Module 12.1 includes a shared focus on text analysis and narrative writing. Students read, discuss, and analyze two nonfiction personal narratives, focusing on how the authors use structure, style, and content to craft narratives that develop complex experiences, ideas, and descriptions of individuals. Throughout the module, students learn, practice, and apply narrative writing skills to produce a complete personal essay suitable for use in the college application process.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Over the course of Module 12.2, students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-of-Unit Assessments as well as the Module 12.2 Performance Assessment. Module 12.2 consists of two units: 12.2.1 and 12.2.2. In 12.2.1, students first read “Ideas Live On,” a speech that Benazir Bhutto delivered in 2007. Next, students analyze the complex ideas and language in Henry David Thoreau’s essay, “Civil Disobedience.”

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In Module 12.3, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis in Modules 12.1 and 12.2, students use a seed text to surface and explore issues that lend themselves to multiple positions and perspectives. Module 12.3 fosters students’ independent learning by decreasing scaffolds in key research lessons as students gather and analyze research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which serves as the early foundation of what will ultimately become their research-based argument paper.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. |The mains texts in this module include|A Streetcar Named Desire|by Tennessee Williams, “A Daily Joy to Be Alive” by Jimmy Santiago Baca, “The Overcoat” by Nikolai Gogol, and|The Namesake|by Jhumpa Lahiri. As students discuss these texts, they will analyze complex characters who struggle to define and shape their own identities. The characters’ struggles for identity revolve around various internal and external forces including: class, gender, politics, intersecting cultures, and family expectations.|

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

Life in academia is like life in no other profession. The intellectual freedom in conducting research coupled with the ability to positively impact the lives of students through teaching makes it exciting and noble. The road to success in making a difference through knowledge creation (research), knowledge dissemination (teaching) and activities related to both (service) is riddled with many challenges. While PhD programs are designed to teach students the nitty gritty details of conducting research, few focus on the broad issues of how to build a successful research program, how to build an effective teaching portfolio and how to do deal with the many other challenges encountered. Navigating the broader challenges of academia is often accomplished by trial-and-error or ad-hoc mentoring one may receive. Road to Success: A Guide for Doctoral Students and Junior Faculty Members in the Behavioral and Social Sciences by Viswanath Venkatesh provides advice and tools, seeks to help researchers achieve success by navigating through these very challenges.

Tell us how you are using this book If you are a graduate student or prospective graduate student, a course instructor, a scholar conducting research, or another reader please complete the form at https://bit.ly/roadtosuccess_interest

Available formats:
Paperback (ISBN:978-1-949373-73-8)
PDF (ISBN: 978-1-949373-74-5)

The book comprises 20 chapters that are organized into five major sections:
1. Research
2. Managing the PhD program
3. Life after the PhD
4. Teaching and service
5. Broader advice

In addition to the author, both junior and senior scholars have provided contributions to share their own experiences and observations of others who have been successful.

The most important components of the book are the various tools (e.g., how-to advice, checklists) that are provided to help junior researchers head up the road to success and to arm senior researchers to guide junior researchers along the way. The various tools target the following six areas:
1. Building and sustaining a research program
2. Writing a paper
3. Responding to reviews
4. Planning and monitoring through various stages of the PhD program
5. Becoming an effective teacher
6. Achieving work-life balance

About the author:
Viswanath Venkatesh is Verizon Chair of Information Technology at the Pamplin College of Business at Virginia Tech. Please visit http://www.vvenkatesh.com for more information.

Accessibility note:
Virginia Tech Publishing is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The screen reader-friendly PDF utilizes header structures and includes alternative text which allows for machine-readability.

In this video adapted from Bullfrog Films, GwichŰ__Ű__ŒŒÇin Chief Evon Peter of Arctic Village, Alaska, describes his people's connection to the caribou and their passion to protect Alaska Native land and traditions.

This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society. Several key approaches were taken into consideration in the design of these projects. Understanding these approaches will support both your understanding and implementation of the projects in this guide, as well as your own work to design further activities that integrate AI education into your curriculum.

Project 1: AI Chatbots
Project 2: Developing a Critical Eye
Project 3: Using AI to Solve Environmental Problems
Project 4: Laws for AI

Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education

In this guide, students’ exploration of AI is framed within the context of ethical considerations and aligned with standards and concepts, and depths of understanding that would be appropriate across various subject areas and grade levels in K–12. Depending on the level of your students and the amount of time you have available, you might complete an entire project, pick and choose from the listed activities, or you might take students’ learning further by taking advantage of the additional extensions and resources provided for you. For students with no previous experience with AI education, exposure to the guided learning activities alone will create an understanding of their world that they likely did not previously have. And for those with some background in computer science or AI, the complete projects and resources will still challenge their thinking and expose them to new AI technologies and applications across various fields of study.

Project 1: Fair's Fair
Project 2: Who is in Control?
Project 3: The Trade-offs of AI Technology
Project 4: AI and the 21st Century Worker

Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education.

This video segment adapted from Interactive NOVA profiles two scientists who were surprised in 1984 to discover a hole in our atmosphere's ozone layer as big as the United States.

 Horse Diseases Grade Level: 9th - 12thSubject: Animal ScienceDuration: 3 daysDOK Level:  2SAMR Level:  Substitution Indiana Standard: AS-3.3 Identify common diseases, parasites and physiological disorders that affect animals AS-3.4 Explain the health risk of zoonotic diseases to humans and their historical significance and future implications Objective: The students will research and write a report explaining one horse disease and one horse parasite with no more than 10 grammatical errors.Procedure: Show the video Horse & Human Crossover DiseasesHold a class discussion about zoonotic diseases and if they are familiar of any other diseases like thisHave them write a short description of a zoonotic disease in their notebookHand out and explain the Horse Disease Project guidelinesUse google classroom to manage the submission of the project and progress checks.Have the students claim their disease and parasites picked for their reports under the comments of the google classroom assignment. Day 2 Have students review each other's work and make suggestionsDay 3 Have the students prepare and present a summary of their findingsProduct or Assessment: The students will be graded on the feedback they give their peers, written report, and the verbal summary. 

Derrick Woods, the gallery teaching manager at Speed Art Museum in Louisville, shows how to play the game “How Art You Feeling?” The idea is to have students express what they’re feeling through art instead of words. Students are asked to do a “full systems check” to consider how they’re feeling beyond simple words like “fine” or “okay.” Students then create art to show these feelings and share their art with a partner, who describes what they see in the artwork.

The game encourages students be thoughtful about expressing their feelings. It also helps them learn to consider their partner’s feelings. In the video, the two young women who are game partners discuss the feelings they were trying to express and find common elements in their drawings. The activity helps students develop social awareness and relationship skills.

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change.

We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

Edmodo, as an LMS being used worldwide, has been integral to those who got exposed to its utility, even once. Edmodo has an assessment and evaluation segment as well where the teacher can create and execute a quiz based assessment. Besides giving assignments and grading them, the Quiz feature gives us an opportunity to conduct a real-time, online assessment.

This online course is about Zotero (https://www.zotero.org/), a free citation manager that helps you collect, organize, and cite journal articles and other information sources. This course explains how to install and use the main features of Zotero. Use this course in whatever way works for you. Complete the whole course or complete only the parts you have questions about. Watch the videos, or read the transcripts, or download the instruction files and learn Zotero by trying it out yourself.