current and future business. First we’ll start with opportunities and strategies for continuing education. The first is harnessing critical data. Many variables go into a student’s decision to enroll in a particular class, so when performing a market analysis, you have to take all of these variables into account when creating and scheduling a program or course.

One of these variables is price. You don’t want to price yourself out of the competitive market, but you have to ensure that all of your associated costs are covered and at least break even; more importantly, make a profit. Timing and scheduling is another. While some students are professionals attending classes on company time, others are professionals who are struggling to get away from work to take the classes they’re interested in. Timing and scheduling will be very different for these individuals. You also want to make sure your instructors are always staying up-to-date on the subject-matter trends and that they’re engaging. Students must also understand the learning objectives for a course. Location is another variable. Based on student feedback, we’ve been scouting out a new location for our facility.

We’re very excited about this new opportunity to provide our students with the new professional space, not only because it better meets their needs, but it also helps us meet our staffing needs, as well. Data is critical for seeing where we expend our resources. You can have 100 people in a course paying $200 each, or 10 people in another certificate program paying $6,000 each. The raw number of students isn’t the determining characteristic of profitability. We all know our indirect costs like space and staff are vital pieces of the puzzle. With demand fluctuation, we find that classes that are popular now may not be popular a year from now. This is a problem for a lot of schools out there due to changes in what students or employers want. We’re always having to stay on top of what that demand is going to be. Pricing is difficult to strategize especially for new programs because, again, you don’t want to price yourself out of the market, but you do want to price within your brand and the quality of your program. Prepackaged courses can be offered more inexpensively than ones you’ve developed on your own, but if you choose that option, you risk losing the quality of your brand. A way to be successful with continuing education programs is to enhance the student experience.

We try to do this on a daily basis, because if students don’t have a great experience, they may not come back. One of the ways to do this is to address inquiries quickly and accurately. If students are reaching out to you with a question, you should get back to them within a 24-hour time frame, so they don’t lose interest. Another area we found to enhance the student experience involved our academic advisers. They’re using Jenzabar’s Higher Reach CRM to put new leads into the system. They can set up triggers for follow-ups and student status changes. It has helped them stay on top of who they’ve talked to and the plans for individual students. Prior to Higher Reach, ECE had a student registration system that was very old and had poor reporting capabilities. After a very thorough search for a new system, we partnered with Jenzabar on their Higher Reach product, as we felt it met our needs the best. It has allowed us to access key data for decision making. For instance, we now have accurate financial reporting.

We have the ability to run a profit/loss analyzer for a particular course, so at any given time we can run the numbers by a click of a button. We also have a financial feed from Higher Reach and we no longer have to do journal entries at the end of each month to move money where it needs to go. We now have the ability to reconcile revenue and refunds back to the individual student, which was key for us. We also created a sequel database to give the staff the ability to slice data in a variety of ways for making go/no-go decisions, and to run classes based on the net profit, including indirect costs. We also wanted to look at many courses at one time, and the profit/loss analyzer allowed us to look at courses based on start date or enrollment. That has been very helpful for us in making our decisions. Transactional security was another reason we selected Jenzabar. We now have the ability to collect all necessary student and course information in one place. Overall, our administrators are no longer doing data entry all day. With Higher Reach, making that process more efficient, they can interact more with our instructors and instead concentrate on the logistics. We feel we have a much better handle on our operational efficiencies and have less chance of creating data inaccuracies.

Josh Pennino

Sales Manager, West Region


Transactional security and integrity is paramount to our solutions and our clients who migrated from other systems, and who were facing challenges such as lawsuits. We want to make sure that our clients are 100 percent protected so they don’t have to go down that road. There are four main components to a Jenzabar partnership: streamlining disparate systems and processes, providing a seamless integration, cutting associated costs, and examining growth and revenue. This helps our continuing education schools that are trying to figure out how to improve student retention and have more repeat customers.

Mark Gradolf

Continuing Education Product Manager


Generally speaking, we have made some great advances over the years to provide tools that help schools harness and manage data. There are many sophisticated applications now that help administrators and staff make informed data decisions, made through reporting and metric dashboards, that are easier to implement now than ever before. There are some sophisticated ways to collect this data too. For example, we can passively capture web shopping tendencies and then make that data a part of student participant profiles. At Jenzabar, we’re working to individualize the experience of our continuing education shoppers based on those profiles. Schools can take advantage of this by putting the programs and events up that fit a student’s interests on their profile. We’re also pushing out dynamic data collection instruments that are triggered by conditions in the database that were collect previously. We’re providing our clients with a number of ways to harvest information, but more so, we’re providing ways to trigger actions based upon that information to a school’s advantage.

2013 2014 catalog

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Early Childhood Education

College of Rural and Community Development

Bristol Bay Campus 907-842-5109

Chukchi Campus 907-442-3400

Interior-Aleutians Campus 907-474-5207

Kuskokwim Campus 907-543-4500

Northwest Campus 907-443-2201

Community and Technical College 907-455-2883

Minimum Requirements for Certificate: 34 credits; for Degree: 60 credits

This program prepares students for employment as early childhood and child care providers and improves the skills of those already employed in the field. Graduates pursue opportunities with child care centers, head start programs, early childhood education programs, child welfare service agencies, scouting services, staff training, program licensing and public school teacher aide programs. This program meets standards specified by the National Association for the Education of Young Children and leads to state certification as an Early Childhood Education Associate II.

The certification program in early childhood is for students enrolling in college for the first time as well as for those who are educated in other subject areas but desire retraining for employment in this field. Through course work, students gain the knowledge and skills they need to pursue the field-based Child Development Associate Credential and to meet State of Alaska requirements for employment as directors or teachers in licensed centers. Course work also fulfills minor or concentration requirements for degrees in other disciplines.

Students entering either the AAS degree or certificate program should meet with an early childhood advisor to discuss a specific course of study. The required early childhood courses offered by any of the UAF campus sites may be used to meet graduation requirements for the certificate or degree.

An agreement between the UAF College of Rural and Community Development and the University of Alaska Southeast allows students in rural locations to take courses in early childhood education and obtain an AAS degree via distance delivery. Students should contact their advisor for assistance with the selection of general education courses and electives that meet the degree requirements of their campus. The courses for the certificate and AAS degree lay the foundation for the BA in Child Development and Family Studies.

Certificate Program

    Complete the general university requirements . Complete the following certificate requirements:

    Complete the following communication courses:

ENGL F111X–Introduction to Academic Writing– 3 credits Complete one of the following computation courses:

ECE F117–Math Skills for Early Childhood Educators (3)

or any math course at the F100-level or above– 3 credits Complete the following human relations course:*

ECE F107–Child Development II: The Preschool and Primary Years– 3 credits

Complete the following program (major) requirements:*

ECE F101–Introduction to Early Childhood Profession–3 credits

ECE F104–Child Development I: Prenatal, Infants and Toddlers–3 credits

ECE F110–Safe, Healthy, Learning Environments–3 credits

ECE F119–Curriculum I: Principles and Practices–3 credits

ECE F213–Curriculum II: Thinking, Reasoning and Discovering (3)

or ECE F214–Curriculum III: Infants and Toddlers (3)–3 credits

ECE F229–Foundations in Nutrition and Physical Wellness–3 credits

ECE F132­­–Young Child and the Family–1 credit

ECE F140–Positive Social Development (3)–3 credits

ECE F170–Practicum I (3)

or ECE F115–Responsive and Reflective Teaching (3)

or ECE F299–Practicum for CDAs (3)– 3 credits Minimum credits required–34 credits

*Students must earn a C- grade or better in each course.

Major — AAS Degree

    Complete the general university requirements . Complete the AAS degree requirements. (As part of the AAS degree requirement, complete ECE F117 or any course at the F100-level or above in mathematical sciences for the computation requirement, and ECE F107 for the human relations requirement.) Complete the following:*

ECE F101–Introduction to Early Childhood Profession–3 credits

ECE F104–Child Development I: Prenatal, Infants and Toddlers–3 credits

ECE F110–Safe, Healthy, Learning Environments–3 credits

ECE F119–Curriculum I: Principles and Practices–3 credits

ECE F213–Curriculum II: Thinking, Reasoning and Discovering (3)

or ECE F214–Curriculum III: Infants and Toddlers (3)–3 credits

ECE F229–Foundations in Nutrition and Physical Wellness–3 credits

ECE F140–Positive Social and Emotional Development–3 credits

ECE F170–Practicum I (3)

or ECE F115–Responsive and Reflective Teaching (3)

or ECE F299–Practicum for CDAs (3)–3 credits

Mexico education


Despite impressive gains in enrollment levels over the previous forty years, significant interrelated problems plague the Mexican education system in the early 1990s. Many primary- and secondary-school-age students, especially in rural areas, fail to complete their education programs. Instructional quality, as measured by student test scores, remains low. Although operation of all nonuniversity education was given to the states in 1993, the system continues to be overly centralized and subject to bureaucratic encumbrances. In addition, students are often poorly prepared to meet the challenges of a global economy.

Approximately 27 million students attended school at all levels during the 1995-96 instructional year, more than an eightfold increase from the enrollment total recorded in 1950. The length of compulsory education was raised from six to nine years in 1992, but in practice this new law is largely ignored. Approximately 54 percent of all students attend a six-year primary-school program that, together with preschool, special education, and secondary school, constitute the basic education system. Children in nursery school or kindergarten accounted for 12 percent of matriculation at all levels in 1995-96. As the Mexican population gradually aged during the 1980s, the primary-school share of matriculation at all levels declined from 70 percent in 1980 and was projected to continue to fall through the year 2000 (see Population, this ch.; table 4, Appendix). Upon successful completion of primary school, students enter a three-year secondary-school program, or vocational-education program. Approximately 19 percent of all students in 1995-96 were in secondary school. Those graduating from secondary school can pursue mid-level education, either through a three-year college preparatory program–the bachillerato– or advanced technical training; this encompassed 10 percent of all students in 1995-96. Higher education consists of four-year college and university education–the licenciatura– and postgraduate training. Approximately 5 percent of all students in 1995-96 were in postsecondary institutions.

Higher education consists of three types: universities, technological colleges, and teacher-training institutes. There are private and public institutions of all three types, but public institutions are more numerous and usually larger, with over 80 percent of students attending public universities and colleges. Each state has at least one public university, often having campuses in different cities. The largest public university, the National Autonomous University of Mexico (Universidad Nacional Autуnoma de Mйxico–UNAM) in Mexico City, has more than 100,000 students. Over ninety technological institutes had about 17 percent of the total higher education population in 1994. Teacher-training institutes are separate from general universities and generally offer a four-year curriculum. Universities in fourteen states offer postgraduate courses, and in 1991 over 28,000 students were enrolled in master’s degree programs and 1,250 in doctoral studies. Most students pursuing graduate work, however, do so outside Mexico.

Students’ access and retention remain critical concerns for educators. The government reported in 1989 that each year, 300,000 children who should be in first grade do not attend. An additional 880,000 students drop out of primary school annually, 500,000 of them in the first three grades. Nationally, in 1989 only 55 percent of students successfully completed their primary education, and graduation rates were only 10 percent in many rural areas. However, the government reported that in 1995 the national graduation rate reached 62 percent.

Approximately 15,000 schools–20 percent of the total–did not offer all six primary grades in 1989. In that year, 22 percent of all primary schools had only one teacher. The government could meet only 10 percent of potential demand for special education. Thirty percent of all secondary-school enrollers failed to complete the three-year curriculum. As a result, government education officials estimated that 20.2 million Mexicans had not completed primary education and another 16 million had not finished secondary school.

The disparity in educational opportunity is reflected in national literacy levels (see fig. 7). According to the 1990 census, 86.8 percent of all Mexicans fifteen years of age and older indicated that they could read and write. Two states in northern Mexico–Baja California and Nuevo Leуn–reported literacy rates exceeding 95 percent, and several other northern states and Mexico City indicated levels between 90 and 95 percent. In contrast, Chiapas, Guerrero, and Oaxaca had literacy levels below 75 percent. National literacy rates improved slightly to 89 percent by 1995.

Besides issues of access and opportunity, observers expressed concern about the quality of instruction. Anecdotal evidence compiled from student test scores by one informed observer, Gilberto Guevara Niebla, pointed to low academic achievement in numerous subjects, including mathematics, languages, and geography. Observers also criticized the highly bureaucratic and centralized nature of Mexico’s education system, which traditionally had been centralized. Until 1992 all primary schools, irrespective of regional distinctions, followed a uniform program of study. Fearing a potential loss of political influence, the powerful National Union of Education Workers (Sindicato Nacional de Trabajadores de la Educaciуn–SNTE) strongly opposed efforts to decentralize curriculum and program management and retrain teachers. At the same time, however, the government has earmarked few resources to evaluate school system performance. The result, according to educators, is a system that stifles student creativity.

The deficiencies in the basic education system tend to carry over into public postsecondary education. Observers have identified numerous deficiencies, including faculty salaries, limited research opportunities, and inadequate instructional facilities and curricula. As a result, many employers increasingly look to private educational institutions to provide qualified professional staff.

