1. A study of homeschooled students showed that they scored about 30 percentile points higher than the national average on standardized tests

   Homeschooled students seem to have an edge when it comes to taking standardized tests. Dr. Brian Ray studied results from 15 independent testing centers and compiled them in a larger report in 2009. The results were striking. Homeschooled students in multiple states showed significantly higher scores than their public school peers, doing the best in reading (89 vs. 50) and science (86 vs. 50), a difference of almost 40 percentile points.

2. More money spent on homeschool education doesn't correlate with better outcomes.

   While many public figures believe the solution to poor results in public education is to throw more money at schools, homeschools may just prove that that isn't necessary (or wise). Dr. Ray's study also showed that household income had little impact on the test results of homeschooled children, with only a 4% difference between the highest and lowest income groups. What's more, when parental spending on education was analyzed, families spending less money actually had slightly better scores than those spending more (an average of 89th percentile in families spending $600 or less versus an average of 86th percentile for families spending more than $600 a year).

3. States with more stringent homeschool regulations do not have better test scores

   Many states have extremely strict regulations when it comes to homeschooling, with the idea that it helps to improve student outcomes and ensure that all kids get a good education, no matter where they go to school. While there's no harm in that and the regulations no doubt help protect students, the reality is that even in states without strict regulations many parents tend to do a pretty good job of pushing themselves to give their kids the best education possible. Studies found no difference in test scores between homeschooled students in states with high regulation versus states with low regulation. In both, students scored on average in the 87th percentile, high above public school averages.

4. Most homeschooled students are socially well-adjusted

   One of the biggest concerns many have about homeschooled children is that they are missing out on interacting with other children and fully developing social skills. While there are undoubtedly some children to which this applies, generally speaking, studies have shown quite the opposite. In a study by John Wesley Taylor that set out to measure levels of "self-concept," a key factor in determining self-esteem, it was found that 50% of homeschooled children scored above the 90th percentile. Only 10.3% of homeschooled children scored below the national average. In another study, when homeschooled children were compared with private school children, no significant differences were found in psycho-social development.

5. Racial and socioeconomic differences are far less impactful in homeschooled children

   One of the biggest issues with public schools in America is a huge gap in achievement between minority and economically disadvantaged students and their peers. Because students in a homeschool environment get such focused attention and numerous opportunities to learn outside of the classroom, these differences disappear. In a study of more than 20,000 homeschooled students, Dr. Lawrence Rudner found that the race of the student made little difference in achievement. In math, white homeschooled students scored in the 82nd percentile while minority students scored in the 77th percentile (though overall both groups were equal in their achievement at the 87th percentile). In public schools, this gap is much larger, with white students scoring in the 58th percentile in math and minority students in the 24th percentile. Similarly, studies found almost no difference between the scores of wealthy and poor families who were homeschooling children.

6. Homeschoolers tend to score above the national average on both their SAT and ACT scores

   Being homeschooled could be an advantage when it comes to getting great scores on college entrance exams as well. Statistics from ACT show that homeschooled students get an average of 22.8 on the ACT versus a 21 for the average American student. When it comes to the SAT, homeschoolers score an average of 72 points higher than their peers. It is important to note, however, that critics point out that the numbers may be skewed due to a number of demographic factors, which could be pushing homeschool scores higher than that of public or private schooled students.

7. Homeschooled students generally fare very well in college

   Those higher college entrance exam scores might just be paying off for homeschooled students who choose to go on to college. Research by Michael Cogan at the University of St. Thomas found that homeschooled students earned a better GPA on average throughout their college careers and that homeschooled students were more likely to graduate than their peers (66.7% versus 57.5%) And homeschoolers might have another advantage. The same study found that homeschool students often enter college with more credit than their peers, having 8.7 more credit hours before their freshman year than traditional students. Some colleges, like Boston University and Dartmouth, actively recruit homeschooled students.

8. Homeschooled children are, on average, almost one grade level ahead of their peers

   While grade levels mean less in a homeschool environment than they do in public and private schools, students who are homeschooled often outperform their peers. One study found that on the Comprehensive Test of Basic Skills, 92% of homeschool students were above grade level in math and 93% were at or above level in reading. In a 1986 study by Lauri Scogin, it was found that 72% of homeschooled children scored a year above their grade level in reading, with almost 50% scoring a year above or more in math. Other state-specific studies, like one done in Arizona, also found similar results.

9. More homeschooled children participate in community activities

   Homeschool children aren't stuck at home, like many stereotypes would have you believe. Research has found that homeschooled children are actually much more likely to participate in community service than their traditionally schooled peers. They're also much more likely to keep up this involvement as they age, with 71% of homeschool graduates participating in an ongoing community service activity, compared with just 37% of similarly selected adults from traditional educational backgrounds. Homeschooled adults are also more likely to vote, at a rate of 76% versus 29% of the corresponding U.S. population.

10. Structure and education play a big role in homeschool outcomes

    Not all homeschool experiences are created equal. Studies have shown that students coming from homeschools where one or both parents have a college degree scored significantly better on standardized tests than those who were being educated by parents without college degrees. Education wasn't the only factor needed for success, however. One Canadian study found that students who were homeschooled in a structured way had much better educational outcomes across the board when compared to public school students. Those in unstructured environments, sometimes called "unschooling," underperformed their public school peers. While this study had an extremely small sample size and may not be applicable across the board, it's important to note that not all homeschool experiences can be lumped together in terms of methods and long-term success.

While these studies certainly show homeschooling in a positive light, it's important to note that they aren't meant to demonstrate that homeschooling is a superior educational method or that public and private schools aren't offering students a high-quality education. What they do show, however, is that homeschool students do quite well in their given educational environments, and that many stereotypes and misconceptions about homeschooling are baseless.

Whether you have just graduated from high school or you waited awhile to return to college, you need to carefully consider why you want to pursue a degree and that your decision is done for the right reasons. Going to college involves making an important decision that’s based upon more than what school to attend. The deciding factors should include your goals, career interests, and ability to make a personal commitment to the learning process. Starting is easy, it’s the day to day work and willingness to learn, change, adapt, and pursue self-development that takes work – and many students don’t make it past the first year.

