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University Business is seeking photos of campus library interiors that reflect an innovative use of space, the mission and values of the institution, and (of course) visual appeal, for a November pictorial feature to appear in print and online. Photos and descriptions of the spaces can be submitted via www.universitybusiness.com/insidelook by Friday, Sept. 13.
The website also contains links to prior Inside Look feature slideshows. Questions about the feature can be directed to managing editor Melissa Ezarik, firstname.lastname@example.org.
This is a quality series, folks. Please share your photos.
President Obama took aim last week at rising levels of student borrowing, but two graduate students in sociology say the real culprit for growing college debt is Wall Street.
In a report posted last week on the Web site of the Scholars Strategy Network, Charlie Eaton and Jacob Habinek, doctoral candidates at the University of California at Berkeley, assert that the expanding burden of tuition debt is “partly driven by the indebtedness universities have taken on.” Public research universities have passed along their own debt to students by raising tuition and fees by an average of 56 percent from 2002 to 2010, say the authors, who work in the branch of sociology known as financialization.
“Public research universities have increased their institutional debt dramatically over the last decade, and the money is not being used to make up for shortfalls in instructional budgets caused by reduced public funding,” the report says. “Instead, many universities borrow to invest in ‘auxiliary services’—the umbrella term for expensive facilities like dorms, dining halls, stadiums, and recreation centers.”
Using the federal government’s Integrated Postsecondary Education Data System, or Ipeds, the authors examined data from 155 public research universities and found that their debt-service payments had risen 86 percent from 2002 to 2010.
Online education arguably came of age in the last year, with the explosion of massive open online courses driving the public's (and politicians') interest in digitally delivered courses and contributing to the perception that they represent not only higher education's future, but its present.
Faculty members, by and large, still aren't buying -- and they are particularly skeptical about the value of MOOCs, Inside Higher Ed's new Survey of Faculty Attitudes on Technology suggests.
The survey of 2,251 professors, which, like Inside Higher Ed's other surveys, was conducted by Gallup, finds significant skepticism among faculty members about the quality of online learning, with only one in five of them agreeing that online courses can achieve learning outcomes equivalent to those of in-person courses, and majorities considering online learning to be of lower quality than in-person courses on several key measures (but not in terms of delivering content to meet learning objectives).
But, importantly, appreciation for the quality and effectiveness of online learning grows with instructors' experiences with it.
The 2014 legislative successes should allow institutions in numerous states to offer raises for the first time in several years, and to continue (or in some cases begin) to reinvest in programs or initiatives that have been cut or put off over several bad budget years.
That is a much more pleasant climate for campus leaders to operate in than was the one that has prevailed in recent years. On the question of whether the funding upturn represents merely a return to the normal cycle of increases in good times and cuts in bad, higher education officials are hopeful -- if not quite confident -- that something more is at play: a recognition by political leaders that higher education is essential to drive individual and state economic success.
"This is first and foremost about improved economic conditions in the states," says Daniel J. Hurley, director of state relations and policy analysis at the state college association. "But there is some evidence that higher education has been prioritized to a higher degree than what current state conditions would have portended."
The dynamics that are reshaping higher education pose challenges for small tuition-dependent colleges. But some are finding ways to thrive.
No innovation is a panacea, of course. Introducing a new academic program isn't cheap. Revamping curricula takes time, and demands considerable cooperation among administrators and faculty members. And even the best plans might not have a lasting impact on enrollment.
Mr. Ries at Concordia suspects that a college can ride the benefits of a signature change, like cutting tuition, for only three or four years. That means college leaders must continuously anticipate their next move. "You've got to be dancing all the time," he says. But that's surely preferable to standing still.
For this year's new students, born in 1995 ... . Their TV screens keep getting smaller as their parents’ screens grow ever larger.
Always a fun thing to look forward to as the new academic year approaches.
Researchers in the country attract the most financing from global companies, according to rankings released Monday by Times Higher Education.
The magazine’s World Academic Summit Innovation Index, which tracks research money that large companies give to educational institutions, shows South Korean academics each drawing an average of $97,900 in financing. Singapore ranks second, with an average of $84,500; the Netherlands third at $72,800; South Africa fourth at $64,400; and Belgium fifth at $63,700.
The Times Higher Education index uses purchasing power parity to compare research financing in 30 different countries. The list places the United States in 14th place, France 19th and Britain 26th.
You're missing out on a great conference.
As an attendee just said to me: "In five years of attending higher education conferences I have never seen two better keynote addresses than the first two at this ongoing conference."
Technology is Playing a Key Role in the Move to More Collaborative Spaces for Teaching and Learning An evolving movement in education is the design of
"In discussing the reasons for moving towards more collaborative learning spaces, Means and Meneely discuss the need to facilitate Active Learning Models, enabling more hands-on activities, collaboration, team based learning, etc. These spaces go hand in hand with the transition we are seeing from a ‘knowledge’ era (where what you know is pivotal) to a ‘creative’ era, where we need to know how to use the information at our disposal to work in a creative manner. Additionally, good collaborative spaces remove barriers and encourage comfort and mobility."
