Noticias relacionadas con la Innovación Educativa

Yale Dean Who Called People 'White Trash' And 'Low Class' On Yelp Leaves Position

Huffington Post - Mié, 21 Jun 2017 - 08:47
June Chu was a member of the "Yelp Elite" in more ways than one.

Yale Dean Who Called People 'White Trash' And 'Low Class' On Yelp Leaves Position

Huffington Post - Mié, 21 Jun 2017 - 08:47


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A Yale University dean has left her position following outrage among students when insulting reviews on her personal Yelp account surfaced last month.


June Chu, who was dean of Pierson College at the prestigious New Haven, Connecticut, university, was placed on leave in May after screenshots began circulating of her calling people “white trash,” “low class” and other derogatory terms on the crowdsourced reviews site.


Chu’s decision to leave was announced Tuesday by Stephen Davis, head of Pierson College, in an email to students.


“Dean Chu has left her position at Pierson College and wishes the best to the students,” Davis said in his email. “As a result, I am initiating the process of the search for a new dean, who will be in place before the start of the fall term.”




The university’s student-run newspaper published the inflammatory screenshots two weeks before Chu was placed on leave. Students accused the former “Yelp Elite” reviewer of posting “racist” and “classist” comments on the site. In one instance, Chu described local movie theater employees as “barely educated morons.” In another post, she praised a different movie theater for not having “sketchy crowds.”


Chu has since deleted her Yelp account. She sent an email to Pierson students the same day the screenshots were published, apologizing for her “insensitive” remarks.


“I have learned a lot this semester about the power of words and about the accountability that we owe one another,” Chu wrote. “My remarks were wrong. There are no two ways about it. Not only were they insensitive in matters related to class and race; they demean the values to which I hold myself and which I offer as a member of this community.”


Neither Davis nor Yale College Dean Jonathan Holloway asked Chu to submit her resignation, according to the Yale Daily News.


A representative for Pierson College did not immediately respond to a request for comment.


An email to Chu’s Yale address yielded an automated response, which said “I am unavailable” and directed “questions concerning academic issues” to an associate dean.


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Florida Teachers Take State Ed And Pearson To Court

Huffington Post - Mié, 21 Jun 2017 - 05:04
Twenty-year veteran Broward County, Florida teacher Julie McCue and physical teacher Daryl Bryant, who has taught at a charter

Florida Teachers Take State Ed And Pearson To Court

Huffington Post - Mié, 21 Jun 2017 - 05:04

Twenty-year veteran Broward County, Florida teacher Julie McCue and physical teacher Daryl Bryant, who has taught at a charter school near Cape Canaveral for three years, are suing the Florida Department of Education (FDOE). In 2010, as part of its application for a federal Race to the Top grant, Florida proposed making teacher certification exams more difficult, supposedly to raise standards. The current exams were introduced in 2015. On the revised tests failure rates have soared by up to 30% on some sections. The passing rate on the essay portion of the Florida Teacher Certification Exam (FTCE) fell to 63% in 2015. Teachers working under temporary certification who fail the FTCE risk losing their jobs.


At a recent state board of education meeting Florida Education Commissioner Pamela Stewart defended the high failure rate on Florida teacher certification exams claiming the tests are “aligned to the standards that are being taught in the classroom which are appropriate.” But the FDOE has not produced evidence that the tests reliably predict teacher performance, which may be a basis for overturning them. In New York State multiple teacher certification exams were dismissed by the courts precisely because the State Education Department could not demonstrate that they actually measured teacher qualifications.


Julie McCue charges that the state is really using a flawed examine to deny teachers credentials and salary increases. Broward County claims to use a “pay-for-performance salary schedule,” but the reality is that no matter your education, experience, or classroom performance, teachers are denied raises if they do not pass the new state test.


McCue has failed the essay portion of the Florida Educational Leadership Examination (FELE) test four times since 2015. Each time, suspiciously, she received the exact same score, just one point below passing. The FELE test was created by the FDOE, but is administered and graded by testing mega-giant Pearson Education.


According to a report by WPTV in West Palm Beach, Pearson profits each time someone fails one of their exams. Prior to 2009, the Florida Department of Education subsidized test takers. Candidates paid $25 to take each part of the multi-part tests and did not pay to retake a section that they failed. Pearson now charges test-takers up to $200 per section, an increase of 800%, and an additional $20 to retake a section. Test-takers can appeal failing scores, but they have to pay $75 for a reevaluation.


At the day-long administrative hearing FDOE produced five “expert witnesses” to defend the testing process and Pearson sent its lawyers to observe. A representative of FDOE maintained that Pearson's grading system is extremely detailed and thorough. FDOE's attorney said “the idea of human error is beyond belief.” While one of the FDOE “expert witnesses” was a Florida school administrator, he is also, coincidently, a paid Pearson employee. During the past two years he reviewed 20-25 failing FELE essays and acknowledged he has never reversed a score. One hundred and sixty failing FELE test takers challenged their scores last year, and none were reversed by Pearson.


This must be the only time in test assessment history that grading is 100% reliable. I found an article on a Pearson website where they bragged that their Versant Technology when reading essays had an inter-rater reliability of 0.89, which was HIGHER than human inter-rater reliability, and is considered very high. But it still means that about 10% of the test grades were not consistent.


But there is another reason the FDOE expert witness’ scoring is invalid and the administrative judge should through the whole FDOE and Pearson gang out of court, reverse the failing grades, and recommend they be prosecuted. The test scorer testified that he had reviewed 20-25 failing FELE essays and never reversed a score. But if was only assigned to review failing exams that were being appealed, he already knew these test-takers had failed. Essentially he was being asked to confirm what FDOE and Pearson wanted confirmed. In a fair review, without bias, these tests would have been mixed in with ungraded exams and the reviewer would not know that any of them had already received a failing grade.


Testimony at the Florida administrative judicial hearing calls into question the grading of many Pearson “essay” exams. The Pearson/SCALE edTPA is used to evaluate student teachers by over 700 teacher education programs in forty states and is required for certification in sixteen states. It is a roughly sixty-page portfolio plus video that is subject to arbitrary grading practices, arbitrary practices that Pearson also denies.


The Florida administrative judge is expected to issue a preliminary ruling within a month. The judge’s decision is sent to the Florida Education Practices Commission that makes the final decision. I’m rooting for Julie and Daryl.


Follow Alan Singer on Twitter: https://twitter.com/ReecesPieces8

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Jimmy Kimmel Lets Teen Finish His Faculty-Censored Graduation Speech

Huffington Post - Mié, 21 Jun 2017 - 03:40
"Keep being a pain in the ass," Kimmel advises.

Jimmy Kimmel Lets Teen Finish His Faculty-Censored Graduation Speech

Huffington Post - Mié, 21 Jun 2017 - 03:40


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Jimmy Kimmel on Tuesday taught a lesson to the school that cut off a graduation speaker’s rogue speech.


Senior class president Peter Butera went off-script to viral acclaim in his commencement address for Wyoming Area Secondary Center in Exeter, Pennsylvania, last week.


The Villanova-bound 18-year-old called out the lack of real student government on campus and the faculty’s “authoritative attitude.”


Then the microphone went dead and he was ushered off the podium.


But he got a bigger platform ― national television. The “Jimmy Kimmel Live” host let Butera finish his speech, telling him, “Have you learned your lesson that you should always carry a bullhorn in your pants?”


He then gave Butera the best life lesson ever: “Keep being a pain in the ass.”


Watch the fun above.

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College allegedly suspends a communications adjunct for comments about race on Fox News

Inside Higher Education - Mié, 21 Jun 2017 - 02:00

Essex County College hired pop culture commentator and producer Lisa Durden as an adjunct professor of communications, in part for her past appearances on such networks as Fox News. She’d also built a relationship with the college over the years by inviting students to intern with her, assisting on TV and documentary production projects. But it took just one angry phone call about her recent appearance on Tucker Carlson Tonight for her to lose teaching job, she says.

“I was publicly lynched,” she said Tuesday about being escorted from her summer-term class earlier this month to a meeting with administrators, who told her she was being suspended and investigated. “They wanted to send a message. ‘See what happened to Lisa Durden? You know it could happen to me.’ Free speech doesn’t matter if you’re a professor, make people mad and you’re in trouble."

Durden says she was told that an unnamed person had called Essex to complain about her comments to Carlson the night before. The complaint surprised Durden because, in her words, she’s a regular commentator on Fox and elsewhere on everything from “Kim Kardashian’s ass to tough issues such as Black Lives Matter.” She’d appeared on a panel at Essex called Radical Women in Media, at the college’s request, earlier this year. And she'd satisfactorily -- to her knowledge -- taught two other courses in the spring term.

Pressed further, officials allegedly told Durden that she’d improperly identified herself on the show as an Essex professor. But Durden didn’t. The clip, in which she argues in favor of the right of Black Lives Matter protesters to claim all-black protest spaces on Memorial Day, includes no reference to Essex by Durden, Carlson or anyone else. In fact, Durden at one point says, "I'm speaking for Lisa Durden."

Durden is outspoken, but her comments aren't necessarily out of the ordinary for her, or for debate segments on cable news these days. When Carlson asked her why it was acceptable to exclude whites from a black gathering, she said, for example, "Boo-hoo-hoo, you white people are just angry you couldn't use your white privilege card to get invited to the Black Lives Matter all-black Memorial Day celebration." (She makes clear that she is not speaking for Black Lives Matter but rather defending supporters' right to hold the event.) Carlson argues that racially exclusive events are hypocritical and calls Durden "disgusting." She argues back that mainstream culture is implicitly exclusive of racial groups on regular basis; the Bachelorette TV show took 11 seasons to cast a black bachelorette, for instance, she says.

Despite not naming Essex during the show, Durden says she’s still being investigated. Someone else has taken over her course. She believes the college is “kowtowing” to a “racist,” publicly unidentified critic, rather than standing up for the free speech rights of a well-liked professor dedicated to working with students from the Newark area.

Many professors appear as commentators across networks, write op-eds or otherwise express their views as private citizens. The American Association of University Professors recognizes their right to do so and says that "professors should be free from institutional censorship or discipline." Yet relevant AAUP policy cautions that "their special position in the community imposes special obligations. As scholars and educational officers, they should remember that the public may judge their profession and their institution by their utterances. Hence they should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others and should make every effort to indicate that they are not speaking for the institution."

Durden, of course, is a not a typical scholar in that she was an outspoken media personality before coming to Essex.

The experience has been eye-opening, she said, as she’s learned the hard way about the lack of due process rights for adjuncts across the country. But this time Essex may learn a lesson, too, she said. “I’m a media person."

Durden and her supporters held a press conference Tuesday, calling for her reinstatement next academic year and for equitable working conditions for all instructors, for example. She and faculty and student allies also attended a Board of Trustees meeting on campus Tuesday evening.

They’ve also circulated a petition that’s gained hundreds of names and attracted national attention. Questioning why a "predominantly black institution" would "effectively fire" Durden, the petition says she is a lifelong Newark resident "who has given her time and expertise generously to the youth of the city. She has provided highly competitive internships in New York media for Essex County College students for a decade. She was recently honored by the city of Newark for her outstanding work in media with women and young people."

Durden has braved "racist death threats from the alt-right movement to speak truth to power on national television," it says. "Why is Essex County College firing a beloved professor for exercising her First Amendment right? In Trump’s America, are black women professors not allowed the right to free speech?"

Essex did not immediately respond to a request for comment Tuesday. Jeffrey Lee, vice president for academic affairs, said in a statement to NJ.com that the college “promotes a community of unity that is inclusive of all” and that “general counsel has handled this matter in a way that complies with New Jersey state law.” He provided no further details.

A number of Durden's campus colleagues have written letters to the college, expressing support for her.

"For those of us who are involved in advocacy, politics, who may hold opinions which differ from those in different spaces, this kind of thing has a terrible chilling effect,'' wrote Rebecca Williams, an assistant professor of humanities. "As this suspension will become public in the world of academia -- and especially in black public intellectual circles -- it will bring more negative publicity to our institution even as we are trying to move forward with our new president," Anthony Munroe, who was appointed last month.

Jennifer Wager, professor of communications, wrote in another letter that she'd already asked Durden to teach courses in the fall and needed to know if she was returning. 

"Durden has done amazing work for Essex County College for over a decade without ever getting paid," she said. "She has secured communications students coveted internships in New York media with top documentary producers and organizations[.] ... I find it shocking that an African-American woman would be so disrespected at her place of employment for merely exercising her First Amendment right to free speech."

  Editorial Tags: LifePoliticsImage Source: Lisa DurdenImage Caption: Lisa Durden speaking at Essex County College's Radical Women in Media panel in MarchIs this diversity newsletter?: Newsletter Order: 0Is this Career Advice newsletter?: 

Cosby trial calls into question trustee ethics

Inside Higher Education - Mié, 21 Jun 2017 - 02:00

Bill Cosby dodged punishment last week in the sexual assault case against him in Pennsylvania. Jurors couldn’t make up their minds whether “America’s dad” had drugged and assaulted a staffer of the Temple University women’s basketball program whom he mentored as a trustee there.

Though many focused on the powerful testimony of Andrea Constand, the team’s former director of operations, the defense from Cosby’s lawyer -- claiming that Cosby and Constand maintained a consensual sexual relationship -- also deserves some scrutiny.

If the two had forged a romantic connection, that’s not illegal, but it certainly breaches ethical lines that an institution’s governing board must preserve, experts and advocacy groups say. Temple has stood by Cosby, noting the lack of legal finding that he assaulted anyone. But the ethical issues raised by Cosby's defense -- let alone what he's accused of -- may raise questions about Temple's continued support of him.

Such a relationship could jeopardize the neutrality of the trustee, said Richard Legon, president of the Association of Governing Boards of Universities and Colleges. If the other party was a college or university employee, they could influence a board’s agenda, Legon said.

“And the fallout of relationship gone bad, especially in high-profile cases, can create all sorts of problems the institution need not tolerate,” Legon said.

Constand denies romantic involvement with Cosby -- she said she considered him a guide and a friend. But that dynamic shattered in 2004 when Cosby, more than 30 years her senior, invited Constand over to his home, she said, and gave her pills that left her “frozen” while he touched her breasts and genitals and forced her to touch his penis.

The pressures surrounding Constand and her job were quite high, said Nancy Hogshead-Makar, a civil rights lawyer and founder of Champion Women, an advocacy group for girls and women in sports, who has closely followed Cosby's case. Constand, who identifies as a lesbian, was in her 30s when Cosby made his advances, and likely many were vying for her position. As is common, she sought a mentor, Hogshead-Makar said.

Wherever there is a power dynamic like the one between Constand and Cosby, there should be a certain level of oversight, Hogshead-Makar said.

"From the standpoint of should we blame her for trusting him, for taking the three pills, should we blame her?" she said, saying that Constand was putting trust in a mentor. "No -- that’s kind of what mentors are expected to do, act on your best interests."

She noted that the federal law protecting against gender discrimination, Title IX of the Education Amendments of 1972, does include all members of a university community, not just the students or employees.

If a governing board member enters a personal relationship with a university employee, they should resign, Legon said. He called any prospective romantic relationship “inappropriate” and said it could result in a hit to an institution’s reputation. In the cases that Legon was privy to, trustees stepped aside if they wanted to continue the relationship. He declined to name the institutions where he knew of such relationships, but said it wasn’t many.

Legon said he was unaware of any policies at individual colleges or universities that forbid personal relationships between employees and trustees. A specific policy addressing this issue may not be necessary, though, he said.

Boards carry a fiduciary responsibility and must hold themselves accountable even in the absence of a formal policy addressing every possible scenario, Legon said. Board bylaws often outline broadly what is deemed acceptable.

Legon saw no harm in adopting a policy around romantic relationships, though he still questioned its usefulness. Still, boards sometimes draft policy in response to a crisis to demonstrate their commitment to fixing certain problems, he said -- the obvious example being the changes prompted by the Pennsylvania State University sex abuse scandal.

“The key takeaway is boards have to monitor, have to oversee, their own behavior,” he said.

Temple -- Cosby’s alma mater -- has not severed ties with the revered comedian, who now has been accused of assault by more than 60 women.

A spokesman, Brandon Lausch, confirmed via email Cosby earned his undergraduate and an honorary degree from Temple. Cosby resigned from the Board of Trustees in December 2014 amid the assault allegations. At least 25 institutions have rescinded their honorary degrees to Cosby, though Temple has not done so.

The university’s policies or trustee bylaws do not mention any conflicts of interest regarding personal relationships between trustees and employees. Lausch wrote in a follow-up email that no such policy exists.

The chairman of Temple’s trustee board, Patrick O’Connor, did not return phone calls to his office. O'Connor represented Cosby when Constand originally sued him for the 2004 episode -- she brought a civil lawsuit that was settled in 2006 after Pennsylvania authorities could not collect sufficient evidence for criminal charges.

Though the jury deadlocked in the current trial, the county's district attorney said he will continue to pursue charges against Cosby.

He did not speak after the judge declared a mistrial.

Cosby was a high-profile donor to Temple, and in addition to his degree, a $3,000 scholarship is named for him and his wife: the Camille and Bill Cosby Scholarship in Science. Lausch in his email refused to discuss Cosby’s donor history, but The Boston Globe has reported he gave hundreds of thousands of dollars to his other alma mater, the University of Massachusetts Amherst.

Temple’s Faculty Senate had approved a resolution “condemning” the university’s continued links to Cosby, which also called for officials to recall Cosby’s honorary degree. The Faculty Senate has not discussed Cosby in more than a year, its current president, Michael Sachs, wrote in an email.

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'Bright line' indicators, student outcomes dominate discussion of federal accreditation panel

Inside Higher Education - Mié, 21 Jun 2017 - 02:00

WASHINGTON -- The Southern Association of Colleges and Schools and the Distance Education Accrediting Commission just happened to be the two agencies whose turn it was to appear before the federal panel on accreditation that met here Tuesday.

It hardly mattered, though, as the discussion before the National Advisory Committee on Institutional Quality and Integrity had relatively little to do with the two agencies' actual performance or perceived failings (with a couple of exceptions, including how the Southern accreditor responded to academic wrongdoing at the University of North Carolina at Chapel Hill).

Rather, members of the panel mostly raised systemic issues that reflected the general view that accreditors are not doing enough to push colleges to graduate more students and improve their postgraduation outcomes.

With the Education Department's acting under secretary on Tuesday passing up a chance to signal what the Trump administration's incomplete, interim team of leaders wants to do about higher education quality assurance, the committee's questions are all that tea-leaf watchers have to go on right now in gauging what the executive branch, at least, has in mind for accreditation.

The federal accreditation panel, known as NACIQI (nuh-SEE-kee), has for more than a decade now been a surprisingly important locus of federal higher education policy making. Ever since then Education Secretary Margaret Spellings decided in the mid-2000s to use the process by which the federal government recognizes the peer-governed quality improvement agencies to try to drive change in higher education, the twice-yearly meetings at which NACIQI assesses the performance of accreditors have often signaled the priorities of the powers that be in Washington.

Under President Obama, the panel, echoing an Education Department that contemplated creating a rating system to hold colleges accountable, ramped up pressure on accreditors to assess colleges based on student outcomes, to general dismay from higher education leaders.

The first NACIQI meeting of the Trump era was in February, less than a month after the new president was sworn in, and most of the work had been done by the Obama administration. None of the panel's members (who are on staggered six-year terms, appointed by the executive branch and Congress) are Trump appointees.

Many accreditation watchers looked to Tuesday's meeting as the first that might show some impact from the new administration, which has made noises about deregulating higher education and other sectors. The meeting featured introductory remarks from Jim Manning, the acting under secretary -- but he offered only brief platitudes about the importance of the committee's work for the nation's students and said Education Secretary Betsy DeVos "values this body's collective knowledge."

If colleges and accreditors were hoping that NACIQI members themselves might ride the deregulation wave and pull back, they were disappointed.

The Education Department staff gave the first accreditor up for review, the Distance Education Accrediting Commission, a clean bill of health and proposed giving it five full years of recognition. But that didn't stop several of the panel's members from raising a series of concerns, echoing several third-party comments and a critique by the Center for American Progress.

Most of the heat came from two members who have been the steadiest critics of accreditors in recent years, Anne D. Neal of the American Council of Trustees and Alumni and Simon J. Boehme, a student member of the advisory committee.

Neal blasted the accrediting commission for setting too low a bar for when to give increased scrutiny to colleges with low graduation rates, accusing the agency of setting its own standard far below the average federal graduation rate. Officials from DEAC made the case that she was inappropriately judging its members, most of which have many more part-time and adult students than the full-time, first-time students on which the federal graduation rate is based, triggering a commonly heard discussion in higher education policy circles about the inadequacy of much federal data about student and college outcomes.

Boehme noted that the distance education commission accredited institutions with "among the highest number of complaints" from veterans and military service members. While DEAC officials did not dispute the fact that five of its accredited members had been identified as such by federal agencies, they noted that the actual numbers were not high: "There were two complaints out of 10,183 students with the GI Bill at Columbia Southern [University]," Leah Matthews, the commission's executive director, said in response to Boehme.

The Southern association, the second largest of the regional accrediting agencies, was next up, and several members of the panel (including its chairman, Arthur Keiser of Keiser University) recused themselves because SACS accredits their institutions.

The Education Department staff's assessment of SACS found mostly minor procedural flaws, but committee members (again, mostly Neal and Boehme) pressed much harder.

Listing SACS-accredited institutions with poor graduation rates (echoing a 2015 Wall Street Journal article that called accreditors the watchdogs that “rarely bite”), Neal said she worried that the "federal government is pouring millions of dollars into colleges and universities that are not performing," and that accreditors like SACS may not be a "reliable authority on educational quality." Boehme made much the same point about SACS institutions with poor student loan repayment rates.

Those persistent advocates for accreditors to set firm floors in holding colleges accountable were joined in this line of questioning from a surprising source: John Etchemendy, the former provost at Stanford University, which itself has a history of bristling at efforts by accreditors to hold colleges like it accountable.

Etchemendy, now a member of the federal advisory panel, said he was "on Anne's side on the importance of something like bright lines" on certain metrics. "Perhaps we should be demanding [certain] graduation rates -- not necessarily the same for every institution, but maybe the same for different types of institutions," Etchemendy said. "If an institution is not achieving that, then perhaps the institution needs to work harder with those students to help them get through. We have an obligation not to bring in students who are going to fail."

Members of the audience responded to Etchemendy's comments with various iterations of "Easy for him to say given that Stanford accepts fewer than 5 percent of its applicants."

And several panel members bristled at the idea that setting minimum standards would be a panacea -- if it were even allowed, which it isn't under current law. Not only is there no legal requirement that accreditors set minimum standards, said Ralph S. Wolff, former president of the Western Association of Schools and Colleges' senior college commission, but current law "prohibits accrediting agencies from defining specifically what standards should be."

Wolff said he believed accreditors were dealing with a shifting landscape in which expectations for them were being ramped up while the laws and regulations that govern them lag. "This is an area where the quality of the conversation needs to be moved forward at a greater level of depth than a singular 'bright line,'" he said.

Belle S. Wheelan, the SACS president who is sometimes combative in such settings, said she and other accreditors were increasingly accepting responsibility for student outcomes -- and weren't waiting for the laws and regulations to change.

She noted that SACS and the other regional accrediting agencies agreed late last year to apply special scrutiny to those institutions with low graduation rates. "This is not something on which regional accreditors have focused, but we have begun to wholeheartedly, so that the tax dollars that both you and I pay for students to attend will benefit those students," Wheelan said.

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Q&A with outgoing president of Thomas Edison State

Inside Higher Education - Mié, 21 Jun 2017 - 02:00

After serving 35 years as president of New Jersey’s only university that primarily serves adults, George Pruitt is retiring.

Before becoming Thomas Edison State University's president, Pruitt was the executive vice president of the Council for Adult and Experimental Learning. As one of the longest-sitting college presidents in the country, Pruitt spent decades focused on educating nontraditional students long before many other educators began to focus on the issue.

Pruitt plans to take a one-year sabbatical before serving as a distinguished fellow at Thomas Edison’s John S. Watson School of Public Service and Continuing Studies. He spoke with Inside Higher Ed last week about the state of adult education. This interview has been condensed.

Q: What are some of the challenges facing adult education, and what innovations or new initiatives do you see addressing those challenges?

A: I've seen an entire education movement created around specialty institutions focused on providing high-quality work for a population the traditional sector didn't know how to address. But it hasn't come a long way. Thomas Edison has been doing competency-based education and focused on learning-based outcomes for 40 years, so we have to laugh at the current discussions. The day we opened our doors, we had all of these different methods focused on the needs of adults, and as an innovator, we had to demonstrate the quality of this model. We're obsessive about new metrics. Every student here has earned credit that is valued by a metric or an assessment. But it's trying to mix that into the rest of traditional higher education that was and still is focused on the 18-year-old -- that is the challenge, and trying to get them to acknowledge a new reality and have policies catch up to that new reality.

A lot of the debate in Washington is wrong because adult students are referred to as nontraditional, but the majority of students in the United State are over age 25 and are going part-time. The real nontraditional student is the 18-year-old expected to graduate in four years. Society has not come to grips with the diversity of higher education, and that’s a real challenge.

I’ve spent 35 years at Thomas Edison and more than 40 years in higher education, and it’s true for all that time that fads come in and out of education. Someone writes a book that gets a lot of attention, someone gives a speech that gets a lot of attention or politicians glom on to something they think is sexy. We go through the whole fad or innovation of the month, but the real innovation takes place when people in higher education focus on what are the needs of society and the needs of the learners out there and figure out how to serve those needs. Society is changing, and in some fairly dramatic ways, and public discussion has not caught up.

The last political campaign we talked about manufacturing sector needs and both parties talked about companies going overseas, but if you look at what’s happening to manufacturing, in most areas the jobs haven’t left chasing cheap labor. Automation has changed jobs. Ford is making twice as many cars with half the work force, and they’re better cars because they’ve embraced automation. Anthony Carnevale at Georgetown University found that we have millions of jobs vacant because we can’t find the people with the skill set to fill those jobs. The challenge before the country now is to have an educated citizenry capable of recreating itself and to do that constantly. Even if you go to college for a job, the things you learn as an undergrad are obsolete three years into a job because things are changing. We're in a society now where we have to constantly recreate ourselves, and that means education never ends.

Q: What do you think of public institutions moving more aggressively into the online marketplace?

A: The rest of higher education is discovering what we were doing for 40 years. A lot of it is motivated by diversifying revenues. There’s been a disinvestment in higher education, particularly from states to public institutions, and as the state and federal levels cut back, costs have escalated. Consultants visit universities and talk about diversifying revenues, but those things have been proposed and failing for 25 years. Most are not successful because they misunderstand the whole concept of applied technology to student learning. Online distance education is just one more tool, it’s not a means unto itself, and like any tool, if appropriately applied to the right clientele it can be successful, and if it’s not it will fail.

The strength of Thomas Edison is that we have never been defined by what we do. We define ourselves by who we are, and there’s a big difference. People keep trying to define us as an online university, but that’s not true. It’s one of the things we do, but not who we are. I believe we’re one of the first regionally accredited programs in the United States to offer a degree online. It’s one of the things we do, but it’s not who we are. We have a one-sentence mission: Thomas Edison University was created to provide flexible, high-quality, collegiate learning opportunities for self-directed adults. That’s who we are, and we’re focused on that. We’ve never aspired to be the largest institution of our kind, but the best of our kind. We have to understand that the really good and excellent institutions know what they’re good at and know what to stay away from. The successful institutions of high quality understand and know their mission and focus on being really good and not spreading themselves too thin chasing enrollment or resources.

Q: What do institutions or boards need to do to attract high-quality leaders, and how can institutional leaders better prepare future presidents?

A: I’m going on a one-year sabbatical to get out of the way, because the worst thing I could do to a successor is let the old guy hang around. I’ve seen presidents have a hard time letting it go, and I want to get out of the way to let whoever comes in be free to put their own vision on this place. I was one of the founders of the Millennium Leadership Initiative at the American Association of State Colleges and Universities to help groom the next group of presidents.

I know this is controversial, but I have spoken out against the governance in many colleges and universities in trying to get consensus and buy-in on presidential candidates. Right now the contemporary presidency is like running for office. They parade them on campus and don’t keep it confidential. The kinds of presidents who come through that process are compromised the day they come in, and at the same time many of the transformational leaders you want to attract won’t get near a campus if their candidacy is going to be public. Senior leadership has to be recruited. Once you identify strong, well-qualified leaders and persuade them to take on your institution, they aren't going to do that if their reputation is at risk and their name is going to be in the paper and they’re paraded before university constituency.

I’ve mentored people who have aspired to be presidents and currently serving presidents, particularly young presidents. After my sabbatical, I do want to influence the issues around leadership and preparation.

Online LearningEditorial Tags: Adult educationPresidentsImage Caption: George PruittIs this diversity newsletter?: Newsletter Order: 0Is this Career Advice newsletter?: 

Colleges award tenure

Inside Higher Education - Mié, 21 Jun 2017 - 02:00

Arkansas State University

  • Deanna Barymon, diagnostic medical sonography
  • Koushik Biswas, physics
  • Lisa Bohn, theater
  • Ross Carroll, physics
  • Jeonghee Choi, teacher education
  • Cheryl DuBose, magnetic resonance imaging
  • Annette Hux, special education
  • Sarah Labovitz, music
  • Amanda Lambertus, mathematics education
  • Karen R. McDaniel, management
  • Larry Morton, social work
  • Susan Motts, physical therapy
  • Asher Pimpleton-Gray, counseling
  • Virginie Rolland, quantitative wildlife ecology
  • Stacy Walz, clinical laboratory sciences

Hamilton College

  • Robert Knight, art
  • Chinthaka Kuruwita, mathematics
  • Scott MacDonald, art history
  • Xavier Tubau, Hispanic studies

Northeastern Illinois University

  • Wilfredo Alvarez, communication, media and theater
  • Brandon Bisbey, world languages and cultures
  • Karen Hand, health, physical education, recreation and athletics
  • Francisco Iacobelli, computer science
  • Hanna Kim, teacher education
  • Brooke Johnson, sociology
  • Shayne Pepper, communication, media and theater
  • Deepa Pillai, management and marketing
  • Joshua Salzmann, history
  • Suresh Singh, management and marketing
  • Shedeh Tavakoli, counselor education
  • Chunwei Xian, accounting, business law and finance

University of Kansas

  • Ferhat Akbas, business
  • Ryan Altman, medicinal chemistry
  • Mazhar Arikan, business
  • Peter Bobkowski, journalism and mass communications
  • Jody Brook, social welfare
  • Hongyi Cai, civil, environmental and architectural engineering
  • Hyesun Cho, curriculum and teaching
  • Joe Colistra, design
  • Jacob Dakon, music
  • Elizabeth Esch, American studies
  • Germain Halegoua, film and media studies
  • Trent Herda, health, sport and exercise science
  • Yunfeng Jiang, mathematics
  • Michael Kirkendoll, music
  • Melinda Leko, special education
  • Fengjun Li, electrical engineering and computer science
  • Adi Masli, business
  • Erik Scott, history
  • Shuanglin Shao, mathematics
  • Suzanne Shontz, electrical engineering and computer science
  • Randy Stotler, geology
  • Jason Travers, special education
  • Yang Yi, electrical engineering and computer science
  • Jiso Yoon, political science
Editorial Tags: Tenure listIs this diversity newsletter?: Newsletter Order: 0Is this Career Advice newsletter?: 

La británica GSA entra en España con la compra del grupo de residencias universitarias Nexo

El País - Educación - Mié, 21 Jun 2017 - 01:58
La adquisición incluye 914 plazas operativas y otras 1.320 en construcción en Madrid y Barcelona

Consejos para no equivocarte al elegir la carrera

El País - Educación - Mié, 21 Jun 2017 - 01:29
Los expertos recomiendan realizar diferentes cursos que no supongan coste porque la vocación no se espera, se construye

Pearson Botches Mississippi Testing [Again]; Mississippi Immediately Severs Contract

Huffington Post - Mié, 21 Jun 2017 - 00:01


Education and testing mammoth Pearson has an established history in botchinghigh-stakes testing.


Pearson did it again, in Mississippi.


According to the Associated Press (AP), Mississippi canceled its contract with the testing giant after Pearson fessed up to mixing up scoring tables for an exam that now has approximately 1,000 Mississippi students either graduating when exit scores were not actually high enough or not graduating because of test scores that were not too low after all.



The AP release continues with an inept-yet-contrite Pearson will “assist the state in any way possible.”


Of course, the way to assist the state is to not put the state in this awful position to begin with.


And it’s not the first time Pearson incompetence has caused Mississippi problems. As the AP notes, Pearson scoring errors resulted in five students being denied their diplomas in 2012. Pearson paid these students $50,000 toward Mississippi university attendance. Other students affected by the same 2012 Pearson scoring ineptness were compensated lesser amounts.


Add to that the 2015 Mississippi state testing crash, for which Pearson paid the state $250,000.


Safe to say that Pearson has had abundant opportunity to deliver on Mississippi testing contracts— and it has failed.


What is astounding is that even as Pearson profits are suffering to a record extent, its CEO, John Fallon, received a 20-percent pay raise in May 2017. From the May 05, 2017, Telegraph:


Two thirds of shareholders rejected the company’s remuneration report at its AGM after Mr Fallon received a £343,000 [$439,383] bonus, equivalent to a 20pc [percent] pay rise, despite having presided over its worst 12 months in nearly half a century on the stock exchange.
Despite the controversy, the shares were up nearly 12pc in the afternoon after Pearson unveiled a new £300m [$384 million] tranche of job cuts and office closures.... ... 4,000 staff were cut last year ....

Indeed, Fallon is being rewarded for throwing the crew overboard on a poison ship that is taking more water than ever.


It seems, however, that the Mississippi Board of Education has finally had enough of Pearson.


***


Longer version originally posted 06-17-17 at deutsch29.wordpress.com.


***



Want to read about the history of charter schools and vouchers?
School Choice: The End of Public Education?


Schneider is a southern Louisiana native, career teacher, trained researcher, and author of two other books: A Chronicle of Echoes: Who’s Who In the Implosion of American Public Education and Common Core Dilemma: Who Owns Our Schools?.


Don’t care to buy from Amazon? Purchase my books from Powell’s City of Books instead.

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Complutense teje su red social

El País - Educación - Mar, 20 Jun 2017 - 17:28
La universidad presenta un programa con el que aspira a estrechar lazos con sus antiguos alumnos

El examen de antidisturbios buscaba perfiles no autoritarios, según Barbero

El País - Educación - Mar, 20 Jun 2017 - 17:28
La prueba planteaba preguntas relacionadas con la patria, la familia o la disciplina

Bonificación universitaria

El País - Educación - Mar, 20 Jun 2017 - 17:00
En un Estado descentralizado y plural caben distintos modelos de acceso a los estudios y financiación de las universidades

Kickstarter Aims To Give Book On Black Boy Joy To Public Schools

Huffington Post - Mar, 20 Jun 2017 - 16:14

At some point in their lives, black men are forced to realize that no matter what they do, some people will never see their humanity.


To counter the negative perception of black men and boys, Chicago native Valerie Reynolds authored “The Joys of Being a Little Black Boy.” The book follows a blissfully innocent adolescent named Roy in Chi City as he gets to interact with historical black figures like Barack Obama, Frederick Douglass and Jackie Robinson.


“Roy takes readers on a journey of joy through a historic adventure reminding us that many remarkable black men were once joyful little black boys,” the book’s publisher, Hurston Media Group, said in a statement to HuffPost.



Reynolds told HuffPost why her book is so relevant to the present social climate. 


“It is very important to ensure little black boys are aware of the joy that they possess, much like the historical figures highlighted in the book,” Reynolds told HuffPost in an email Tuesday. “Now, more than ever, it is critical to counter the dominant narrative that mostly portrays black men and boys as dangerous, violent and criminal.”


In order to ensure her message reaches the masses, Reynolds began a Kickstarter campaign. She aims to raise $7,500 not only for the book’s printing costs but also to donate copies to public schools throughout the country. As of Tuesday, the campaign has reached 70 percent of its goal. 


On the book’s Kickstarter page, Reynolds points to the killing of Terence Crutcher by Officer Betty Shelby to illustrate the necessity of positive representations of black boys. In audio footage from a helicopter that hovered over the scene of the killing, a police officer is heard typecasting Crutcher by saying he looked like a “bad dude.”


“This ‘big bad dude’ scared her because her understanding of Black men has been shaped by distorted images, stories, and depictions of Black men that are conjured by the media ... media misrepresentations have real and tragic consequences,” Reynolds wrote on the campaign page. 


“We want this book to remind little Black boys who they are and whom they come from,” she continued. “We also hope that this book illuminates the humanity of Black boys and reminds everyone that we are more alike than we are different.”


The pledge levels start at $5, and each donation of $27 or higher comes with one or more copies of the book, along with other small items. Some pledge levels are named after young black men and boys who have lost their lives to police shootings or other racially charged violence. 


Reynolds hopes that by August, the book will make its way to classrooms and be available in retail stores. 

-- This feed and its contents are the property of The Huffington Post, and use is subject to our terms. It may be used for personal consumption, but may not be distributed on a website.

Lo que todavía tiene que aprender un nativo digital

El País - Educación - Mar, 20 Jun 2017 - 14:58
Los niños saben desbloquear un iPad o subir una foto a Facebook, pero aún no tienen una educación en valores que les enseñe las implicaciones de esos usos

“Si perdemos el periodismo, perderemos la democracia”

El País - Educación - Mar, 20 Jun 2017 - 14:40
El director de EL PAÍS, Antonio Caño, defiende la información de calidad en la era de la posverdad

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