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Education News Roundup

Education News Roundup

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Published by philosophyandrew
Articles posted by five reliably interesting sources of news about higher education.
Articles posted by five reliably interesting sources of news about higher education.

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Published by: philosophyandrew on Jul 28, 2010
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July 28th, 2010

Education News Roundup
Articles posted by five reliably interesting sources of news about higher education.

Published by: philosophyandrew

Hot Issue: Undocumented Students-See Issue of Diversity
Source: http://www.diversityweb.org/DiversityDemocracy/vol13no1/ index.cfm July 28th, 2010

unskilled, low-paying jobs with no way out or up. Many sectors of the U.S. economy--agriculture, housing construction, food processing, and hospitality--were built on the backs of these people, most of whom never savored the bounty that was supposed to trickle down from their employers' coffers. Immigration has transformed not just the American economy, but America culture as well. In the Twin Cities, I see Spanish-language signs and restaurants serving real Mexican food, and I hear the music of the language spoken by my family. I see diverse communities of people coming together for work, recreation, worship, and learning in vibrant neighborhood businesses, parks, playgrounds, churches, and schools. I see local organizations working together to keep these communities economically and culturally vital. And yet, I also see struggle. I see rampant inequalities in education and employment. I see wasted potential as people stuck in low-wage service jobs abandon their dreams of education. I see public schools with shrinking budgets and colleges and universities strapped for funds trying to find ways to serve the changing populations. As the economy worsens, the challenges will only grow greater. University of Minnesota president Robert Bruininks has said that "a return to a vibrant and growth-oriented economy lies directly through the classrooms, laboratories, libraries, and halls of our great educational institutions" (2009). Immigrants, documented or not, have helped build the economy, and they must be part of its revitalization. If we want them and their children to continue being productive members of our communities, we must make sure they can get a college education. That means supporting their efforts to improve their lives. It means working with K-12 schools and social service agencies and ensuring access to financial aid and scholarships. It means meeting students where they are and working with them and their families. It means respecting their cultural identities and ways of knowing and being. And it means developing inclusive and culturally sensitive curricula and pedagogies that truly engage them in learning. Supporting the Whole Student If we want our students to succeed, we can't just consider academic preparation and intellectual abilities. We have to consider and support the whole student--and that includes cultural heritage, identity, family background, and related issues of social and economic justice. My experience speaks to this need. I grew up in California, which once was Mexico. My ancestors didn't immigrate; their communities were appropriated by an expansionist United States. They were no longer Mexicans, but Mexican Americans, outsiders on their own land. Growing up

By Nancy "Rusty" Barceló, vice president and vice provost for equity and diversity, University of Minnesota As escalating demographic change and deepening economic recession collide, higher education has been caught in a "perfect storm." Institutions are tightening their belts and scrambling to keep their doors open to students from all walks of life. At the same time, the gates may be closing along the borders of our country and along the metaphorical borders between cultural groups as people in straitened circumstances revert to survival mode and "we" becomes "us versus them." Yet even and especially in these challenging times, it is our collective responsibility to be agents of change on behalf of social and economic justice. We cannot recharge our economy, serve our students, and keep our institutions vital without making equity and diversity central to everything we do. And we certainly cannot rebuild the economy without significant investments in education at all levels and across all cultural communities. We will rebuild the economy and sustain it over the long term only by closing the achievement and opportunity gaps that affect so many young people of color. We will close those gaps only by widening access to higher education for students from all our communities--whether established residents or first-generation immigrants--across all barriers of race, class, ethnicity, gender, disability, national origin, and immigration status. The Economic and Social Justice Imperatives Immigrants in our schools, with all their untapped talent and potential, are already at risk. Without serious intervention, they may be among the first to feel the economic and social fallout of a dismal economy. Even before the current recession, the doors to education and economic advancement were closed to many immigrants, particularly those who are undocumented, including those whose parents brought them to the United States at an early age and those who labor in