The college-age population is dropping after more than a decade of sharp growth, and many adults who avoided the job market and went back to school during the recession have been drawn back to work.
"The long enrollment boom that swelled American colleges — and helped drive up their prices — is over, with grim implications for many schools."
Who are the big dogs of online higher education? Some of the schools with the highest online student enrollment may surprise you.
This new SCUP book will be published at SCUP–48 in San Diego, July 27–31. Several of the authors will be available for discussion at 4:15 pm on Sunday, July 28.
Transforming in an Age of Disruptive Change
by Donald Norris, Robert Brodnick, Paul Lefrere, Joseph Gilmour, Linda Baer, Anne Hill Duin, and Stephen Norris
We begin with a simple thesis: American Higher Education is facing an Age of Disruptive Change – as are all other industries. Higher education needs to realign its programs and experiences to the needs and changing value propositions expected by learners, their families, employers, public policy makers, and other stakeholders in these new conditions. In this context, there are six major challenges facing higher education at this time.
Table of Contents
Part I: Snapshots from the 2020 Future
Part II: Revisiting 1995, then Zooming to the 2013 Present
Revisiting What the Future Looked Like in 1995Tracking Other Voices from 1995 to the Present2013 is Our New Vantage Point for the FutureWatering the Green Shoots of Change
Part III: Starting in 2013, Getting it Done
Reinventing Strategies, Business Models, and Emerging PracticesGetting Started and Getting It DoneCreate a Sense of Urgency, Build a Winning CoalitionPractice Planning From the Future BackwardCombine Strategy, Organizational Development, Innovation, Analytics, and PerformanceMeasurement, Analytics, and Performance ExcellenceDeploy the Power of “Radical Incrementalism”Achieve New Levels of Collaboration, Sharing, and PartnershipExecute Strategies to Engage the Disruptive FutureDevelop a Performance Excellence Culture
Part IV: Vignettes from the 2020 Future, Stories from the Frontline of Transformation
Appendix: Addressing the Challenges Facing American Higher EducationReferences
“New circumstances call for the new words, new phrases….and for the transfer of old words to new objects.” -Thomas Jefferson, 1813
The coming deviceapocalypse:
The prospect of handling the combined traffic of tens, perhaps hundreds of thousands of devices is enough to make any wireless network buckle -- and some already are. At colleges and universities across the country, chief information officers are exhausting their budgets just to maintain their existing networks while congestion threatens to choke their online traffic.
Empty a student’s bookbag, and you’re likely to find a laptop and a smartphone -- perhaps even a tablet. Back in their dorm rooms, students may have hooked up a gaming console or two. And if wearable computers, like smartwatches and -glasses, enter the mass market, students could in a few years bring twice as many devices to campus as they do today.
No wonder the Educause IT Issues Panel named the “device explosion” its No. 1 issue of 2013.
Feel free to smack your head right now and wonder why no one in your housing office thought of this: a chest of drawers with a built-in desk that slides out of one side when a student wants to work at it and then slides back in afterward to make space for friends—or that stays hidden awayfor students who do all their work in the library or on their beds.
Luckily, two staff members at the University of Cincinnati did think of it—Todd Duncan, director of housing and food services, and Carl Dieso, associate director of housing—and the university worked out a deal with Blockhouse Contract Furniture to get the combined unit into production. Buying one piece of furniture instead of two saved about $200 per bed, or $90,000, in the renovation of the university’s Morgens Hall.
College officials often face logistical and philosophical dilemmas in disposing of cast-off cellphones, tablets, computers, and printers.
“At a lot of universities—unless they have a centralized program in place or some sort of waste-management policy through their facilities department—it is really challenging to be able to recycle just about anything,” says Jennifer Sellers, sustainability coordinator at Coastal Carolina University, in Conway, S.C., and a veteran professional in the recycling and waste-management industry. “It is enough just to get people to throw trash in the trash can, especially when things get hectic.”
Now a recycling company based in Erie, Pa., has started a nationwide program in which it pays colleges for spent ink and toner cartridges and small electronics, diverting devices away from landfills and into the $20-billion-a-year electronics-recycling market.
STARTING New, $ 1,000,000,000,000,000 ( one quadrillion ) Company, need $100,000,000 for new and great inventions and Partners.
“In 15 years from now half of US universities may be in bankruptcy … in the end I’m excited to see that happen. So pray for Harvard Business School if you wouldn’t mind.” -Clayton Christensen
Higher education's premier environmental scanning newsletter.
McAfee turned its training around that both saved both time and produced more lucrative sales: ...an average of $500,000 per year in sales [attributed to] new training model.
Before Intel giant McAfee revamped its new-hire orientation, ...80 hours long [with] ... 40 hours of pre-work,, 5 days of on-site training, and ...post-...to be completed at home.
To fix its problem, McAfee turned to ....Massive Open Online Courses, or MOOCs...called “flipping the classroom” [where]...a majority of learning happens ...by giving students access to course materials and having them probe, discuss, and debate issues with fellow learners as well as the professor.
