Education & Schools
Daisy Bower is participating in Carthage College's Summer Undergraduate Research Experience PDF Print E-mail
News Releases - Education & Schools
Written by Mike Moore   
Tuesday, 08 July 2014 12:52

KENOSHA, WI (07/07/2014)(readMedia)-- Daisy Bower of Taylor Ridge is participating in Carthage College's Summer Undergraduate Research Experience.

The Summer Undergraduate Research Experience program started in the Division of Natural Sciences, and then grew to include all academic divisions at Carthage. Each summer between 20 and 40 students are chosen to participate.

Daisy is working with Prof. Kevin Crosby on the NASA Microgravity Team USIP – EMA Fuel Gauging project.

Students selected to participate in SURE spend 10 weeks on campus doing research full time (40 hours per week) with a faculty mentor. Students receive a stipend, campus room and board, and a small research budget. All SURE students and faculty mentors meet weekly for lunch, during which students present their progress. At the end of the program, students are required to write a project report and display their findings at a poster session for the Carthage community.

Established in 1847, Carthage is a college of the liberal arts and sciences affiliated with the Evangelical Lutheran Church in America. Situated on the Lake Michigan shore, midway between Chicago and Milwaukee, the College enrolls 2,500 undergraduate students.

UW-Platteville Hosts 192nd Commencement PDF Print E-mail
News Releases - Education & Schools
Written by UW-Platteville Public Relations   
Monday, 07 July 2014 14:46

PLATTEVILLE, WI (07/07/2014)(readMedia)-- University of Wisconsin-Platteville hosted its spring commencement on May 10, 2014, in Williams Fieldhouse.

Among those receiving degrees, with their hometowns and majors, were

Linnea Arndt a Animal Science major from Bettendorf, IA

Stephanie Dorton a Health and Human Performance major from Davenport, IA

Jonathan Frieden a Criminal Justice major from Moline, IL

Devin Johnson a Criminal Justice major from Bettendorf, IA

Kurtis Pfitzenmaier a Industrial Technology Management major from Bettendorf, IA

Joshua Riley a Biology major from Moline, IL

Christine Stobaugh a Forensic Investigation major from Leclaire, IA

James Weinert a Mechanical Engineering major from East Moline, IL

University of Wisconsin-Platteville, founded in 1866, is settled in a historic mining town near the Iowa and Illinois borders and enrolls 8,600 students. It is an institution whose mission is to produce intellectually astute individuals who will participate in society as competent professionals and knowledgeable citizens. For more information on the University of Wisconsin-Platteville, visit

Reinventing Schools PDF Print E-mail
News Releases - Education & Schools
Written by Ginny Grimsley   
Monday, 07 July 2014 13:44

Why Our Industrial Age Schools are Failing Our Information Age Kids
Educator, Researcher Describes 4 Ways to Reboot

In spite of the billions of dollars spent on educational reform since “A Nation at Risk” was published in 1987, more than half of America’s high school seniors are not proficient in reading, and 75 percent can’t do math, according to the recently released National Assessment of Educational Progress.

“Clearly, the current approaches to educational reform are failing,” says notes educational researcher and consultant Charles M. Reigeluth, author of “Reinventing Schools: It’s Time to Break the Mold” ( “The problem is that major aspects of our educational system were devised to meet the societal needs of a bygone era.”

“We need to change the paradigm – we need to move from Industrial Age ‘factory model schools’ to accommodate and reflect Information Age needs and realities.”

The Industrial Age in the United States, roughly 1830 to 1960, was shaped by machinery and mass production. Many jobs moved from farms to factories, which required workers – and therefore students – who would follow instructions and endure repetitive, boring tasks, he says.

“We did not need to educate many people to high levels, so Industrial Age schools sorted students, promoting the few needed for managerial and professional work, and flunking out the many needed for the assembly lines,” says Reigeluth, a former high school teacher and Indiana University professor.

“Today, knowledge work is more common than manual labor, and our systems are far more complex. All adults need a higher degree of knowledge just to function in society, so we can no longer afford a system that is designed to leave many children behind.”

Here are four Industrial Age educational artifacts, according to Reigeluth, and how to update them for the Information Age:

•  Time-based student progress: Currently students in a class move on together to the next topic according to the calendar, regardless of whether they have learned the current material.  Slower students accumulate learning gaps that make it more difficult for them to master related material in the future, virtually condemning them to flunk out. The system is designed to leave many children behind.

A paradigm designed to leave no child behind would allow each student to move on as soon as he or she has learned the current material, and no sooner.  This requires “personalized learning’’ and “learner-centered instruction” that is both high-tech and high-touch.

•  Standardized and other broad tests: Rather than evaluating a student based on how much he or she has learned in a certain amount of time, such as a 9-week period, each student should be evaluated to determine when the material has been learned, so we know when the student is ready to move on. This is called “criterion-referenced assessment,” a different paradigm from “norm-referenced assessment.”

“A big test with 20 different topics, as we use now, shows only how much a student knows compared to other students,” Reigeluth says. “In the Information Age paradigm, all students are expected to finish learning whatever they undertake to learn. Like a Boy Scout working on a badge, each student continues to work until the material is mastered.”