July 28th, 2010

Published by: philosophyandrew

surrounded by Mexican culture, I took for granted the Mexican identity that would be crucial to my life journey. When I crossed a cultural border and entered graduate school at the University of Iowa, where I was the only Chicana graduate student, I left behind the community that had sustained me. The isolation felt like a kind of exile. One day, as I stared into the abyss that was my new life, the temperature dropped to minus five. I called my parents to tell them I'd be returning home at the end of the semester. I thought they'd tell me to pack my bags. But my mother simply said: "Rusty, where there's one Mexican, there's probably another." A week later, she sent me a care package containing some of my favorite Mexican foods and cultural icons--including Virgen de Guadalupe and a serape, precious cargo from my culture. I wrapped myself in the serape and inhaled the scent of those foods. I was home. The following day, poring over the 1960 Census in the library, I was astonished to learn that my mother was right. I wasn't alone: Iowa had 29,000 Spanish-speaking people. There was a community out there, and I set out to find it. In time, I would realize the full force of my mother's message: I would succeed only if I believed in myself--and that meant never forgetting who I was or where I came from. I came to understand how my Mexican identity had shaped and empowered me in the most fundamental ways. In a culture where assimilation is often still the goal, we must create spaces where anyone can feel safe, where students can be truly who they are and fulfill their potential. A welcoming and supportive campus climate will be key to this success. Our students--including new immigrants whose parents brought them to this country at a young age--need to be able to see themselves and their lives reflected in classrooms and research centers, in residence halls, in the curriculum, behind the podium, and in advising offices. It's up to us, working together, to create the kind of environment that will keep students on track, help them be successful, and send them into the workforce to live good lives and contribute to diverse communities. Reaffirming Institutional Commitment To create institutions that embrace all of our students, including the new immigrants on our campuses, we must ask ourselves tough questions: As an institution, and as individuals, do we really believe that diversity is an educational asset? Are we truly committed to change? Are we willing to invest precious resources and affirm different ways of knowing and being? If the answer to any of these questions is no, we're in trouble. If the answers to these questions are affirmative-and I believe they must be--we need to design new models for ensuring that all students have a shot at success in our colleges and universities. And we must ask these questions in the context of broader issues of social justice: How inclusive a nation are we? Do we really seek "liberty and justice for all"? Where do we draw the lines--and build the fences? On the topic of immigration, this country remains divided. Yet these times require us to deepen our understanding of differences, knowing that our multiple voices address the complexities of the human experience. Educator Henry Giroux said that "democratic societies are noisy. They're about traditions that need to be critically reevaluated by each generation" (1992). I believe

that diversity is about democracy; diversity is about equality, change, and social justice. And yes, diversity--and creating change--is about making noise. We'll need to make lots of noise, to continue challenging the status quo, to dismantle systems of exclusion and bias, and to put in their place sustainable systems of access and success to prepare a new generation of change makers for their times. These times and these change makers will include new generations of immigrants, people who followed treacherous paths with little more to guide them than a desire for a better life. We can and must smooth the paths they're on now, removing the barriers not only to help individual students and their families, but also to move toward a national consciousness that embraces the richness of culture, history, and contributions new (and earlier) immigrants make to our society. I can only hope that one day the fences will fall, and that the borderlands--whether they are geographic, cultural, or institutional--will no longer be places of resistance, but places of positive exchange and strength. For that to happen, we all need to come together to develop new strategies for addressing the educational needs of changing populations. As higher education professionals, we can play an important role in our transformation from a nation of exclusion to one of inclusion, from a nation of opportunity for some to a nation of opportunity for all, from a nation of privilege based on assumed birthright to a nation of real equality, where we all live and work on a level playing field, not a slippery slope. References Bruininks, R. 2009. Statement from the University of Minnesota, January 16. www1.umn.edu/news/newsreleases/2009/UR_RELEASE_MIG_5256.html. Giroux, H. 1992. Border crossings: Cultural workers and the politics of education. London: Routledge.

In The Sweatshop Or Reaping The Lottery Win
Source: http://acrlog.org/2010/07/27/in-the-sweatshop-or-reaping-thelottery-win/ By StevenB on July 28th, 2010

Are you feeling overworked these days? Do you feel the pressure to publish, present and serve on a dozen different committees? Does it seem like you are trying to do the work of two librarians, and that you just never have time to get much of anything truly constructive done? If so, welcome to the “Ivory Sweatshop”. That’s the term used in an article in this week’s Chronicle [Paywall Alert!] to describe the current academic workplace – or at least the way it feels to many faculty. What the article really attempts to do, is to frame the way today’s junior faculty feel in comparison to those who went through the tenure process a decade or more ago. The consensus of those interviewed appears to be that faculty are under much more pressure now to produce – and are being held to a much higher standard than colleagues who have already achieved tenure. I hear from academic librarians who know they aren’t keeping up with the latest news and developments as well as they should because they are challenged to find the time. This is reflected in one of the comments in the article: “This job has