Some students begin a degree program because it’s expected of them by their family or peers, or they believe it is necessary to gain employment. Perhaps a degree is required for entry into a particular career field or is a minimum requirement for a specific job. Whatever the reason, attending college requires a significant investment of time and resources that you must be willing to commit to if you are going to succeed. As you consider the arguments for and against starting a degree program, develop a list of the reasons why you want to attend to determine if this is right for you.

Arguments For and Against College

1. Opponents

In a New York Times blog, Why Go to College at All?, Dale J. Stephens (founder of UnCollege) discussed going to college and encouraged students to find their own path to success. UnCollege is self-described as “a social movement changing the notion that going to college is the only path to success.”  Stephens said that it is important for potential students to have clearly defined reasons and “understand why you’re going so you can make the most of your experience – and be honest about it.” While the premise of UnCollege may cause concern for educators, it could be a wake-up call for students who feel pressured to go to college and yet don’t have a clear direction of their future in mind.

Another vocal opponent of going to college is the co-founder of PayPal, Peter Theil, who created the Thiel Fellowship. Through this program a $100,000 grant is being offered; however, the purpose of the fellowship states: “Fellows are given a no-strings-attached grant of $100,000 to skip college and focus on their work, their research, and their self-education. They are mentored by our network of visionary thinkers, investors, scientists, and entrepreneurs, who provide guidance and business connections that can’t be replicated in any classroom. Rather than just studying, you’re doing.” Thiel noted that the first 24 fellows “founded companies, raised capital, won prestigious awards, and put products on the market” during the first few months of their work in 2011.They did this with financial backing from the fellowship rather than a college degree.

2. Supporters

Many supporters of obtaining a college education have referred to a 2010 study conducted by the Georgetown University Center on Education and the Workforce, titled College Majors, Unemployment, and Earnings. This study concluded that “unemployment for students with new Bachelor’s degrees is an unacceptable 8.9 percent, but it’s a catastrophic 22.9 percent for job seekers with a recent high school diploma—and an almost unthinkable 31.5 percent for recent high school dropouts.” Of course the degree major selected has a bearing on the actual employment prospects, which is why students must make an informed decision before starting a degree program.

A Time magazine article, Why You Should Still Go to College, makes a case for going to college and acknowledged that even though “it isn’t the guarantee of a job that it once was — for students who are qualified and want to go, it’s still an investment worth making.” In a New York Times article, Even for Cashiers, College Pays Off, an argument for investing in a college degree was made as “education helps people do higher-skilled work, get jobs with better-paying companies or open their own businesses.” I understand these perspectives as I’ve observed students gain important skill sets regardless of their degree major, such as writing, reading, analysis, and critical thinking skills. As students recognize their talents and abilities they grow more confident while they explore new career opportunities.

The Right Reasons

The reasons for and against going to college come down to a matter of purpose. If you make a decision to obtain a degree and choose a school that has a program you’re interested in, then the right decision to start involves four important factors.

1. You Possess Strong Self-Motivation

Self-motivation is related to the process of learning because your journey as a student will require sustained effort on your part. You may question your decision at times, especially if find there are challenging assignments or activities. Development of self-motivation means you have the determination necessary to face barriers, obstacles, and challenges head-on and not back down – knowing that you have a capacity to learn. There will be days when the work seems manageable and other days when you will question your ability to keep up with the class or assignments; therefore, a strong internal drive will be necessary maintain your progress.

2. You Have Established Goals

You can also make an informed decision about your college options by developing a set of clearly defined goals that state when you’ll begin, how long the program should take, and what you will accomplish. An effective technique to use is called SMART goals, which means that each goal is:
Specific: A SMART goal identifies a specific action or event to be taken.
Measurable: The description and the outcome should be quantifiable.
Achievable: A SMART goal should be attainable given available resources.
Realistic: A SMART goal should require you to stretch some beyond your normal routine and regular abilities, but allow for likely success.
Timely: A SMART goal should state the time period in which it will be accomplished.

Here is an example: You will start your degree program in June, obtain a college degree within two years, take two classes per semester, and earn a 3.0 GPA overall.

3. You Developed Realistic Career Expectations

Before making a decision about college you should also explore potential career options that are possible after earning the degree. Students often start by attaining an associate’s degree, which is still relevant in today’s workplace, provided it is with a specialization that is currently in demand. An associate’s degree with a general focus may not produce the same career results as a specialized degree. This is a very good reminder that you should always weigh your options when choosing a degree program. If you believe that a degree will provide you with job opportunities and financial rewards, be certain that belief is based upon research you’ve conducted.

4. You are Willing to Make an Investment

Your decision to earn a degree is going to require a significant investment of time and finances. You’ll need to develop your self-management skills. This involves how you make choices about the use of your time and establish a sense of order for your life, including how you manage stress and avoid procrastination. You need to be disciplined and maintain control through conscious choices that support your goals. You must utilize your time wisely and avoid distractions, minimize interruptions, address any potential competing goals and priorities, and create a work space or environment that is conducive to working productively.

Your financial investment will consist primarily of the tuition paid. Be sure you consider what you can afford now and after you graduate if secure financial aid. A 2012 report by the National Center for Education Statistics estimated the following costs for an average school year:
•    “Students at public four-year colleges paid $16,900 before any grants and $10,200 afterward.
•    At four-year private nonprofit colleges, the average sticker (advertised) price was $32,700, and the net (amount paid) price was $16,700.
•    And at four-year private for-profit colleges, the average price was $27,900 before grants and $23,800 after.”

Remember that there will be other expenses such as office supplies, computer equipment and accessories, along with course materials. If you have incurred student loans those payments will begin after a short grace period, which makes a well-defined financial plan an absolutely necessity.

Is it Right For You?

After evaluating all of your options you may discover that this isn’t the right time to start a degree program – until you have developed a plan and considered the potential outcomes once it’s completed. If you have determined that you’re starting for the right reasons, which are relevant to your personal and/or professional needs, you are likely to make an informed decision and minimize uncertainty as you devote time and effort to your studies.