Assessments, then, are incremental and cover a single competency, or a small set of competencies. They certify mastery while also helping guide learning by showing students what they need to continue working on.

•  The traditional grading system: The traditional grading system indicates how well a student performed compared to the other students in a class – a tool that is only effective in sorting students. It’s not an effective way of guiding and ensuring individual student learning, and it tells you little about what the student has learned.

“Rather than achievement reflected as grades on a report card, it would be reflected as lists of skills and concepts that the student has mastered,” Reigeluth says.

•  Locking students into grades: Grade levels are incompatible with the Information Age model because students learn at different rates and become ready to move on to different material at different times. Grade levels are a key feature of the time-based, sorting-focused paradigm that served us well during the Industrial Age, but are detrimental to meeting Information Age educational needs.

Instead, group students into similar developmental levels, which typically span three to four years.

“Grouping developmentally, rather than based on age or rigid levels of content learning, accounts for the different rates at which children develop socially and emotionally,” Reigeluth says. “Children can remain in their social-emotional peer group while working on projects typically tackled by students of a higher or lower age.”

About Charles M. Reigeluth

Charles M. Reigeluth is a distinguished educational researcher who focuses on paradigm change in education. He has a B.A. in economics from Harvard University, and a Ph.D. in instructional psychology from Brigham Young University. He was a professor at the Instructional Systems Technology Department at Indiana University, and is a former chairman of the department. His new book, “Reinventing Schools,” (, advocates and chronicles a national paradigm change in K-12 education. He offers presentations and consulting on this topic.

Local Students Honored PDF Print E-mail
News Releases - Education & Schools
Written by Various   
Thursday, 03 July 2014 15:15
  • Darsani Reddy Named to Honor List of Oxford College

ATLANTA, GA (07/02/2014)(readMedia)-- Darsani Reddy of Moline, IL (61265) was named to the Honor List of Oxford College, the two-year liberal arts division of Emory University located in Oxford, Georgia, for the 2014 spring semester.

Students must have a cumulative grade point average of 3.5 or higher to be named to the Honor List.

Emory University is known for its demanding academics, outstanding undergraduate experience, highly ranked professional schools and state-of-the-art research facilities. Emory encompasses nine academic divisions as well as the Carlos Museum, The Carter Center, the Yerkes National Primate Research Center and Emory Healthcare, Georgia's largest and most comprehensive health care system.

  • ICC Presents Dean's List Honors for Academic Achievement

EAST PEORIA, IL (07/02/2014)(readMedia)-- Illinois Central College presented Dean's List honors to students who earned a grade point average of 3.5 - 3.99 on a 4.0 scale. Local students recognized for this academic achievement include:

Jacob Askew of Davenport IA (52804)

Jacqueline Twing of Rock Island IL (61201)

Located in East Peoria, Ill., Illinois Central College is a two-year community college that provides a high quality, affordable education to prepare students to enter to workforce or to transfer to a four-year college or university. For more information on ICC, visit

  • Local students named to University of Iowa Dean's List

IOWA CITY, IA (07/03/2014)(readMedia)-- Approximately 3,800 students have been named to the University of Iowa Dean's List for the 2014 spring semester.

Students from your area on the UI Dean's List for the previous semester include:

Kaylee Huber of Davenport

Chloe Miller of Davenport

Undergraduate students in the College of Liberal Arts and Sciences, the College of Engineering, and the Tippie College of Business who achieve a grade point average of 3.50 or higher on 12 semester hours or more of UI graded course work during a given semester or summer session and who have no semester hours of I (incomplete) or O (no grade reported) during the same semester are recognized by inclusion on the Dean's List for that semester.

Undergraduate students in the Roy J. and Lucille A. Carver College of Medicine may qualify for the Dean's List with fewer than 12 semester hours of graded credit if deemed appropriate by the college.

College of Nursing students participating in clinical courses must have a total of 12 semester hours of earned credit, with eight semester hours of graded credit with a grade point average of 3.50 or higher.

East Moline Resident Shannon Strickland Makes the Spring 2014 President's List at Pratt Institute PDF Print E-mail
News Releases - Education & Schools
Written by Pratt Institute   
Thursday, 03 July 2014 08:07

BROOKLYN, NY (07/02/2014)(readMedia)-- Shannon Strickland, East Moline resident and a student at the prestigious Pratt Institute, was among more than 1,000 students who made the President's List in the Spring 2014 semester.

Founded in 1887, Pratt Institute is a global leader in higher education dedicated to preparing its 4,700 undergraduate and graduate students for successful careers in art, design, architecture, information and library science, and liberal arts and sciences. Located in the cultural hub of New York City with historic campuses in Brooklyn and Manhattan, Pratt is a living lab of craft and creativity with esteemed professors and scholars who challenge their talented students to transform their passion into meaningful expression.

Under the leadership of President Thomas F. Schutte, the curricula and reputations of Pratt's four professional schools, which include 22 undergraduate and 25 graduate degree-granting programs, are recognized internationally and perennially listed among the best in top-tier rankings from U.S. News & World Report, Princeton Review, DesignIntelligence, and others.

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