July 28th, 2010

Published by: philosophyandrew

gotten a thousand percent harder than when I started out,” says Mr. Bergman, who began teaching in 1967. It takes a lot more time now, he says, for scholars to keep current with advances in their discipline.” In the very same issue of the Chronicle there is a personal essay [Paywall Alert!] that presents a quite different picture of what it is like to work in academia these days. The author, a tenured faculty member at a rising research university, shares the process he went through in working out a midlife crisis resulting from that perennial question – what should I do with the rest of my life. His ultimate epiphany about his lot in life and what to do about it could be described as anything but feeling like working in a sweatshop. He writes: That led me to the moment of clarity I had been searching for: I woke up to the fact that achieving tenure and promotion are like winning the lottery. With the odds against landing a tenure-track job in the humanities growing longer every year, I had hit the proverbial jackpot and been granted an opportunity that very few people have: the freedom to pursue my own interests on my own terms. Within the constraints of my job obligations, I could do whatever I wanted with my life. That’s sounds like a pretty good deal. Who wouldn’t like to be in a position where they have many options and could take advantage of any of them. How many of you feel like you’ve hit the lottery in your position? Or do you feel like you are working in an academic version of a sweatshop? Which is it in academia? Depending on what you observe and who you talk to you will hear both versions. More likely you’ll hear from someone who feels like they are in the sweatshop complaining about a colleague who they believe has hit the lottery. It’s the “why I’m I working so damn hard while that co-worker seems to be barely doing anything at all?” I don’t know if the difference is simply an outcome of being on the tenure track versus having survived it. There’s no question that those on the track are feeling enormous pressure to succeed. But it would be a bad case of generalization to suggest that everyone who has made it shifts their career into neutral. I have a good friend at a research university that has a very rigorous tenure process. Although he received tenure two years ago I’ve noticed no slowdown in his work or research agenda, and if anything he seems even busier. The difference I observe is that the pressure has shifted from external – exerted by a tenure process – to internal – the pressure one puts on oneself to achieve beyond the normal expectation. I wonder if there are also differences in perceptions based on being on the front line versus being in the administrative office. I know that reference and instruction librarians can feel overwhelmed trying to keep up with the demands placed upon them. I can also tell you that it’s no picnic for administrators these days, especially when we are all expected to be doing much more with fewer resources. My own philosophy is that it’s always better too have to much to do than not enough, and it’s not that hard these days to come up with more than enough to keep the pressure cooker on medium to high range. Doing so doesn’t have to mean that you are working in a sweatshop though. In fact, I think that on the average day, a faculty member or an academic

librarian, no matter how many deadlines there are, no matter how many committee reports are due and no matter how many classes there are to prepare for, is incredibly fortunate to have a challenging and rewarding career – and that’s why so many new professionals seek to enter this arena despite the odds of landing a job and why many who are past the age of retirement refuse to leave [Paywall Alert!]. And when you compare the work of many employed in academia to those individuals performing jobs where there is considerable physical labor or unpleasant or dangerous working conditions, you can’t help but conclude that those of us working in academia are more lottery winners than sweatshop toilers. How would you describe your situation? Sweatshop loser or lottery winner?

Visa Denial Reversed for Journalist Bound for Harvard Fellowship
Source: http://www.insidehighered.com/news/2010/07/28/qt/ visa_denial_reversed_for_journalist_bound_for_harvard_fellowship July 28th, 2010

U.S. authorities reversed a visa denial that could have prevented Hollman Morris, a Columbian journalist, permission to take a Nieman Fellowship at Harvard University, The Boston Globe reported. Academic officials had criticized the visa denial, and applauded the reversal of the decision.

Letting Go
Source: http://www.insidehighered.com/advice/2010/07/28/walsh July 28th, 2010

I had specialized in naming the moment: seeing it coming, feeling its impact, taking it in and making it mine. Then giving it words for others to see, feel … absorb. From thousands of memorable moments we wove a community. The arc began each fall on opening day, the ritual embarking for college, one of the great rites of passage still remaining in modern American culture. I knew the rhythms leading up to a big transition, the clarity and confusion, the ruptures and repairs. People drew closer together, then pulled further apart, not once but over and over, as if to rehearse an excision they didn’t know how to endure. In the flash of a busy summer that vanished all too fast, incoming students and their families moved through dozens of subtle endings, and as many small beginnings, sensing the familiar wither so the possible might put down roots. I was a master of transitions. Until I met my own. The private agony of deciding when and why to step down from a job that I loved ran as an obbligato through the last three of the 14 years I occupied the presidency. Then, at the end of the trustees’ annual meeting in April, I announced my intention to leave. There are cycles in organizations, I told them, as there are in life, and part of the art of leading well — as of living well — is to recognize a new cycle struggling to emerge. It was time for the college to begin a fresh cycle of learning and time, in turn, for me to heed my soul's longing for a change of pace, a more inward rhythm, freedom to relax my attention, flexibility