You can follow Dr. Bruce A. Johnson on Twitter @DrBruceJ and Google+.

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College is not just about the degree, it’s an investment of time and money in your future  — whether you want to find a job, work toward a promotion, or seek to explore new industries. Whatever your field of interest, building skill sets to support your degree will improve your marketability.

There is renewed hope for college graduates who are looking for work as noted in the ABC News report, Job Prospects For New Grads Best Since Recession. However, as Dan Schawbel of the Boston research company Millennial Branding states, “the most successful candidates are those who, as undergrads, pulled out all the stops: You've got to get as many internships as you possibly can.” Completion of a degree signifies the subject matter expertise acquired and the experience gained from an internship demonstrates real world application of what you’ve learned. An internship can give you a competitive advantage over applicants who also have a degree but do not have relevant work experience.
 
Finding an internship is especially important for undergraduate students, according to Lauren Berger, founder of Internqueen.com. Berger utilized her internship experience to launch this website and now visits colleges and universities worldwide to talk about the benefits of internship opportunities. She also has stated that “70% of college students participate in internships prior to graduation and current undergraduates need to be completing at least 2-3 internships just to stay competitive.” This means that you shouldn’t wait until after graduation to start looking for opportunities. There are positions available while you are still attending college.

Paid vs. Unpaid Internships

One of the most discussed issues by educators and career counselors concerning internships for college students involves paid and unpaid opportunities. According to the U.S. Department of Labor, an employer is not required to pay an intern if the work is “structured around a classroom or academic experience,” which is of benefit to the intern who can use the skills acquired in multiple employment settings. In contrast, if an intern performs work either as a substitute for a regular employee or in any other capacity that the employer benefits from and is dependent upon for their business operations, then the employer is required to provide compensation.

A recent New York Times article, Jobs Few, Grads Flock to Unpaid Internships, indicates that college graduates are taking advantage of any opportunity to gain a footing in an employer they are interested in working for, even if this means working without compensation. There are two distinct arguments made about unpaid internships. In the post, Opinion: Unpaid Internships Hurt Students, there is a discussion about the menial office work interns may be required to do, which could include collecting mail or making copies, and this type of work offers no real world advantage for the intern.

The opposing post, Opinion: Unpaid Internships are Worthwhile, discussed the most important aspect of accepting an internship opportunity, even if it is unpaid, and that is the ability to network with employees and industry leaders. You will gain an inside perspective of business operations and connect with employees who may be able to offer insight and advice. If you accept an unpaid position and decide it is not a good match for your career or the conditions are unacceptable, you can leave to pursue other positions.

Internship Resources

Before you begin to search for internships, be sure you have developed a plan of action or general strategy. Consider what your ultimate career goal is, what skills you have and the skills you need to acquire as a means of developing a competitive advantage, and the industries or job markets that are related to your goals. You don’t want to accept an intern position just to gain experience; you want it to further your career development plans.

You should also develop a resume that summarizes the skills, qualities, and talents you currently possess – even if your background and experience is limited. My post, A Winning Resume for Online Students, can be utilized by any student – especially students that have few jobs to list. The approach I’ve provided is for the development of a skill set based resume, which puts a focus on the skills you’ve gained and that is a method of overcoming employment deficits. Regardless of the job(s) you’ve held, you have gained transferrable skills and a skill set based resume format helps highlight them.

1. School Resources
One of the first resources you should get in contact with is the career center at your school as there may be job postings, leads, or information. Many schools also offer other services such as tools and techniques for developing your resume, interviewing, and obtaining background information about potential employers. Once you graduate you will have access to alumni resources, which are often similar in nature.
 
2. Networking
You can network with classmates, your school, and employers to find an internship and then develop career connections once you have secured a position. Timothy Diehl, director of career planning at Bowdoin College, says that “once you've identified someone in a company with whom you have a connection, you can turn that person into an ally and advocate.” This is true for either situation. If you target a particular company and find someone to approach by cold calling or through an email that expresses your interest, and they are receptive to you, it is possible they will serve as a mentor even if there isn’t a position currently open. If you secure an internship, use that opportunity to make as many connections as possible within the company.

Another method for developing career related leads is through the use of social networking, which expands your potential reach to companies that might be difficult to contact by phone or email. You can post a profile that resembles a resume on LinkedIn and search for internships. You can utilize Twitter to follow companies as a means of looking for current openings and other leads. Facebook is another resource and recently an application was introduced, CareerAmp, which allows you to see what positions your friends hold and if there are openings at the companies they work for now.

3. Virtual Internships
This is an option that students often overlook and it is an opportunity to expand your possibilities further as it may be possible to work remotely for companies that are physically located in other cities. In Virtual Internships in Rising Demand, it was indicated that there has been an increase in the number of virtual internships with firms of all sizes, from small businesses and startups to larger companies. While many of these positions are unpaid you have flexible work hours, no commute time, and this allows you to better manage your time while completing your classwork.

4. Internship Databases
There are several databases you can search for possible opportunities, including:
Internships.com – you can search by degree major or industry.
Monster.com College – registered users can search for current openings.
Lauren Berger, founder and owner of Internqueen.com, has a page with Internship Listings.
CareerBuilder Internships – this website provides a list of current internship opportunities.
CampusCareerCenter – this resource provides students and graduates with current internship opportunities.

An internship may not be the best fit for students who are already working and have significant career experience. However, for students who need additional skills to give them a competitive advantage in a challenging job market, an internship – paid or unpaid – may offer tangible benefits (skills) and intangible benefits (industry-related connections and leads). Start with a strategy or plan, analyze your potential strengths and areas of development, and then look for opportunities that will help increase your marketability.

You can follow Dr. Bruce A. Johnson on Twitter @DrBruceJ and Google+.

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Hey!! Did you hear what I just said? There’s nothing more annoying when you talk to someone than thinking that they haven’t heard a word you’ve said. Or their body language indicates that they would rather be doing anything else but listening to whatever you have to say. Instructors don’t like it and neither do students – especially during class discussions – and yet we get easily distracted because of thoughts about our busy lives, the need to need to stay connected via technology, and our concern about what we need to say next. Listening it seems has become a lost art but one of the most important aspects of communicating.

