CILE

This spring Holly Tilbrook presented as part of a panel titled “Neurodivergent Learners (and Earners!) in Postsecondary Education” at the UPCEA annual conference. Holly is a deputy director of the Academic Centres at the University of Cambridge’s Institute of Continuing Education. That institute offers a variety of postsecondary learning opportunities for students of all ages, from onsite weekend courses to online certificate programs to degree programs offered across various modalities. Many of Holly’s students aren’t just learners, they’re earners, in the sense that they are active participants in the workforce. I wanted to know what Holly has been learning about supporting students with ADHD and other types of neurodivergence, particularly adult students and online students. I reached out to Holly via LinkedIn, where she posts thoughtful reflections on her work on a regular basis, and she was glad to talk with me. In our conversation, we discuss ways to build trust with neurodivergent students, accommodations that can more authentically meet these students’ needs, and helping neurodivergent students enter or re-enter the workforce. Episode Resources·       Holly Tilbrook on LinkedIn, https://www.linkedin.com/in/hebtilbook/ ·       Institute of Continuing Education, University of Cambridge, https://www.ice.cam.ac.uk/ ·       Still Distracted After All These Years: Help and Support for Older Adults with ADHD by Kathleen Nadeau, https://amzn.to/3ze0pt8

Peer feedback is when students evaluate the work of their peers and give them suggestions so that their classmates can improve their work.

Many of us have excelled professionally while privately coping with various diagnoses, afraid that revealing them will discredit us, writes Marta Elliott.

Elizabeth Grimm, Hope College Keywords: Feedback, Formative Assessment, Student Growth Key Statement: Instructors can enhance student achievement by transitioning from evaluative to descriptive feedback, offering clear guidance for student improvement and deeper comprehension.Introduction Instructors possess the power to support student's growth mindset and sense of competence while also improving student achievement by adjusting how they give feedback to students (Akpinar & Özalp, 2023; Hattie

Seven Corporation grantees define accelerated learning and provide insights for successful implementation

High structure course design improves student outcomes via scaffolding students through the learning process with pre-class content acquisition and formative assessment, in-class active learning and problem solving, after-class review and formative assessment, and frequent summative assessment.

Embed these four strategies into your courses to tap into the strengths of your neurodivergent students while helping them make critical connections to the course material and their classmates and develop essential executive functioning skills.

Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers

Possibly a better way to handle attendance, participation, and other forms of engagement.

In today’s conversation, Rebecca and I talk about digital accessibility practices, accessibility plans, accessibility fellows and 10-day, 5-day Accessibility challenges. But throughout this convers…

In today’s digital world, teaching your students the art of writing an email is a must. Explore lesson ideas, videos, and resources to help.

58K likes, 1,978 comments - gerrybrooksprin on April 13, 2024: "Hope this helps everyone. Tag your friends and colleagues and by all means, please share!". United Airlines, flight, airport, parking lot, TSA

Research from the University of Illinois finds college students derive belongingness from four factors. Having the cultural capital to navigate higher education matters most to students from racial and ethnic minority groups.