July 28th, 2010

Published by: philosophyandrew

to expand my horizons, space to venture out on unfamiliar terrain, intellectual and spiritual. This was a full 14 months before I would pack up and go. To leave would mean to surrender it all — my house (well, really, the college’s mansion), my offices, titles, calendars, computers, phones, automobile — all the symbols, addresses, numbers, and accounts that identified me, connected me to others, and located me in time and space. The intricate system of practices and people and preoccupations that had shaped my waking hours, and paraded through my dreams, would vaporize. I’d say a final farewell to people I loved, colleagues and coworkers who had kept me out of trouble, propped me when I faltered, laughed with me when we stumbled, cried when our hearts broke, celebrated with abandon when the time was right, made every minute of those years deeply real. And I would lose my connection with students, all those ebullient, restless, idealistic young women whose energy kept me going, kept me young as the years flew by. I would walk away from nearly everyone who had mattered to me over what felt like a lifetime, leaving them to turn their talents to my successor, helping her claim my college as, for a time, her own. For me, the task remaining would be to reclaim my life, or invent a new one, or rescue fragments of an old one, packed in boxes, labeled neatly, piled in stacks awaiting their fate. At my final commencement, I told the graduating seniors that we were about to leap off a cliff together. In the next breath, I assured them that we were “going to fly.” But from the recesses of my mind (and I know from some of theirs’) I could hear a murmur, “Sure we are. … Splat.” Throughout my professional career I had worked in organizations, channeling my energies into goals, and tasks, and schedules, and achievements. As a professor I had run a production line of intellectual products marching down a conveyor belt and onto my curriculum vitae. A colleague had once joked that for academics the act of adding another scholarly paper to our vita was as close as we came to performing a sacrament. As president, I had dutifully filled every hour of every day with obligations to everyone else. Now I would have no structures, no deadlines, no projects, no production line, no duties, just open days to design. Alone, I would have to discern how a worthwhile day might look, or, even harder, how it might feel. In the spring I had hired a gardener to teach me about the plantings surrounding the new house to which my husband and I would be moving that June. I wanted to learn how to tend them, what to cull and what to add, how to make a garden flourish, now that it would be my own. Some of the flowers and trees in the garden had already blossomed; others were still dormant, waiting to declare themselves. I began to frame my question of how to design a day of beauty and meaning in the larger arc of blooming — early and late — blooming and then wilting, slogging through the mud in fallow times, quitting, sprouting new roots, not once but repeatedly, wintering over for months in the cold and the dark.

Wendell Berry, a poet with a keen eye for the teachings of nature, pointed a way. “When we no longer know what to do,” he wrote, “we have come to our real work. And when we no longer know which way to go, we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings.” I decided to allow myself the luxury of having a mind that is baffled. I would settle into the humility and the fecundity of that place of not knowing, a place of great discomfort to scholars who prize knowing above all else, and yet a place I had known all too well through my presidency. A graduating senior I encountered during my last weeks in office listened to my plans for the future, noticed a certain vagueness, and observed that it sounded as though I was headed for a “gap year.” I liked the idea, and began to imagine what it would mean to be a stream that sings. “Write it!” insisted the members of the writers’ group I later joined. “What would it mean to you to be a singing stream?” If I were a singing stream, perhaps I could learn to loll in the water, recline on the surface in daylight, and, in the darkness, dive by myself to the depths. I would slide smoothly over sharp-edged rocks and be carried by swirling eddies into still pools. They would be cool and deep. There I would linger a while, then float back into a current and let it sweep me along, basking in the mottled rays of sun, filtered through rustling leaves. If I were a singing stream, I would accept — no, I would protect — the reality that there is nothing better for me to be doing right now than simply being here where I am, immersed in one of those baffled periods in my life, living my way into a transition in which I no longer know what to do. Bronx Community College was founded in 1957 to meet the growing need for access to higher education in the borough of the Bronx. It was one of the ... Key responsibilities include the following: • Provides systemwide leadership and expertise on budget and financial matters. • Maintains the ... Director, Study Abroad Arizona State University Executive VP and Provost of the University Job Id# 24744 Duties and Responsibilities: Plans, ... The Vice President will provide vision, leadership, management, and direction for the areas of Workforce Development, Technical Education, College ... The University of North Dakota (UND) invites nominations and applications for the position of Vice President for Student Affairs (VPSA). UND is a ... Reporting to the President, the new Provost will support an innovative and high quality learning environment that promotes academic excellence and ...

