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October 24, Higher Education: Moving Sustainability Forward"—Campus Sustainability Day 10!
Plan now to make something happen on your campus October 24.
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DEADLINE FOR SUBMISSION is 12/20/2013 at 11:59 pm Eastern Daylight Time.
All documents must be received by the society by 12/20/2013.
The SCUP Fellowship Program is designed to support fresh, innovative ideas and approaches to higher education planning.
To this end, the SCUP Annual Fund will provide—during this inaugural year—two fellows with support towards attendance to two of the society’s annual, international conferences (SCUP-49 and SCUP-50), a registration to attend Step I of the SCUP Planning Institute, and one year of membership in the society. The fellowship program is administered by the SCUP Professional Development Committee.
Note those deadlines!
The new building symbolizes John Jay’s evolution, doubling the school’s interdisciplinary sciences, transforms the College into a 21st century research institution, and establishes a new identity and civic presence.
The jury said “ . . . great example of excellent university building in difficult dense urban context . . . solves multiple problems and creates new exciting college space in the city. . . . dynamic space . . . challenging site, made a huge impact . . .”
The 625,000-square-foot building integrates all functions of a traditional college campus into a single city block. A 500-foot-long stepped social cascade, initiating at the fifth floor cafeteria and descending four stories to the main student entrance, provides leisure space for social and academic interaction between students, faculty, and administrators.
This project is at the John Jay College of Criminal Justice, an example of a vertical campus theme. The application process for the 2014 awards is open now.
Tulane University was dealt a major blow by Hurricane Katrina in 2005, which caused more than $650 million damage to its downtown and uptown campuses. Just days before, equipment was positioned to drive piles for what is now known as Weatherhead Hall. The project went on hold while Tulane repaired damage and created a renewal plan. The university clarified its vision and accelerated plans for undergraduate living and learning.
Weatherhead functions as part of a main campus entry, and builds upon New Orleans vernacular that stems from a strong program model and massing.
The jury said “ . . . it is all about community and gathering space . . . successful . . . friendly . . . understated clean plan, good neighbor, and good design elements . . .if every residence did this, it would be great . . . ”
This faculty residence project is at Tulane University. The application process for the 2014 awards is open now.
The story of how Harvey Mudd College quadrupled its women computer-science graduates in just six years shows how quickly a concerted effort by one organization can shift the balance.
Even though the 777-student college, which was named for the mining engineer who founded it in the 1950s, specializes in engineering, science, math and computer science, women computer-science majors in 2006 comprised a disappointing 10% of the graduating class.
Now: "Females now make up about 45% of the college’s computer science grads, a percentage that reflects the male-female balance on campus as a whole, and is quadruple the 2006 figure."
The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World [Howard Gardner, Katie Davis] on Amazon.com. *FREE* shipping on qualifying offers.
We're reading this.
Much to learn in this report.“While there were many positive findings, the university knows there are always opportunities to learn and improve,” Keleman added.Most of the recommendations for improvement identified in the review have been implemented, including:refining response protocols;improving protection of information and communication infrastructure;identifying alternative work sites for staff in the event of relocation; andincreasing social media links on the campus status page.Other recommendations are in the process of being implemented, such as upgrading generator systems and increasing emergency supplies in residence halls and other locations on all campuses. Rutgers will continue to solicit input and support from the entire university community to further improve emergency management systems and practices.The report, which was developed largely for internal planning purposes, was thoroughly reviewed to ensure that advisory information and specifics of university security remained confidential, can be found here.
Scott Jaschick reviews a currently popular blog post that compares the behavior of newly minted PhDs to those who seek to join drug gangs.
Then [the blogger] turns to academe and finds very similar conditions. "The academic job market is structured in many respects like a drug gang, with an expanding mass of outsiders and a shrinking core of insiders. Even if the probability that you might get shot in academia is relatively small (unless you mark student papers very harshly), one can observe similar dynamics," he writes. "Academia is only a somewhat extreme example of this trend, but it affects labor markets virtually everywhere.... Academic systems more or less everywhere rely at least to some extent on the existence of a supply of 'outsiders' ready to forgo wages and employment security in exchange for the prospect of uncertain security, prestige, freedom and reasonably high salaries that tenured positions entail."
Here's the original blog post.
It’s been 30 years since I developed the notion of “multiple intelligences.” I have been gratified by the interest shown in this idea and the ways it’s been used in schools, museums, and businesses around the world. But one unanticipated consequence has driven me to distraction—and that’s the tendency of many people, including persons whom I cherish, to credit me with the notion of ‘learning styles’ or to collapse ‘multiple intelligences’ with ‘learning styles.’ It’s high time to relieve my pain and to set the record straight.
As an educator, I draw three primary lessons for educators:
1. Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But ‘apps’ make it possible to individualize for everyone.
2. Pluralize your teaching. Teach important materials in several ways, not just one (e.g. through stories, works of art, diagrams, role play). In this way you can reach students who learn in different ways. Also, by presenting materials in various ways, you convey what it means to understand something well. If you can only teach in one way, your own understanding is likely to be thin.
3. Drop the term “styles.” It will confuse others and it won’t help either you or your students.
Deutsch is looking for authors.
Learning has no borders when it comes to technology. Today, students and teachers can connect for learning 24/7. They no longer need to be in the same physical space. However, connecting face-to-face in realtime is very important to the learning process. Teaching in a Live Online Class can be very rewarding for the teacher and student. There are many benefits to the face-to-face real time online learning environment that require our attention. Teaching in a asynchronous non-time dependent learning platform is not enough for today’s student. Students need immediate gratifications.Students need to have the opportunity to be with the instructor in real time, so they can get immediate response to their questions and not have to wait. They need to see the teacher in action. What is your opinion. Please fill in the form if you're interested in writing a chapter or chapters and collaborating on a book on teaching with technology and sharing your experiences. The first chapter/s draft is due on December 31, 2013. https://docs.google.com/forms/d/1YxzzlY_9l7dE7nNwV4ezWqRaVSzNBTmFXvzCddS_uCg/viewform
[C]riticisms of the open-plan are legion. But Burkeman’s predictable diatribe was backed up by a new Harvard study that reached some fairly unhealthy conclusions about open-plan offices. The study, by researchers Jungsoo Kim and Richard de Dear, found that of the 42,700 office workers surveyed, nearly half of those in completely open-plan offices (sans partitions) complained about environmental noise levels. Even more surprising, cubicle workers—distinguished between those in offices with low and high partitions—were more greatly disatisfied with the noise around their workstations.
This is our shocked face /
Discovery Walk is a collaborative art project that speaks of the medical school’s identity and heritage. The story of the school and its famous individuals is told on 400 granite panels photo-etched with photographs, letters, and medical illustrations illuminating a dynamic history.
The jury said, “ . . . very transformative . . . huge commitment of institution . . . eloquently executed . . . elegant, simple solution . . .. still retains sense of individuality . . .”
Six core principles guide Carnegie's work. They are:
Make the work problem-specific and user-centered. It starts with a single question: “What specifically is the problem we are trying to solve?” It engages key practitioners early and often as co-developers.
Variation in performance is the core problem to address. The critical issue is not simply what works but rather what works for whom and under what set of conditions. Local context considerations lead to variability in implementation in ways that reduce effectiveness. Aim to advance efficacy reliably and at scale, adapt to local contexts, but test those adaptations to warrant them as improvements.
Observe the system that produces the current outcomes. It is hard to improve what you do not fully understand. See how local conditions shape work processes. Make your hypotheses for change public and clear.
We cannot improve at scale what we cannot measure. Embed measures of key outcomes and processes to track whether changes are improvements. We intervene in complex organizations. Anticipate unintended consequences and measure them too.
Anchor practice improvement in disciplined inquiry. Engage rapid cycles of plan, do, study, act (PDSA) to learn fast, fail fast, and improve quickly. That failures occur is not the problem; that we fail to learn from them is.
Accelerate improvements through networked communities. Embrace the wisdom of crowds.
The jury said the project was, “environmentally sound and natural . . . artfully done . . . from landscape perspective this project has love, tender care and maintenance . . . steward of the place.”
This project is at Cornell University. The application process for the 2014 awards is open now.
At Kenyon College, art history forms the bridge between studio practice and the liberal arts curriculum. The integrated planning process to create a new Studio Arts Building and new Gallery & Art History Building involved Kenyon administration, faculty and students, and resulted in two distinct, but interrelated initiatives. Bringing these facilities into the center of campus was a priority.
The building was located on a very prominent site, directly on Middle Path, in the heart of the historic core, to increase the visibility and participation of the arts.
The two-story building with a basement includes a large 6,100 square-foot gallery, a smaller secondary gallery, an entry and lower level lobby for public gatherings, a 136-seat auditorium, classroom, seminar room, curatorial classroom, and a 3,400 square-foot art storage space.
The jury said, “ . . . the way it fits on campus is clear . . . confidence and clarity of materiality . . . forms are crisp . . . building is about art, history of art . . . building is like a piece of pottery or sculpture . . . it may stand the test of time . . . ”
The application process for the society's 2014 awards is open now.
Amid higher education's rapid changes, the continuing value of the lengthy, complex accreditation process is raising skeptical questions.
Moody’s Investors Service on Monday issued a negative outlook for higher education in 2014—which should come as a surprise to no one. The bond-rating agency’s report last week, a survey of net-tuition revenues, was grim, and its outlook for higher education in recent years has been mostly bleak.
This year Moody’s cited a weak economy that will “affect families’ willingness and ability to pay for higher education.” It also anticipated federal budget pressures, including a looming sequestration threat, that could affect financial aid. ...
[I]t’s hard to argue with another threat outlined by the rating agency: that expenses are outpacing revenue for the higher-education sector. “After multiple years of stagnant capital investment and tightened control of operating spending, pressure is building to invest in capital, information systems, faculty compensation, and program renewal,” the Moody’s report says.
An excellent report, primarily authored by Patrick Callan, from The Council on Economic Development. The appendix, "Examples of Good Practices and Policy for Boosting Higher Education Productivity," is five pages of useful practice summaries from a number of other states.
"What this shows is that there are two fundamentally different ways of teaching taking place in US architecture schools. On the one hand are the Ivy League schools, with a focus on design and theory; on the other are schools focusing on the practical aspects of construction and sustainability. Both types of architectural teaching are finding success, with Harvard being first overall for its Graduate program, and Cal Poly first overall for its Undergraduate program.
Should we be surprised that Ivy League schools are finding success in the traditionally ‘academic’ aspects of training, while a Polytechnic is leading in teaching technical expertise? Perhaps not. What is more intriguing is that while professionals are obviously highly appreciative of both styles of teaching, in the case of the Ivy League schools this admiration seems to be one way traffic."
Like most unhealthy relationships, correcting this problem will require compromises from both sides. The profession has to find a way to position itself closer to the Ivy League graduate’s conception of architecture, and Ivy League schools really ought to be educating students in a way that doesn’t leave them alienated by the realities of making buildings.
How might schools do this? The answer may lie in those “very nearly mutually exclusive” lists from earlier. The University of Southern California seems to be producing uniquely balanced architects, appearing on four of the five lists highlighted and six of the eight lists in total, with their undergraduate program ranked 7th overall. Sadly, the statistics can’t tell us exactly how they achieve this balance – but this university may be one to watch in the future.
“Flipped schools,” where students watch video lessons at home and do “homework” in class, are showing early promise in improving learning.
At Clintondale Higher School, north of Detroit, the entire curriculum was "flipped" three years ago; and they like the results:
This is the second and far more important shift that comes with flipped classrooms: it frees up class time for hands-on work. Students learn by doing and asking questions — school shouldn’t be a spectator sport. ”A lot of people think it just has to do with technology,” said Kim Spriggs, who teaches business and marketing. “It’s actually more time for kids to do higher-order thinking and hands-on projects. Instead of presenting the information in class and having students work on projects at home, where they don’t necessarily have support, here in class, one-on-one or in small groups, I can help them immediately.” Students can also help each other, a process that benefits both the advanced and less advanced learners.
Flipping also changes the distribution of teacher time. In a traditional class, the teacher engages with the students who ask questions — but it’s those who don’t ask who tend to need the most attention. “We refer to ‘silent failers,’ ” said Spriggs. “Now it’s a lot harder for students to hide. The teacher can see pretty much where every student’s understanding is and how to help them. It’s a huge difference for students who didn’t seek out extra help and attention — who just sit back and keep silent.”
Clintondale’s experience indicates that the biggest effect of flipping classrooms is on the students at the bottom. “It’s tough to fail a flipped class, because you’re doing the stuff in here,” said Rob Dameron, the head of the English department. “I used to have about a 30 percent failure rate in English – these kids come in a lot at third-grade, fourth-grade reading levels. Now, out of 130 kids, I have three who are failing — mostly due to attendance problems.”
The three ranking surveys use methodologies that emphasize academic research and faculty citation in journals, followed by other measures like employer reputation, academic reputation, faculty-student ratio, and the international composition of faculty and students. Indian universities lose out on many of these fronts. In addition to lack of research citations, they perform badly on other metrics like faculty-to-student ratios and lack of internationalism.
To be sure, there is a debate around rankings methodology and whether it is fair to rate Indian universities against older and richer Western institutions.
“India has domestic priorities to educate more young people,” said Phil Baty, editor of the Times Higher Education World University Rankings. Still, he said, “there should be an elite group of institutions that focus on global competitiveness.”
Intense: "Competition to get into elite state-run colleges is fierce. Last year, 512,000 applicants sought admission for 9,647 spots in the 15 technology institutes and the Indian School of Mines. Indian news media regularly report on the exorbitant percentages required of graduating high school students to gain a spot at state-run institutions like Delhi University or Bombay University, sometimes upward of 99 percent in certain colleges for degrees in commerce or technology."
