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E d Te ch S h o w D a i l y W e d n e s d a y, J u n e 2 9 , 2 0 1 6 1 0 PEPPERDINE GSEP LAUNCHES NEW DOCTOR OF PHILOSOPHY IN GLOBAL LEADERSHIP AND CHANGE PROGRAM Pepperdine University Graduate School of Education and Psychology is proud to announce the launch of its new Doctor of Philosophy in Global Leadership and Change program. The objective of this new program is to help foster visionary leadership skills among professionals who want to become agents of change and create new directions in strategy and policy. As the first PhD program offered by Pepperdine University, the Global Leadership and Change program will support and enhance current GSEP pro- gram offerings while also expanding on opportunities for individuals with a pri- mary focus in research. Capitalizing on Pepperdine's vast network of industry leaders, its strategic location and energizing mission, the Doctor of Global Leadership and Change program will nurture the professional growth of its students by emphasizing a humanistic approach to leadership, man- agement and change in preparing stu- dents to be thought leaders. "Given that this is the first PhD pro- gram to be offered at Pepperdine, we are both proud and have high expectations for the possibilities and successful career opportunities that will become available to our students," said GSEP Dean Helen Easterling Williams. "In a way, we're doing more than expanding on our cur- rent programs, we are widening our net- work of service leaders to step out even further onto a global platform to imple- ment change in a phenomenal and inspiring way." The Global Leadership and Change program will enhance the growth in leadership theory for individuals in the business, higher education and social justice sectors while implementing an extensive focus on research on a local and global scale. Graduates of the program are expected to hold positions in NGOs, think tanks, higher education, healthcare, military leadership, federal and state government and other organizations. In turn, the pro- gram will elevate current courses and programs that extend to diverse and for- eign cultures at the graduate level that have been offered at Pepperdine University for many years. The program was brought to the University by Program Director and Professor Dr. June Schmieder-Ramirez through Pepperdine's annual "Waves of Innovation" competition encouraging students and facul- ty to submit pro- posals for future initiatives. "The Doctor of Philosophy in Global Leadership and Change program was created to prepare ethical, intelligent individuals to shape innovative direc- tions in research. Beginning this program with such a small, exclusive number of students will help us to cultivate both the growth of the program and the goals of our students to provide them with a more focused and stronger track," said Dr. Schmieder-Ramirez. Joining the in the growth of the University alongside previous announce- ments from Seaver College, the School of Law and the Graziadio School, the new Doctor of Philosophy in Global Leadership and Change program will launch with its first class in Fall 2016. For more information, visit gsep.pepper dine.edu or stop by booth #522. HARVARD UNIVERSITY STUDY SHOWS DREAMBOX LEARNING DRIVES STUDENT ACHIEVEMENT GAINS DreamBox Learning recently announced results of a research study from the Center for Education Policy Research (CEPR) at Harvard University, which demonstrates that the adaptive learning program is associated with improvement in mathe- matics achievement for students in grades 3-5. DreamBox utilizes Intelligent Adaptive Learning™ technology and innovative digital content that engages students with rigorous mathematics, facil- itates exploration and builds understand- ing, confidence and support through real- time formative feedback. Results of the study revealed that the average student in a classroom using DreamBox improved nearly four percentile points on NWEA MAP assessments after only 14 hours of DreamBox usage. "DreamBox's technology and cur- riculum are informed by decades of research about children's natural devel- opment and growth in mathematical rea- soning," said Jessie Woolley-Wilson, President and Chief Executive Officer of DreamBox Learning. "These research findings suggest that students at the 50th percentile who use DreamBox consis- tently for about an hour each week could end the year performing near the 60th percentile on assessments that are widely used and well-respected in the industry. This new report from CEPR validates the effectiveness of DreamBox's approach in supporting students whether they start below, at or above grade level." The study examined the individual test scores of nearly 3,000 students in grades 3-5 during the 2013-14 and 2014- 15 school years in two districts; Howard County Public School System (HCPSS) in Maryland and Rocketship Education in California. Results of the study determined that DreamBox usage was signif- icantly associated with increased student achieve- ment when controlling for students' baseline test scores. Student achievement was measured using scores on the NWEA Measures of Academic Progress (MAP) mathematics assessments, the Partnership for Assessment of Readiness for College and Careers (PARCC) mathematics assess- ments and state assessments for Maryland and California. These districts represent culturally and economically diverse demographics, and the research findings solidify DreamBox's belief that with the right tools and support, all chil- dren can succeed and pursue rewarding subjects, including math. "We saw positive relationships between the amount of student [DreamBox] usage and the magnitude of student achievement gains on state tests and interim assessments in both sites," Harvard researchers wrote. Although DreamBox recommends 60 to 90 minutes on the pro- gram for each student each week, this study also revealed that even when students spent less time using DreamBox, that time was positively corre- lated with student achieve- ment. These findings speak to the power of Intelligent Adaptive Learning and next generation digital learning experiences to accelerate achievement by helping each individual student architect learning pathways that lead to a deeper under- standing of mathematics concepts. The findings also point to the importance of pedagogical design and instructional quality in digital learning resources. Instead of merely digitizing textbooks and static print resources, technology enables students to understand mathe- matics concepts in dynamic ways. When combined with responsive supports and scaffolding, DreamBox's virtual manipu- latives facilitate deeper learning. For more information, stop by booth #3406 or visit www.dreambox.com/research. OFFER PERSONALIZED LEARNING EXPERIENCE WITH SHARED IPAD & THE CASPER SUITE The introduction of iPad was a signifi- cant leap forward in classroom technolo- gy for educators. In one sleek device, teachers and students gain direct and immediate access to a wealth of apps, books and creative tools. With the advent of Shared iPad, this educational experi- ence is available to even more class- rooms. Teachers use iPad to offer a more engaging and interactive learning experi- ence to meet each student's individual needs. Combining the power of iPad with the Casper Suite – mobile device man- agement built for Apple devices – educa- tors have the opportunity to: meet stu- dents where they are at in their skill level by providing access to personalized learning resources; refocus student atten- tion and shorten transitions by pausing student engagement on their iPad or guiding individuals or groups of students to a specific learning app; administer secure assessments and quizzes by lock- ing student iPads into a testing app and restricting assistive technology such as spell check or dictionary; facilitate homework turn-in and student engage- ment through learning management sys- tems like iTunes U, Moodle or Edmodo; and share student work by projecting a student's iPad to an Apple TV. Shared Devices Offer Individual Experiences If a 1:1 iPad deployment isn't the right choice for your school, Shared iPad offers the same educational benefits by delivering a personalized experience. With Shared iPad, schools can provide all students with access to valuable technology and tools that foster academic achievement. And, with the Casper Suite, IT has the right tools for deployment, configuration and security so your iPad initiative is a success. In addition to academic benefits, a Shared iPad deployment with the Casper Suite: reduces the number of devices that need to be purchased; alleviates the con- cern of lost, stolen or damaged devices as iPads are kept in the classroom; ensures student data privacy by utilizing iOS security features along with device con- figurations managed by IT; and equips teachers with purpose-built tools for classroom management. Implementing Shared iPad With the robust capabilities of iPad, an equally robust management solution is essential for IT, teachers and students to fully utilize their devices. The Casper Suite helps schools in these five key areas: Prepare: Leverage Apple School Manager to enroll hardware and create Managed Apple IDs. C o n f i g u r e : Customize iPads, estab- lish security controls and keep apps and iOS current. Apps & Books: Purchase in bulk and assign to devices or create a custom app catalog where students can get school- approved resources on their own. Deploy: Set up and configure Shared iPad, and utilize Managed Apple IDs to provide students with a personalized view of their apps and content. Manage: Continually push new learning apps to student devices or the custom app catalog. Learn more about how to get the most out of Shared iPad at booth #3724 during ISTE 2016. For more information, visit www.jamfsoftware.com or call 612.677.7075.