How important is listening? It has been called the number one skill for effective communication because “the better we listen, the more others appreciate us and, in return, the more they listen to us.” While many students are focused on development of their writing and speaking skills, which are necessary for academic success, many forget that they also need to work on their listening skills. The process of communication is complex and the ability to focus on what someone else is saying engages your attention and allows you to develop positive interactions and working relationships with them. There are three methods you can use to enhance your active listening skills and improve your ability to communicate with others more effectively. 
 
1. Monitor Your Nonverbal Cues

Nonverbal communication is important because it is part of the first impression made when interacting with someone else in person. UCLA professor Albert Mehrabian’s psychological study found that “body language accounts for 55% of a first impression; 38% comes from tone of voice; 7% comes from our actual words – and when your verbal and non-verbal communication are incongruent, people will believe the non-verbal.” When you interact with someone for the first time, especially during the first few weeks of class as you are getting to know everyone, you are going to rely upon your visual and perceptual interpretations to determine who you connect with and want to interact or communicate with during class. Even as you listen to what others are saying, you are evaluating their intent through their nonverbal communication.

The most important nonverbal cue you need to monitor while interacting with others is your body language. Body language is a natural reaction to external events and circumstances that provides immediate feedback through expressions and gestures. We have to be careful when we are communicating with others as bodily expressions may indicate a lack of proper social skills, give the appearance of being bored, or indicate that we simply do not care, which may or may not be accurate. For example, if another student is talking to you directly during a class discussion and you look around, fidget with your pen, or fail to maintain eye contact, you may be perceived in a negative manner. These nonverbal cues can stop the conversation in its tracks and leave a poor lasting impression.
 
2. Develop Your Focus

If you want to truly listen to someone else you have to pay attention to what they are saying. In order to do this you have to tune out distractions, which includes technological devices such as your cell phone. Maintaining focus is important because the communication process is complex and occurs very quickly. When someone is talking to you they are sending a communication message. You don’t automatically receive and accept what has been said because you use an internal filtering process that includes opinions, beliefs, and preferences. If you are distracted and not paying attention, the message and spoken words are not fully processed and interpreted accurately.

As you interact with others in class you may not find that every discussion or conversation is interesting; however, paying attention is still necessary because students (and your instructor) contribute to your learning. In order to develop your focus you must to learn to use the power of concentration – or make a determined effort to pay attention to what is being said, especially if the conversation is being directed to you. To develop your ability to concentrate you can take notes – but still maintain occasional eye contact and acknowledge the speaker with affirmative gestures. Another method you can use is a technique called Be Here Now, as described on the Kansas State University website. This is a “deceptively simple strategy is probably the most effective – when you notice your thoughts wandering astray, say to yourself: Be here now.” This serves as a triggering mechanism to help you develop a habit of being focused during the conversation.

3. Engage with the Speaker

This is the last step listed as it is important to listen before you speak or engage with the other person. As noted in Learning to Listen, “giving the other person's words a moment to sink in before you respond, your connection with that person, the depth of your conversation, will be very noticeable – and your mind is doing one thing at a time: listening when it's time to listen, and responding when it's time to respond.” If you wait to respond you focus on the other person and concentrate on what they have to say before you formulate a response. Too often students are in hurry to express their own thoughts and opinions instead of engaging other students in a conversation.

There are several techniques you can use to interact with someone else, after you have listened to what they said. Paraphrase or summarize the information as a means of clarification, and then ask a follow up question. The use of questions is always beneficial as it demonstrates being present in the conversation and acknowledges that you have listened. You can also share a related experience and build a connection through similar interests. The goal of engagement is to develop rapport with others, which leads to productive working relationships that make the class enjoyable and meaningful through working effectively with other students.

Being a Better Listener

The following video from Mindtools provides a discussion and explanation of active listening skills, incorporating some of the techniques described above.

In this video the speakers indicate that we often become preoccupied with our own thoughts and as a result, miss what others are saying. Active listening requires a conscious effort of paying attention – while tuning out any potential distractions. When you listen, you are fully engaged in the process of communication.

Pay attention to your nonverbal cues and internal filters to avoid any potential barriers to the process. The power of your focus and concentration allows you to fully receive and interact with information heard from someone else and as a result, you will find it easier to comprehend the meaning of what’s been said and respond appropriately. As you learn to listen better, you increase your capacity to be empathetic or relate to others, understand their perspectives, and develop better working relationships with them.

You can follow Dr. Bruce A. Johnson on Twitter @DrBruceJ and Google+.

Photo © Images.com/Corbis

1. IdeaWell

   Don't let a good idea slip away! Instead, download this app and keep all of your ideas organized in one place, with the added bonus of features that let you brainstorm and analyze your best ones.

2. Omnigraffle

   Create a quick chart, website, or design with this simple drawing tool that is perfect for creative thinking on the go.

3. Adobe Ideas

   Adobe has pulled together one of the best applications for turning your iPad into a digital sketchpad. Through Ideas, users can draw, design, sketch, brainstorm, and more, with the ability to easily export work to other programs.

4. Draft

   Need to get that idea on paper really quickly? Just want to spend some time doodling? Then this app is for you. Draft allows users to create minimalist sketches that can later be refined into a more complete idea.

5. Freeform

   If vector drawings are how you like to work, then you won't find a better or simpler way to create them on the fly than Freeform. Just open the program and start creating mockups, sketches, diagrams, and more.

6. SketchBookPro

   SketchBook Pro is one of the most amazing drawing tools available on the iPad. Many users have created stunning artwork on it, but it's also great for getting basic sketches down or just playing around with colors and ideas.

7. ipadmindmap

   If brainstorming is what you need to get you thinking creatively, then consider checking out this great application for the iPad. It allows you to build simple, easy-to-read mindmaps that you can easily work from later.

8. iThoughtsHD

   iThoughtsHD is another great iPad tool for brainstorming, keeping your thoughts neatly mapped out on the screen.

9. MindNode

   Build an impressive and highly functional mindmap with this app that can help you to better flesh out your flash of genius or creative spark.

10. MindMeister for iPad

    This popular mindmapping program is now on the iPad, allowing users to get ideas out of their heads and onto virtual paper.

11. iMindMap Mobile HD

    Create a mindmap that resembles a tree branch, integrate files and references, and add a few graphics for good measure when you use this application.

12. Phaidon Design Classics

    Those looking to get inspired should consider downloading this amazing application. It'll bring some of the most iconic products and images in design to your iPad, so you can browse, be awed, and hopefully get inspired to create your own classics.

13. Masque

    Play around with the photos on your iPad by checking out this application. It is full of simple tools that can help you modify images in fun and creative ways.

14. BuddhaBoard

    Made for both iPad and iPhone, this musical app will let you create your own mood music for getting creative.

15. TypeDrawing

    Who knew typefaces could be so fun? This application lets users draw with various colors and weights of typefaces for some original and highly entertaining art.

16. Moodboard

    Stuck on how to get started with a project? Moodboard is a great way to get those juices flowing, making it simple to combine photos, images, and other sources of inspiration into one place.

17. Wreck This App

    If you're looking for a way to inspire your creativity while having a whole lot of fun, this application is probably a pretty solid choice. It asks users to complete a series of fun, interesting, and often creative tasks to advance through different screens.

18. Photo Challenge

    Embrace your inner photographer by taking on this app. It's socially focused, asking you to complete a different photo challenge each day, then share it online with others.

19. Inspirataur

    Destroy writer's block and get creative when you try out this fun application. It shows random images each time you shake your phone or iPad, allowing you to save your favorites or keep going until you find something that really gets those creative juices flowing.

20. Penultimate

    Jotting down notes, working on ideas, or just having fun pushing your creativity is easy when you try out this application that's the digital answer to pen and paper.

21. Brushes

    Brushes is another app that will let draw to your heart's content, with simple and highly intuitive tools.

22. iMockups

    Make sure you have this app on hand so you can lay out the specifics of an idea in a simple mockup, no matter where you are.

23. Tablet Journal

    One way to get a creative boost is by journaling. This application makes that simple, keeping track of your thoughts from day to day.

24. Adobe Photoshop Express

    Edit your photos or just play around with different filters using this cool and totally free tool from Adobe.

25. WordPress

    Blogging can be an amazing way to track your thoughts, get inspired, and find your voice. With the WordPress app, you can post to your blog from anywhere that has an Internet connection.

The journey of success as a student is incremental. Your goals happen as a result of sustained effort, gradual progress, and a lot of learning from your mistakes. But the most important thing to keep in the forefront of your mind: Belief in yourself and your capacity to learn. There will be days when the work seems manageable and other days when you will question your ability to keep up with the class or assignments. Finding inspiration will be important to push through those doubts.

Are you ready to get inspired? Some of the inspirational greats listed below may be familiar to you, while others may not be as well known. As you review each one think about the lessons provided that relate to the process of learning and how it can help sustain your self-motivation, which will strengthen your resolve to face and successfully handle challenges, temporary setbacks, and moments when you are filled with self-doubt.

Abraham Lincoln

"Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in." -Abraham Lincoln (March 9, 1832)

Abraham Lincoln was a lifelong learner. He was known for being self-taught and an avid reader; however, throughout his life he did not read a large number of books. Lincoln spent time reading and re-reading each book until he was able to comprehend its meaning. What this teaches us about the process of learning is that you will likely gain more knowledge and improve your comprehension of the materials when you read in a focused manner. There are reading strategies you can utilize, such as the process called SQ3R or Survey, Question, Read, Review, and Repeat. You can also take notes as a means of interacting with the information you’re reading.

Benjamin Franklin

“By failing to prepare, you are preparing to fail.”
“Never confuse motion with action.”
“Do not fear mistakes. You will know failure. Continue to reach out.”
“Energy and persistence conquer all things.”
-Benjamin Franklin

Benjamin Franklin learned throughout his life about the importance of continuous self-improvement and habits that are necessary to be successful. These selected quotes provide lessons about learning from the perspective of how involved you are in the process, the type of action you take, and your overall attitude. To truly be involved in the educational process you need to do more than go through the motions. For example, if you show up for class unprepared you are likely to struggle during class discussions and miss out on an opportunity to ask questions about the materials and course concepts. Your state of mind also determines how successful you’ll be facing fears that may derail your learning.

 Napoleon Hill

"Whatever your mind can conceive and believe, it can achieve."
"There is one quality that one must possess to win, and that is definiteness of purpose, the knowledge of what one wants, and a burning desire to possess it." -Napoleon Hill

Napolean Hill (1883-1970) was provided with an opportunity as a young man that changed his life. He met with Andrew Carnegie, a well-known steel magnate of the era, and was offered a 20 year project that involved interviewing some of the most successful and influential people of the time. The catch – he would not be paid for this project but he was promised to find the keys to success. After accepting the project, Hill was able to interview Thomas Edison, Alexander Graham Bell, Henry Ford, Charles M. Schwab, Theodore Roosevelt, Woodrow Wilson, John D. Rockefeller, and many others. The final product was a book that has become a classic, Think and Grow Rich, which can still be found on bookshelves today.

Hill’s extraordinary work can be summed up as a lesson about self-belief and a positive mindset. If you start your degree program or course work without a definite purpose, and you do not maintain an attitude that supports your progress, you will likely fail. I have coached many students who questioned their ability to learn and change – and helped them create a mindset tune-up to turn it around. The video below is part of a rare recording of Napoleon Hill and while the language and phrasing is dated, the message is still relevant today.

In this video, Hill indicates that you can be successful regardless of how many times you have failed in the past. He also talked about the power that we all have under our control, which is greater than fears or poverty – and it is the power to take possession of our own mind. Each of us has control of our mind and we can use this to our advantage through self-discipline.