Not as Web Savvy as They Think They Are
Source: http://www.insidehighered.com/news/2010/07/28/qt/ not_as_web_savvy_as_they_think_they_are


July 28th, 2010
July 28th, 2010

Published by: philosophyandrew

Many students aren't nearly as Web savvy as they imagine themselves to be, according to a study that tracked 102 University of Illinois at Chicago students. Students trust Google and other search engines so much that they only click on sites that come at the top of their searches, failing to see the lack of a relationship between such positions and actual trustworthiness. "Many students think, ‘Google placed it number one, so, of course it's credible,' " said Eszter Hargittai , associate professor of communication studies at Northwestern University and senior author of a paper on the research, in a press release. "This is potentially tricky because Google doesn't rank a site by its credibility." The paper was recently published in the International Journal of Communication.

is an independent contractor, acquiring books for a couple of scholarly publishers.) “I would describe the relationship of university presses to Amazon,” he told me by e-mail, “the same way I would describe their relationship to chain stores and Google: love/hate. There is no question that the development of these three phenomena, combined with the gradual disappearance of serious book reviewing from major newspapers, has transformed the landscape of both trade and academic publishing enormously over the past two decades.” In the 1990s, chain bookstores such as Borders and Barnes & Noble were viewed with favor by university presses as many of them began trying to publish “trade” books as well as monographs. “But the bloom went off the rose quickly,” he says, “once presses realized that standard operating procedures like the 90-day inventory turnover ended up creating lots of returns and not enough sell-through.” That is, a new title had about three months to sell before a chain could return it. With the decline of general-interest venues for book reviewing, “not enough of these many new trade titles got reviewed in general media so that people would even know to look for them in the chain stores before they were returned in the 90-day cycle.” At first, Thatcher says, Amazon had a similar appeal -- creating “much wider exposure for university press books generally, including lots that weren't even getting into the larger stores.” An AAUP survey of librarians showed that they were starting to purchase titles through Amazon. The online bookseller became “the second largest vendor for most, perhaps all, presses,” he says, “right behind the major library wholesaler Baker & Taylor…. For Penn State, as I recall, B&T accounted for about 50% of gross sales and Amazon for about 35-40%.” So what’s not to like? Well, when Thatcher discuses the bookseller’s “hardball tactics,” his comments echo Colin Robinson’s article. Amazon launched its "Look Inside the Book" feature (giving customers a glimpse at some of a volume’s content) without consulting with presses, on the grounds that this was “fair use.” It was tireless in pressing for discounts, even as university presses have been squeezing pennies. (Academic publishing was the gasping canary in the economic coal mine, well before the recession hit.) And when Amazon acquired the print-on-demand vendor BookSurge, he says, it threatened to de-list books from publishers that didn’t agree to do business with it. “I don't think anyone in university press publishing is happy with Amazon's strong-arm tactics,” Thatcher told me, “and you'd find pretty universal agreement with the complaints that Robinson quotes from various anonymous sources among press directors.” Further confirmation came from the chief editor of a Midwestern university press who asked not to be identified. (This is understandable. Half the art of dealing with the 800pound gorilla in the room may be keeping from drawing too much attention to yourself.) “The single greatest advantage of selling through Amazon,” he said by e-mail, “is the reach of the company. A close second is the lack of returns, the bane of publishing. These factors aside,

The Amazonian Gorilla
Source: http://www.insidehighered.com/views/mclemee/mclemee300 July 28th, 2010

My ambivalence about Amazon seems a lot easier to manage now that the Golden Age of Impulse Buying is over. In 2007, at least half of my book-buying was a matter of snap decisions abetted by Visa. But the economic upheaval since then has broken me of this habit, and friends report much the same. Shouldn’t my money go to a local independent bookstore? Given that Amazon offers both extremely specialized and outof-print books, don’t my preoccupations oblige me to use Amazon? The luxury of pondering these questions was once part of succumbing to the acquisitive urge. But that was then. Now, in any case, the questions seem largely moot. One of the best-established independent bookstores in my neighborhood went out of business in the fall of 2008 -- leaving thousands of feet of prime commercial real estate unoccupied in the meantime. Over the past decade, membership in the American Booksellers Association (the trade association for bookstores) has contracted by 50 percent. A couple of months ago, the ABA announced a slight growth in its membership. But the long-term trend is clear. At this point, I’m not even sure that the big chain bookstore in my neighborhood will be around for another year. Temptation soon will be easy to resist, or at least harder to find. While you might not be thinking about Amazon, rest assured that it is constantly thinking about you. That is one of the points to take away from a recent article by Colin Robinson in The Nation that deserves wide attention. (A very condensed version is also available on video.) Robinson (formerly an editor at various presses, and founder of the new OR Books imprint) describes the cumulative and carefully-strategized impact of Amazon on publishers. Books now account for only a quarter of Amazon’s revenues, but this is the area where its power may be the most worrisome. I wondered how people in the university publishing world would respond to the article. The first person to come to mind to ask was Sanford Thatcher, a former director of Penn State University Press, who is also past president of the Association of American University Presses. (These days he

July 28th, 2010

Published by: philosophyandrew

Amazon is a predatory corporation -- maybe not in a strictly legal sense of the word, but in practice, a shark. And swimming with sharks is dangerous.” He noted last week’s announcement of an arrangement between Amazon and the powerful literary agent Andrew Wylie, who has launched a new digital imprint for his clients. Their e-books will be available exclusively for Amazon’s ereader, the Kindle -- cutting publishers out entirely. “As the recent agreement with Andrew Wylie demonstrates,” the editor told me, “Amazon is willing to go against its ‘partners’ -- their term of art -- whenever it chooses, and the fact that they're publishing Kindle editions directly from authors to readers underscores the contempt with which they hold publishers.” He also pointed to “the striking contraction of independent booksellers in the United States” under the cumulative effect of online retailers. “The independents are our real allies,” he said, “because they know our work and know readers and are genuinely responsive. Amazon sells everything, from books to tablesaws.” I had hoped to include comments by others from the university-press world – including whatever they might want to say in favor of Amazon. But my timing was perhaps bad. People seem to have been on vacation, or indisposed. But we’ll return to this topic in a future column. Full disclosure: I did buy a book from Amazon just this weekend. It’s something that may never be available in a brickand-mortar shop, nor that easy to find in libraries. But then you can rationalize anything, with a little time and practice. Marketing and Communications. As a member of the Office of Marketing & Communications, the Media Relations Manager will assist with development and ... The Director of Marketing, Communications and Publications reports directly to the president, is a member of the President's Council and works ... Duties The primary responsibilities of this position include oversight of all aspects of the creation and management of an on-line health policy ... We are currently seeking qualified applicants for a Textbook Manager for our main campus in Saint Leo, Florida. This position works directly with ... Company Description: Founded in 1919, AUC moved to a new 270-acre state-of-the-art campus in New Cairo in 2008. The University also operates in its ...

Researchers at the University of Minnesota School of Public Health followed up on recommendations made by the National Institute on Alcohol Abuse and Alcoholism in 2002. The recommendations organized alcohol-prevention strategies into four levels based on their effectiveness in curbing college drinking. (Over the past 30 years, alcohol consumption has not declined among college students, but it has declined among other adolescents and young adults.) The NIAAA found that the most effective strategy (Tier 1) for student populations is providing one-on-one interventions for students at risk for alcohol problems. Tier 2 strategies are effective in the general population but can be applied to colleges; these include working with public officials to regulate liquor licenses in the community or ensure proper ID checks at restaurants. Tier 3 strategies have “logical and theoretical promise,” and Tier 4 are ineffective. The NIAAA detailed the strategies in each tier and provided colleges and universities nationwide with recommendations based on these findings. Six years later, 22 percent of 351 responding institutions were unfamiliar with the recommendations, and 98 percent of colleges surveyed employed an ineffective strategy, though it wasn't clear what percentage used this strategy alone. Twentythree percent of colleges had not implemented any Tier 1 or Tier 2 strategies, and 65 percent had implemented one or two of them. The study does not distinguish, however, between strategies that may have been implemented as a result of the 2002 NIAAA report and those that were already in place. Percentage of Colleges Following NIAAA Recommendations Tier 1 Intervention for at-risk students (on-campus or referred offcampus) 50%

Tier 2

Restriction on 7% number of alcohol outlets or liquor licenses Increased price of alcohol Mandatory training for servers Age compliance checks for establishments serving alcohol 2% 15%


Addressing Alcohol Abuse (or Not)
Source: http://www.insidehighered.com/news/2010/07/28/alcohol July 28th, 2010

Tier 4

Alcohol education (lectures, online, mailings)


College students drink a lot of alcohol. Administrators try to stop them. We know this. But a new study evaluates how well colleges and universities actually address alcohol abuse on campus, and it turns out that the most effective methods aren’t the most common.