Responding to these problems, the government established in 1992 the National Accord on the Modernization of Basic Education. Under the accord, the federal government transferred responsibility for primary schools’ staff and funding to the states. The federal government, through the Secretariat of Public Education (Secretarнa de Educaciуn Pъblica–SEP), retains authority to establish national policies and to assist schools in poor districts. In addition, a revamped curriculum places renewed emphasis on basic skills, such as reading, writing, and mathematics. The states, for their part, have agreed to commit additional resources to improve teacher salaries and training.

Co ops internships on the web

Some links will require the Adobe Acrobat Reader to read pdf format.

If you don’t have a copy on your computer, click here for a free download

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Rochester, New York

In addition to the valuable experience and good pay that a Co-op or Internship will give you, very many of the Opportunities listed on this website also provide Travel Reimbursement, Housing and Meals . So, don’t let concerns about living expenses or the location of an organization posted on this website prevent you from checking out an exciting and challenging Co-op or Internship position. If travel support, housing and meals are provided, this information will almost always be included in the details about the Co-op or Internship that can be found by clicking on the co-op website next to the organization’s name and location.

Rochester Institute of Technology Students – Note that many organizations do NOT use the term "Co-op", but DO use the terms "Internship", or "Summer Undergraduate Research" or "Student Research" (or other similar "research" descriptions) to mean the same as "Co-op". ALL of the Co-ops, Internships, and the various Research Positions included in this website are Paid, Full-time, Short-term (10-20 weeks) opportunities in positions directly related to Biology & Biotechnology. Thus, even if you participate in an "internship" or "research" position, you can still call it "Co-op".

This Co-op website is organized into the categories listed below (click on the underlined link to go to that co-op posting category).

1. Homepages and direct weblinks to paid co-op/internship and summer undergraduate research opportunities postings listed alphabetically by organization name and listed by state (and Bermuda, Brazil, Carribean Sea, Costa Rico, Puerto Rico )

2. Special Interest Groupssubcategories of the complete alphabetical list related to career interests or special eligibility requirements – these subcategories are alphabetical listings only.

Opportunities in Biomedical Research and for Pre-Medical Studies Students

Opportunities that may consider First-Year Undergraduates

Opportunities for Pre-Veterinary Medicine Students

Get you education degree from miami dade college

About the Education Degree from Miami Dade College

An Education Degree That takes You from the Classroom to the Classroom

This four-year degree is perfect for those with a passion for education. Available in several specialties, these Florida Department of Education-approved programs are designed to meet professional standards, including certification requirements, that will prepare you to become a teacher immediately upon graduation.

School of Education faculty members are equipped with the knowledge and real-world classroom experience to help guide you to academic success. The required internship, under the supervision of a clinically-trained educator, provides you with hands-on learning that goes beyond the books.

The Bachelor of Science in Education Degree is available in the following programs:

Additionally, individuals with Bachelor’s degrees in other fields are able to earn teacher certification through our Educator Preparation Institute .

Copyright © Miami Dade College • 300 N.E. 2nd Avenue, Miami, Florida 33132-2204 • 305-237-8888

Miami Dade College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate and baccalaureate degrees.

Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Miami Dade College.

Miami Dade College is an equal access/equal opportunity institution and does not discriminate on the basis of gender, race, color, marital status, age, religion, national origin,

disability, veteran’s status, sexual orientation, or genetic information. Contact the Office of Equal Opportunity Programs/ADA Coordinator, at 305.237.2577 for information.

Chronicle of higher ed takes plunge with digital jobs site tailored to academics poynter

Chronicle of Higher Ed takes plunge with digital jobs site tailored to academics

by Rick Edmonds Published Nov. 8, 2013 8:00 am Updated Nov. 10, 2013 6:25 pm

I mostly buy into the theory that one reason newspaper organizations have typically made modest rather than big bets on new digital businesses is the wild success they enjoyed over decades under their old model.

So when Michael Riley. installed in May as CEO and editor-in-chief of the Chronicle of Higher Education. told me 10 days ago that it was launching what he hopes will be a breakout new digital service, I wanted to hear more. In its little bailiwick, the Chronicle has had as sweet a sustained run of business and editorial success as any newspaper I can think of.

Nearing its 50th birthday, the publication had the equivalent of a garage start-up. Corbin Gwaltney, the editor of the John Hopkins alumni magazine, organized his peers at other elite colleges to pool coverage of trends and happenings in the academy. That soon expanded to a weekly newspaper covering higher education nationally.

Recruitment classifieds were a natural fit. And the Chronicle caught a huge tailwind as tough federal equal opportunity requirements were introduced in the 1970s. A prominent ad in the Chronicle became the gold standard for universities to prove that they were conducting open searches in picking among candidates for vacant positions.

That business has held up remarkably well. Riley told me the Chronicle had 81 pages of print recruitment ads in its Sept. 6 issue.

Nor was the publication late in offering a website (by the mid 1990s) and, soon after, digital subscription alternatives. As of June, the Chronicle had 39,000 print subscribers at $89 a year and 21,000 digital subscribers to an e-replica edition at $78 a year, Riley said. All of those get full access to the website, and the Chronicle sells an additional 1,400 licenses to schools that then can give all faculty a ticket into the site. Traffic stands at 2.1 million unique visitors a month.

With all those pluses, the Chronicle has been seeing a small slide in both circulation and print advertising over recent years. So it recruited Riley — a digital veteran with stops at Time, The Roanoke Times, CQ and Bloomberg Government — to take the reins with a mandate to carry out bigger digital innovations more quickly.

First in a series of such projects, Riley told me, is a recruitment/career site built to accommodate the special features of the academic job market.

LinkedIn and other generic career sites do not work so well for college teachers and administrators, Riley said. For a start, a curriculum vitae (CV) — unlike a catch-the-recruiter’s-eye resume — is better if lengthy. These days, job candidates assemble a complex dossier besides that long list of published work and conference presentations. The new site provides free organizational tools for all those materials and ways to edit and update them. It also works for tenure applications or establishing connections to peers with similar interests.

“We have been doing career news and advice right along,” Riley said, “but we want to create more and smarter content of that kind.” A recent example:  “Googling for Grant Dollars.”

I asked Riley about revenue. “There is no revenue story yet,” he said. “The first step is to build the community, then there will be ways to make money” — advertising, sponsorships, events, related premium products.

The project had six months of development when Riley joined the organization. He put it at the front of the line and brought it to market in the six months he has been there.

Riley described his management strategy, if not exactly digital first, as “digital forward.” He said, “My view is that our business is at an inflection point. Print has been great and will remain a huge source of revenue. But there is a need for transformation in how to serve this community — deeper thinking and creativity in small ways and big ways.”

My affinity for the Chronicle started in the 1990s, when I worked on higher education public policy and read it faithfully. Stories were reliably well-reported, well-written and imaginative in framing trends and issues.

That is still part of the culture, Riley said. Founder Gwaltney, now in his early 90s, remains active and insists on keeping up quality. “About 50 percent of our 200 employees (including those at the sister Chronicle of Philanthropy), are journalists,” Riley said. “That compares to the 12 percent or so budgeted to the newsroom” at a typical newspaper.

I’m not here to say that ChronicleVitae is assured to succeed. It could be sound as a concept but fail to catch on (like RSS feeds. for instance). Or it could develop operational glitches.

But the venture checks many of the right boxes — based on a deep knowledge of the audience and its needs, ambitious and fully digitally based, with enough financial runway, as Jeff Bezos likes to say. to find its legs.

Individual newspaper organizations and the industry continue the protracted search for a next big thing in the digital realm. After years of watching the effort, I’m still not sure what that would be.

(Disclosure: Riley is a professional friend and a member of Poynter’s National Advisory Board).

Interactive learning sites for education home

Choose from fun, educational, interactive games and simulations for math, english language arts, science, social studies, brainteasers, music, art, holidays and more!

Copyright Karen Ogen 2011-2013. Please do not copy or distribute content without written consent.

Schools/educators: You may LINK to this site without permission. That is what this site is for. Please share with your students and staff!

Do you have a favorite site that you would like to recommend? Submit it here!

PLEASE NOTE: These interactive games, sites, and activities were not created by by the owner(s) of this site. The content of the linked resources are the property of their respective creators. By using this site you understand that you are linking to Internet resources that cannot be controlled by this site’s author(s). Web resources do change often. Any incorrect links, links to inappropriate materials, or errors will be corrected quickly. Please help to keep this site updated by reporting any bad links here .

Home free federal registry for educational excellence

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What is FREE?

The Federal Registry for Educational Excellence (FREE) makes it easier to find digital teaching and learning resources created and maintained by the federal government and public and private organizations.


The U.S. Department of Education does not mandate or prescribe particular curricula or lesson plans.

This site contains links to learning resources created and maintained by other public and private organizations.  This information is provided for the visitor’s convenience and is included here as an example of the many resources that educators may find helpful and use at their option.  The U.S.

Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.

Further, the inclusion of links to items does not reflect their importance, nor is it intended to endorse any views expressed, or materials provided.