The “wayfinding” system of signs and staircases at the New School’s University Center, opening early next year, is designed to do more than get people from one point to another.
“This is more about orientation than specific information,” said Mr. Marshall, who joined Mr. Baur on a tour recently. “As you move into the building, there are room numbers and specificity.”
The lettering has a three-dimensional appearance that plays on perspective to point people in the right direction. It is as though someone were shining a flashlight above the letters, and once you understand the system, you can tell which way to go from the way the letters face.
The letters differ from floor to floor, although the typefaces are all variations on a single font: Irma, designed by Peter Bil’ak. The lettering on the top floor has a deep shadow. The lettering on the ground floor has almost none.
“The idea is to give a tool for a place, a typeface for a place,” Mr. Baur said. “It’s a language which can be adopted in different contexts.”
Mr. Baur said the biggest challenge was not the staircases or the signs, but the “donor wall” in the lobby, with the names of people who had contributed money for the building.
“We never do that in Europe,” he said.
[faciities planning, wayfinding, North Atlantic, NY]
This project is at George Brown College in Toronto. The application process for the 2014 awards is open now.
The 2013 Inside Higher Ed Survey of Faculty Attitudes on Technology, jointly administered by Inside Higher Ed and Gallup, is the second annual attempt to gauge academic opinion on technology and teaching. Often, faculty opinion is based on little direct experience or familiarity, or biased based on their own plunge into online learning. Regardless, the evolving subjective perceptions of e-learning are fascinating to see unfold. Even when experiences are anecdotal or uniformed, this survey shows how, in aggregate, educational technology is gradually becoming a fixture within academe. But not without its nagging controversies. We are in the midst of something between an evolution and a revolution—a modification of business-as-usual and a major transformation. These findings provide a snapshot of our changing times, which will likely look dated and even naive a few years from now.
A valuable analysis and perspective of the data from this survey. We like the first subhead: "Lack of familiarity breeds contempt." [
An entrepreneurial dose of design will soon grace the Harvard Innovation Lab. The i-lab announced Friday the launch of the Deans' Design Challenge, a contest aimed at addressing the challenges facing the world's swiftly growing population.
Design will join the ranks of Harvard's pre-existing Deans' Challenges. One focuses on cultural entrepreneurship, while the other is centered around health and life sciences. Sponsored by 13 deans from schools across Harvard and hosted by the i-lab, the contests' goals have been for students to create cross-disciplinary teams they can tackle social and health issues head-on with.
Between the two competitions, students were awarded a total of $150,000 last semester.
The theme of the inaugural Deans' Design Challenge is "Urban Life 2030." Participants will be tasked with developing tools that will improve the livability of our cities. The world's urban population is estimated to grow by roughly 50 percent in the next 15 years, according to the i-lab, and largely in less developed regions where an influx of individuals could compound the effects of existing transportation, safety, food, water and inequality issues.
Interesting facts of Urban Life by the year
The MOOC Moment and the End of Reform
By Aaron Bady
There is almost nothing new about the kind of online education that the word MOOC now describes. It’s been given a great deal of hype and publicity, but that aura of “innovation” poorly describes a technology that is not that distinct from the longer story of online education and that is designed to reinforce and reestablish the status quo.
A Plea for “Close Learning”By Scott L. Newstok Some people pushing for MOOCs, to their credit, speak from laudably egalitarian impulses to provide access for disadvantaged students. But to what are these students being given access? Are broadcast lectures and online discussions the sum of a liberal education, or is it something more than “content” delivery? MOOCs and Democratic Education By Leland Carver and Laura M. Harrison If MOOCs are truly on the point of “revolutionizing” higher education, then several important questions must urgently be raised and discussed—questions grounded in core social beliefs about the purpose of education.
A Troubled Adolescence: What the Fifteenth Birthday of the Bologna Process Means for Liberal EducationBy Paul L. GastonIf the vision of Bologna should prove insufficient to sustain its agenda, the most important accomplishment of the Bologna Process may be its having established a base camp from which a more important climb can begin.Toward a Field of Interfaith Studies By Eboo PatelScholars from a range of fields have long taken an interest in how people who orient around religion differently interact with one another. As the activity in this area increases, one crucial role for the academy is to give some definition to what is clearly an emerging field of research, study, and practice.A Plea for Civil Discourse: Needed, the Academy’s Leadership By Andrea LeskesOnce we accept that students need to become adept civil discoursers—for their own and democracy’s good—how can college education foster this important skill?
Thoughts on a “Liberating” EducationBy Robert A. ScottUndergraduate education is and must be as much about character and citizenship as about careers and commerce.
A good issue. Lots of addressing of the competency issue.