_________________________Companies ...have to trust the learner ...incorporating more opportunities for peer reviews and peer-to-peer dialogues...
...Can your company re-imagine the role of the learner? ...the learner takes on a role more expansive than ever before, acting as teacher, learner, and peer reviewer.
Companies ...have to trust the learner to do this, by incorporating more opportunities for peer reviews and peer-to-peer dialogues into the course.
With that change, McAfee turned its training around in a way that both saved both time and produced more lucrative sales: its sales associates now attribute an average of $500,000 per year in sales to the skills they learned through the new training model.
Three MOOC elements are particularly well-suited to corporate learning & development: Semi-synchronicity (cohorts ...[can] motivate each other as they go through the program), course design (flipping the classroom), and credentials
In a recent Future Workplace survey, completed by 195 corporate learning and HR professionals, 70 percent of respondents said they saw opportunities to integrate MOOCs into their own company’s learning programs. Even further, this sample of respondents made six recommendations for how MOOC providers could adapt to needs of corporations:
Related posts by Deb:
Semi-synchronicity (cohorts ...[can] motivate each other as they go through the program), course design (flipping the classroom), and credentials.
This well-done piece by Jeanne Meister, highlights key elements of how MOOCs can turn around the stultifying aspects of corporate learning, well-illustrated through the McAfee example.
MOOCs might be just what the corporate L&D world needs to reinvent itself. McAfee appears to be at the leading edge of this change
October 4, 2013 | Gateway Community College | New Haven, CT
LEEDing the Way to Change
August 23:Early-bird registration deadline.
In 2012, Gateway Community College (GCC) celebrated the official opening of its new downtown New Haven campus with an August 29 ribbon-cutting attended by hundreds of stakeholders, including politicians, donors, officials from higher education, faculty, staff, members of the community, and most importantly—GCC students. That day represented over a decade of persistence and leadership spearheaded by the college’s president, Dorsey L. Kendrick, to provide a high-quality educational experience for all students in the New Haven region. This state-of-the-art urban campus was realized through a culmination of effort, advocacy, planning, and rigorous negotiations. The result is a college campus that is not only conducive to learning, but exists as an integral thread of the downtown New Haven landscape.
SCUP's Planning for Higher Ed Mojo is a social network
Pretty good stats, eh?
For planners in AfricaThe new, free, SCUP new book, Planning and Resource Strategy for Higher Education: A Guide for Universities in Africa, was written for a…
This article. A Resource and Planning Toolkit for Universities in Africa, is for most of SCUP's constituency. It's from Planning for Higher Education, volume 41, number 4 (July–September 2013). The authors write:
Think of a university you know very well. Think about the buildings and the campus environment. Think about the information technology resources. Think about the faculty and the administrative staff, where they work, and how they do their work. Think about the library, learning space, common areas, and books. Think about fund-raising campaigns and alumni engagement. Think about how students work with each other and engage with faculty.
Did those buildings have students sitting outside windows to hear a lecture because there is not enough room inside? Are the roads on the campus dirt (or mud when it rains)? Do electricity and water only reach some of the buildings on campus? Is the library stocked with only a few thousand books, most of which are over 20 years old? Can students only access the Internet in a room that has fewer than a hundred computers that are more than five years old? Are the concepts of “endowment” and “alumni association” unknown to the administration?
A must read for policy makers in universities. Good document for strategic planning.
SCUP–48, SCUP's Annual Conference now has a guide on Guidebook! Improve your experience by taking the schedule, maps, Twitter and more with you, right from your phone. Available for iOS, Android, and web-enabled devices.
Can wearable devices augment our activities without distracting us from the real world?
What is the "real world"?
How did they do that?Gateway Community College combined two campuses into one site and received LEED certification.
Hear from the people who made it happen at SCUP's one-day symposium, October 4, in New Haven, CT.
Gateway Community College took their vision and turned into reality by developing an effective and unprecedented collaboration among the Connecticut higher education administration, the New Haven legislators, city of New Haven officials, state elected officials, and Yale University to provide a high-quality educational experience for all students in the New Haven region.
Your day will also include a campus tour and reception.
Save! Register by August 23.
Learn more and register today.
Instead of acting like a random collection of campuses, the Minnesota State Colleges and Universities must become a more strategic system
This preliminary draft report strives to chart a path that will initiate broader discussion across all stakeholders to assess whether we have identified the right strategic priorities and strategic directions to position our colleges and universities to thrive in the years ahead. Recognizing the preliminary nature of this draft report, our workgroups are looking forward to the next phase of our work-- the broad consultation that begins with the release of this draft report. Over the next four months, all stakeholders will have multiple opportunities to provide input and feedback, both formally and informally, on the recommended strategic priorities and strategic directions before the workgroups finalize the report in October of 2013.
Based on the pervasive theme throughout our discussions, the workgroups jointly developed the following recommended guiding principle to set the stage for our work together in the years to come.
Transform Minnesota State Colleges and Universities to better meet the needs of our students, our community partners and our state by: