Author | Educator | Researcher

Bernadette Howlett Blog

Exploring intersecting issues from the day-to-day activities of a leader, educator, consultant, and engaged member of society. Topics include: leadership; organizational development; equity; diversity; higher education marketplace; teaching and learning; educational technology; online learning; health; research; and whatever else attracts my attention on a given day.

Learning Outcome Assessment: Every Course Every Term (ECET)

Three colleagues and I authored this posting for WCET Frontiers about a project we designed, piloted, and implemented over the last two years.

Howlett, B., Dallmann, D., Sims-Barbarick, D., & Donoff, S. (2018 Nov. 7). The Benefits and Challenges of Course Learning Outcome Assessment in Every Course Every Term. WCET Frontiers.

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And the Award Goes to . . .

This woman’s brilliance and success are inspiring. I can’t help but wonder if she had been male, would the prize have been co-awarded to her, since she was also a student. It troubled me when I entered tenure track that graduate assistants and junior faculty members would see their work published under the names of others who had seniority . . .

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Digital Badges and Access to Quality Education for All

The advent of digital badges might be an important part of the answer to several problems whose solutions seem to compete for resources: education debt, narrowing of education's mission, and disproportionate access to quality education. Adding complexity, these issues are often perceived to align with opposing visions for education. The problems are pitched as having mutually exclusive solutions - a fix for one is understood to exacerbate one of the others . . .

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Leadership as Transformational Co-mentoring

As humorously embodied in this commercial, the most impactful leadership employs a mentoring paradigm that transforms mentors and mentees. Transformational co-mentoring (TCM) is a model in which power differentials are attenuated by the principles of: Egalitarianism, Collaboration, Coming from a Place of Not Knowing, and Openness to Learning . . .

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