Anthony Robbins

"If you do what you've always done, you'll get what you've always gotten."
"More than anything else, I believe it's our decisions, not the conditions of our lives, that determine our destiny." – Anthony Robbins
 
Anthony Robbins has been inspiring and motivating people for over 30 years. His books include Unlimited Power: The New Science Of Personal Achievement, Awaken The Giant Within, Awaken the Giant Within: How to Take Immediate Control of Your Mental, Emotional, Physical and Financial Destiny!, and Personal Power. Robbins teaches what some people refer to as personal self-empowerment or control of our personal source of power. That involves how we think about and view the world around us.

Going to school is a time of learning more about ourselves as much as it is about learning new subjects – and often we have to unlearn ideas, beliefs, and habits that we’ve picked up throughout our life. That’s the dual benefit of the learning process – discovering what more we are capable of doing. Once you complete the first class you realize that it is possible to acquire new skills and knowledge, and that can encourage you to continue making progress as long as maintain a strong mental and emotional state of mind. The following video clip is part of an interview Anthony Robbins gave on NBC’s Today show.

The theme of this interview was staying positive in tough times. Robbins discussed using fear to your advantage, the importance of being prepared, and learning to embrace pessimism. This is similar to an analogy I share with students about their academic progress, as related to driving a car. If you see a sign that indicates bumps ahead while driving, do you stop the car, get out, and assume that you can go no further? Most likely you won’t – you’ll proceed with caution. That’s the approach I want students to take; use fear as a warning sign or opportunity to conduct a self-check and assess your preparedness and mindset.

Stephen R. Covey

"Once you have a clear picture of your priorities- that is values, goals, and high leverage activities- organize around them."
“Our character is basically a composite of our habits. Because they are consistent, often unconscious patterns, they constantly, daily, express our character.” – Stephen Covey

Stephen R. Covey is another motivational speaker who has also inspired millions. One of his books that assisted my self-development is the 7 Habits of Highly Effective People. It created a lasting impression as it provided success tools and strategies while I was working on a master’s degree. Covey teaches us about the importance of developing a focused approach to the activities we are involved in, whether we are at home, on the job, or in school. If we want to succeed at doing something we must have clearly defined goals and develop habits to support them. The video clip below is an interview he gave about choosing success.

Covey states in this interview that we are not a captive of our past, and this includes our upbringing and present circumstances. Each of us can choose how we respond to events. An important point made is that everyone has the power to reinvent themselves. Many non-traditional students return to school because they want to do something different (or new) in their lives or careers. And they have often thought about getting a degree for some time but delayed getting started. Going to college is more than a time for acquiring skills and knowledge; it is an opportunity to create a new future.

Find Your Source

To be successful, students need to develop success strategies. The reason why these five inspirational greats continue to inspire us (even after their passing) is that they teach us lessons through their writings and speeches about learning and self-motivation that empower us to believe in ourselves. If you have read one of the summaries and experienced a connection to their words, search for more information about them and use it as a source of personal support.

You are not just a student, you are a unique individual who has the potential to learn, grow, and change. I have developed a quote that has been shared with my students for many years and it may inspire you as well: Believe in yourself, believe in what you can be, hold on to that vision and you will make it!! –Dr. J

You can follow Dr. Bruce A. Johnson on Twitter @DrBruceJ and Google+.

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Attention students: coming soon to a college or university near you – the robo grader. No, it is not going to replace your instructor but it is a tool that is being considered for use by educators as a means of making their job more efficient and should I say, easier? I understand the challenge of providing substantive feedback for hundreds of students’ papers within a short time period and I know of many educators who continually struggle to meet the required feedback deadlines.

It would be easy to suggest that instructors need a better time management plan; however, those who take the time to thoroughly read and review students’ papers know that even with the best plan in place, there are weeks when it is still a race against time. Now there are automated grading services available and educators are divided in their opinion of its effectiveness. Let’s explore these arguments and consider whether students should be worried about or embrace this new technological service.

What are Robo Graders?

Though automated are not new, recent advancements in technology have changed the very nature of how they function. One of the latest robo graders, SAGrader, was developed by a sociology professor at the University of Missouri, St. Louis. In the article, Idea Works: Using Automated Grading for Collaborative Learning, it is described as a program that will “blur the line between synchronous and asynchronous collaboration by allowing instructors to create and save assignment-specific grading standards in the program.”

What this statement means is that instructors create a rubric or feedback form with criteria for the assignment and then the robo grader utilizes “a blend of linguistic, statistical, and artificial intelligence approaches” to develop a score. It will also indicate any missed criteria when it sends a report. This program has been designed for essays ranging from short answers to multiple-pages. As reported by Inside Higher Ed, automated graders have been primarily used now for standardized tests and placement examinations. Of course with the newest innovations such as SAGrader, it is being discussed by educators and considered as a possible teaching tool in numerous higher education settings – including community colleges.

The Case for Robo Graders

Most of the recent support for automated graders has focused on a study conducted by researchers at the University of Akron, Ohio. The study was funded by the William and Flora Hewlett Foundation, which has been offering grants since 1967 to “solve social and environmental problems.” The foundation has an education program with a commitment to invest in “organizations that develop and advocate for innovation in ideas, practices, and tools, as well as those that participate in the public policy debate on these issues.” In the study, nine automated graders were used to assess 22,000 short essays, written by students in junior high and high school. These same essays were also given to human readers. The results found that these robo graders “assigned the same scores as human graders.”

In the full study report, Contrasting State-of-the-Art Automated Scoring of Essays: Analysis, it was concluded that “the results demonstrated that overall, automated essay scoring was capable of producing scores similar to human scores for extended-response writing items with equal performance for both source-based and traditional writing genre.” Because of the result of this study, many educators now believe that there is practical application for robo graders in higher education because these programs “aren’t meant to read for artistic merit but, rather, for how well a writer communicates basic ideas.” To further support the use of automated graders, “educators say up to 75% of students in America fell short on a recent national writing assessment – and some suggest that the computers are more consistent in their grading, while human graders sometimes are inconsistent.” This sounds promising; however, there are opponents to these programs.

The Case Against Robo Graders

In the article, Are Robo-Graders the Answer to Student Writing Problems?, the limitations of this technology are discussed and the point was made that the “software currently on the market can not differentiate between a coherently written essay and a ‘nonsensical’ jumble of clauses that are relevant to the topic, but don’t make any sense together and furthermore, a computer can’t successfully cope with formats other than straight prose.” As an educator, I agree that this is a valid point. It is applicable for other forms of automated educational software that I work with now. For example, I have access to an automated service that inserts comments about grammar and spelling. As I review the report, which I share with students, I note that the program is unable to understand the context of what was written – it processes information from a mechanical perspective.

One of the most vocal opponents of robo graders is Les Perelman, the director of the Writing Across the Curriculum Program at MIT. Perelman states that “automated essay graders are incapable of measuring anything but superficial elements of an essay — and they do a bad job of that, too.” He believes that only a teacher can “assess the nuance, structure and content of student writing” and if automated graders are used it will force teachers to “dumb-down” the assignment instructions.

The issue of replacing instructors’ feedback with a software program is more complex because it becomes more than a matter of being able to determine if assignment criteria were met. Evaluating a paper involves establishing the truth or validity of the essay, which is difficult to complete through the use of technology because the “legitimacy or quality of a product is subjective by nature.” As I consider how I grade papers I find it difficult to imagine a program being able to replicate the process used. For example, I don’t want students to only write well and offer their opinions – I expect that their work will include a well-developed thesis, supported with credible, academic sources. I could utilize a robo grader to make a determination of the structure of the paper and the number of sources used – not the overall quality of the essay development, critical analysis, and research.

Embrace Technology or Avoid It?

The William and Flora Hewlett Foundation sponsored an essay grading competition called the Automated Student Assessment Prize, or ASAP. The winners were just announced this week: Jason Tigg (United Kingdom), Stefan Henß (Germany), and Momchil Georgiev (United States). Their programs used a “combination of predictive analytic strategies to drive their software, and not just natural language processing.” The software is based upon computer science and an interaction between “human and computer” language and predictive analytics attempts to predict future patterns. This could help to make a shift from objective to subjective automated grading.

In all of the current articles about this topic there has been little reaction discussed from the students’ perspective. The belief is that if instructors can return papers with feedback quicker to students, they will be able to take corrective action before the next assignment is due. Another possible suggestion is to allow students to have access to the robo grader prior to submitting their assignment for grading, so they can receive guidance and make necessary enhancements or changes.

Based upon the interest in this software program it would not be surprising to see it tested in colleges or universities. It will be interesting to hear from students and how they react, so please share your comments. Do you believe this is a valuable tool for instructors? Would you utilize it if the program was made available for you?

You can follow Dr. Bruce A. Johnson on Twitter @DrBruceJ and Google+.

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1.  

   Marcel Proust

   Probably the most familiar image the literati holds of the In Search of Lost Time scribe is one of an antisocial recluse hermitting away in a cork-lined bedroom, hammering away at his typewriter. He actually began life as quite the social butterfly until the death of his father propelled him to seek solace writing in isolation.

    

2.  

   Nikola Tesla

   Science requires creativity, especially when it comes to inventing and building upon some of the most popular technologies of all time. Like, oh, the radio. Dashingly handsome Nikola Tesla was quite the proponent of solitary innovation, allegedly quipping, “The mind is sharper and keener in seclusion and uninterrupted solitude. No big laboratory is needed in which to think. Originality thrives in seclusion free of outside influences beating upon us to cripple the creative mind. Be alone, that is the secret of invention; be alone, that is when ideas are born.”

    

3.  

   Virginia Woolf

   A Room of One’s Own empowered women writers to launch their careers with their own money and a private space in which to work. While certainly not the most reclusive author of all time (not that there’s anything wrong with that!), she advocated “a room of one’s own” (duh) for maintaining a clear head while getting literary — advice that applies across gender and gender identity lines!

    

4.  

   Michelangelo Buonarotti

   Michelangelo’s notoriously boiling temperament won him few allies in his lifetime, and it tended to drive away any assistants who wished to apprentice under his brilliant sculpture and painting skills — not to mention patrons. But he didn’t hold much patience for them, either, and mostly worked alone because so few (if any) lived up to his precise (anal retentive) standards.

    

5.  

   Emily Dickinson

   One of the English language’s most influential poets preferred keeping to herself at her parents’ home as an adult, corresponding with her few friends largely by letter. During this solitary stint, she hammered out almost 1,800 poems, and a fascination with death and dying underscores her devotion to the isolationist cause.

    

6.  

   Stanley Kubrick

   Negative experiences with producers sent the obsessive director of cinematic classics like 2001: A Space Odyssey and The Shining (among others!) away to England, where he enjoyed complete control over his filmmaking. Apocryphally, he would answer the door pretending to be his own butler in order to prevent visiting fans from further interrupting editing sessions.

    

7.  

   Stonehouse

   This Zen abbot exalted the virtues of a hermitic existence through his lovely instructional poetry, which he penned while enjoying the forests and mountains of Hangzhou. Readers without the luxury of deeply personal time might very well find his works a delightful departure from the mental and physical crowds.

    

8.  

   Henry David Thoreau

   Scholars continue debating just how solitary an existence transcendentalist Henry David Thoreau led while penning Walden, but that doesn’t override the fact that he definitely thought it a totally rad lifestyle indeed. The entire book stands as a paean to staying as self-reliant and secluded as possible — tenets to which the philosopher adhered to varying degrees.

    

9.  

   Howard Hughes

   Plagued with mental illness and addiction, the last few years of the acclaimed aviator, director, and all-around Renaissance man were spent bouncing from hotel to hotel and city to city communicating with the world largely through aides. He only trusted a small throng of people (known as “The Mormon Mafia” because of their religious inclinations) to carry out his demands, spending most of the resulting free time plotting the reinvigoration of Las Vegas.

    

10.  

    Jutta von Sponheim

    Hildegard von Bingen considered Benedictine abbess Jutta von Sponheim her inspiration, seeking the reclusive, elusive educator for advice on all matters. The former countess devoted herself so utterly to musical, philosophical, and academic affairs, she lived in a hut outside the convent, perpetually confined to a single room and receiving food through its only window.

     

11.  

    Syd Barrett

    Following a nasty breakup with Pink Floyd, which he co-founded, a drug-and-schizophrenia-influenced Syd Barrett retreated into a self-imposed exile. After two years, he released the two albums recorded while isolating himself from the rest of the world — Barrett and The Madcap Laughs. Their commercial failure led him to further retreat into himself, to the point it is rumored fans didn’t even know he was alive when his death was announced.

     

12.  

    Friedrich Nietzsche

    Nihilist to the core, severe physical and mental illness left the influential philosopher frequently confined to his home, which suited him just fine. In fact, in Beyond Good and Evil, he even describes “GOOD solitude” as “free, wanton, lightsome” — and not entirely solitary, either.

     

Student engagement is one of the main concerns that online instructors have when teaching. Instructors know that if students are not actively participating, they will not absorb the material being taught or disengage and ultimately drop the course. While professors have a responsibility to present the information in a compelling manner, they are only half the equation.

Students, too, are responsible for their involvement with course material. But what does engagement mean to you as the student? Why does it matter? How can you increase your interaction to other students and the online instructor?

What is Student Engagement?

One way to view engagement is that it is an action-based state that consists of the time, energy, and effort students devote to their classes. In other words, it’s what you are doing in class. You take action to be engaged in the class when you believe your emotional needs are being met, you’re interested in the class, and you are motivated to do so because completing the class will help meet your goals. The process of being engaged in the class involves more than putting in enough effort to “just get by” or doing the minimum required to pass the course. When you are engaged in the class you are dedicating the time necessary to become an active participant in the learning process and your attention is fully focused on the course.

Students may consciously think about how they can be engaged in the class or it may occur because of the required learning activities, such as a participation requirement or group project. It is possible for the level of engagement to frequently change, depending upon the quality of interactions that take place with other classmates and the instructor. In addition, the emotions and feelings experienced by students may also influence the conscious decision to be actively engaged. Throughout the class, students may encounter a range of emotions that can either increase the level of engagement or adversely affect it. For example, if you are feeling confident with your progress and abilities, that positive emotion can encourage your engagement. In contrast, if you feel a sense of discouragement your engagement and progress may diminish. This applies to all students, even students within an online class.

Student Engagement in the Online Class

Students that are introverts by nature may find that they can adapt to the online classroom; whereas, those who are extroverts and rely upon a strong, personal connection may find the process of learning through a technology-enabled platform more challenging at first. Student engagement in the learning process is encouraged by instructors through learning activities such as participation in a discussion board. Peak engagement is demonstrated during discussions when students are actively participating, and through their posts they are sharing knowledge and ideas, utilizing critical thinking skills, and frequently interacting with each other.

It is also possible for students to demonstrate peak engagement through completion of their written assignments, especially when their papers provide a strong analysis through the use of critical thinking skills, along with the development of new ideas that are supported with research and the application of course concepts to the “real” world. Peak engagement may also be evident when students express an interest in collaborating or working with others and they are communicating with their instructor about their progress, concerns, or challenges along the way. While the online classroom has changed the format of communication, it has not lessened the need to be actively, virtually involved and engaged in the class.  

Why Engagement Matters

Your instructors want you to be engaged in the class because you be more likely develop working relationships and feel part of an academic community. Suzanne Young and Mary Alice Bruce, of the University of Wyoming, conducted a study about student engagement and concluded that “engagement and sense of classroom community are closely related to one another; students who feel a sense of connectedness rather than isolation are very likely better prepared to become more actively involved with course learning, successfully persist, and experience real world success.” As you interact with others and develop connections you are also creating a support system that can increase your motivation to be an active participant in class.

However, students who have negative interactions with their instructor or other students may retreat from class or withdraw their active involvement and engagement in retaliation for something experienced or how a particular incident was perceived. As noted by the New England Literacy Resource Center, “it is human nature that when we feel welcomed, respected, and develop a sense of belonging, we are more apt to return to the setting or endeavor than when those factors are not present.” Engagement matters because it is an indicator of how you feel about the class and your ability to be involved, and it also indicates that you are having a positive experience.

Methods for Increasing Classroom Engagement

Student engagement has been used as a means of describing “students’ willingness to participate in routine school activities, such as attending classes, submitting required work, and following teachers’ directions in class.” This again indicates that engagement is a state of action. Some of the methods you can utilize to increase your involvement in the class is to log onto the classroom website frequently, ask questions, share your experiences, post frequent replies to other students in class, and find other students who would be willing to participate in a study group. In my post, All Online Students Can Benefit from Peer Support, I indicated that the use of a study group is one of the best options for students because of the ability to develop connections based upon specific courses. Instead of looking for a general school activities group, students create a forum to ask questions or exchange ideas throughout the class.

Another option for connecting with students outside of the class is through social networking websites. In my post How Social Networking Relates to Online Learning, I talked about the use of these websites by students and how it helps them learn to feel comfortable communicating and interacting with each other in a technology-enabled environment, which translates effectively for online learning because of the communication and interaction skills acquired. In the article, How to Build Real Relationships with Online Classmates, the use of Facebook and Linkedin are discussed. The benefit for interacting with other students through these websites is that “groups are formed with ‘like’ similarities and these interactions are low risk and an easy way to connect with classmates.” As others learn about your interests, career and academic goals, they will view you as a “real” person rather than a virtual stranger, which can strengthen your interactions in class.

It’s Also Up to You

When students experience engagement in what they are doing they are devoting their full attention to the task and they are enthusiastically involved, highly interested, and experiencing positive emotions. Active engagement can lead to increased participation in the class discussions, which is a gauge that instructors often use to measure the level of your involvement. While it is up to the instructor to establish conditions in the classroom that are conductive to and supportive of meaningful exchanges, students also have direct control over the level of their engagement. Take time to be involved in your class and you will likely enjoy the learning process and develop relationships that support your progress.

You can follow Dr. Bruce A. Johnson on Twitter @DrBruceJ and Google+.

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