“I think the evidence from our research suggests that schools haven’t really seriously addressed this set of recommendations,” said Toben Nelson, lead author of the study and assistant professor of epidemiology and community health. “By and large, most schools haven’t even begun the process of trying to implement them.”

July 28th, 2010

Published by: philosophyandrew

Of the institutions that have utilized the NIAAA strategies, however, large schools (more than 2,500 students) make out better than small ones. Large universities are more likely to use interventions, responsibly train servers and issue compliance checks to curb underage drinking in their communities (although Nelson noted that many cities were administering these procedures without input from universities). They also were more likely to implement two or more NIAAA strategies. The study found no significant differences between public and private universities. Nelson said that based on these data he would now like to examine whether the recommendations that have been put into place are in fact making an impact on students’ drinking behavior. It also remains to be seen where the challenges lie for the universities that don’t use the effective strategies. But some experts say that analysis of the NIAAA recommendations should be approached with caution. Among them is James Turner, executive director of the National Social Norms Institute, who noted that the recommendations were written eight years ago, and are based on 12-year-old data. Colleges, Turner said, have changed. According to Turner, the social norms approach to alcohol reduction on college campuses has been very effective over the past decade -- yet it was rated as a Tier 3 strategy by the NIAAA. “Over the last 10 years we have seen stunning reductions in negative consequences regarding alcohol,” he said, citing 70- to 80-percent reductions of drunk driving and binge drinking on campuses that use this approach. He added, however, that combining social norms with policies and community interaction has also proven to be effective. And Anne Quinn-Zobeck, director of education and training for the Bacchus Network -- a university-based organization that promotes safe decisions about alcohol and tobacco -said that, while the recommendations were based on empirical evidence, much more research has been done on intervention programs than on community strategies. Description of Duties: Position will be responsible for a variety of financial reconciliations, including daily cash and campus card transactions, and ... #3050 – Part-Time, Curriculum Lab Supervisor, 25% FTE (10hrs/week) – Regional Campus Administration – Ventura, CA The University of La Verne has ...

The New Clash of Rights
Source: http://www.insidehighered.com/news/2010/07/28/counseling July 28th, 2010

A month ago, the U.S. Supreme Court ruled in a dispute involving the right of public universities to enforce antibias rules as a requirement for recognition of student organizations. The university's rules were upheld, dealing a blow to Christian student groups who argued that they should be protected by the First Amendment to receive recognition and to bar gay people. Now a new issue is emerging that involves a similar set of players and issues: public universities, anti-bias rules, and the rights of gay people and Christian students. On Tuesday, a federal judge upheld the right of a counseling program at Eastern Michigan University to kick out a master's student who declined to counsel gay clients in an affirming way -- as required by the university program and counseling associations. The judge found that the university was enforcing a legitimate curricular requirement -- namely that counseling students learn to work with all kinds of clients in ways that did not judge their values or orientations. In his ruling, Judge George Steeh rejected a lawsuit that charged that the university's actions amounted to an unconstitutional infringement on the religious freedom and free speech rights of Julea Ward, who was removed from the program. The decision -- while a win for the university -- is unlikely to settle the matter. Ward is backed by the Alliance Defense Fund, a legal organization that works on behalf of religious students and faculty members and that is almost certain to appeal. And the fund just last week sued Augusta State University on behalf of a student in a situation similar to Ward's, setting up the potential for suits in multiple federal circuits, the sort of conflict that could reach the U.S. Supreme Court. Both sides in the case see important principles at stake. David French, a senior counsel to the Alliance Defense Fund, said that in the Supreme Court case and the Eastern Michigan ruling, "a disturbing trend" is emerging of "what I would call excessive deference to university administrators" to define limits around "the market place of ideas." French said that, in contrast to the view that academe should feature "a freewheeling exchange of ideas," these rulings "permit restrictions" on religious students and groups. And he said that the Eastern Michigan ruling may create a new way for public universities to enforce speech codes -- simply by making them into curricular requirements. But Irene Ametrano, a professor of counseling at Eastern Michigan, said that she was pleased the judge had seen that the issue was not about the right of religious students to hold whatever beliefs they have, but over the right of a professional degree program to enforce requirements that are rooted in a sense of the field's needs and a commitment to equity. "This isn't about the thought police," she said. "This is about behaviors that are appropriate or not appropriate within counseling." She noted that the university's policies were consistent with the ethics code of the American Counseling Association and said that Eastern Michigan's counseling

A Slow Recovery in the States
Source: http://www.insidehighered.com/news/2010/07/28/qt/ a_slow_recovery_in_the_states July 28th, 2010

A new report from the National Conference of State Legislatures suggests that while states are no longer experiencing steep declines in revenues, recovery is going to be a slow process. Nearly every state is now projecting fiscal 2011 revenue to be more than 2010 revenue, but the figures for 2010 are so much lower than past years that the increases are likely to be far short of a full recovery.

July 28th, 2010

Published by: philosophyandrew

programs couldn't keep its accreditation while ignoring the code. The Conflict at Eastern Michigan Ward, the plaintiff in the case, was admitted to the master's program in 2006, with the goal of becoming a high school counselor. Like many counseling graduate programs, the one at Eastern Michigan is a mix of coursework and practical experience, in which students engage in actual counseling. Ward describes herself as an "orthodox Christian," the judge's ruling said, and was upfront in her courses -- both in discussions and papers -- about her view that homosexuality is "morally wrong." She also wrote in papers that it is "standard practice" for counselors to refer clients whose values they disagree with to other counselors (even though that's not standard practice or consistent with American Counseling Association ethics rules, which specifically require counselors to work in non-judgmental ways with clients whose values differ from their own.) While Ward's suit alleged that she faced "disagreeable" reactions to her views from professors, she also earned excellent grades. The dispute that led to the litigation started in 2009, when Ward was enrolled in the practicum in which she was to engage in actual counseling. Faced with an appointment with a client whose file indicated past discussion of a gay relationship, Ward asked to refer the candidate to another counselor rather than engage in any counseling that could "affirm the client's homosexual behavior." Since this was two hours before the appointment, the supervising counselor canceled the appointment, but set off disciplinary hearings that eventually led to Ward being kicked out of the program. Eastern Michigan's counseling program -- like many others -- requires its students to practice in ways that are consistent with the counseling association's ethics code, including requirements that bar behavior that reflects an "inability to tolerate different points of view," "imposing values" on clients or discrimination based on a number of factors, including sexual orientation. The counseling association does permit referrals, but they are supposed to be for the good of the client, not for the comfort of the counselor. Typically, a referral that would be seen as legitimate might involve a counselor referring someone to a colleague with expertise on a particular problem. Ametrano, the Eastern Michigan professor, who was on the review panel that expelled Ward, said that the requirements that counselors work with clients of a range of views and background are essential. She noted that counselors regularly work with clients who make decisions about such matters as birth control, sex, drug use, abortion and many other choices that a counselor may or may not support. And clients come from a variety of backgrounds and sexual orientations. A counselor can't be effective, she said, with litmus tests on who may be helped. Further, she said that the ethics code is designed in part because Eastern Michigan is training counselors who will work in schools, colleges and social service agencies where referrals aren't possible. So the ability to help anyone, and to do so in a way that "is consistent with client values," is an important, relevant skill as determined by the profession.

"Are you going to refer away half of your clients because you can't reconcile your own issues with the client's value system? We want students to reconcile their biases" and their work, she said. "Being nonjudgmental is a central part of how we work." She added that Eastern Michigan has had many religious students over the year, with a range of personal views on social issues, who have had no difficulty counseling a range of clients, gay and straight. Ward's suit charged that the university's rules and the way it enforced them effectively intruded on her religious freedom, making it impossible for her to hold her beliefs while meeting the program requirements. Further, she charged that by adding the counseling association's rules (including its discrimination ban) to program requirements, the counseling program was instituting an illegal speech code. The Judge's Take on the Issues Judge Steeh rejected those arguments, finding that the requirements were curricular in nature and thus that the university deserved the right to set its own standards. He noted a number of differences between the kinds of speech codes that courts have barred and the rules at Eastern Michigan. For instance, he noted that the rules applied only to students in a specific professional program, and that the issues of discrimination were not raised with regard to Ward's views as expressed in class, and that she was free to express those views anywhere. He said that the counseling association's code of ethics, as applied at Eastern Michigan, was "not a prohibition on a counselor making statements about their values and beliefs in a setting other than with a client," and was in fact "quite narrowly drawn" with the purpose of protecting clients served by counselors. Then Steeh turned to whether the ethics code was widely known as a requirement at the university (he said the evidence showed it was), and to curricular autonomy. "Courts have traditionally given public colleges and graduate schools wide latitude to create curricula that fit schools' understandings of their educational missions," he noted. Judge Steeh added: "Counseling, by its very nature, relies on a uniquely personal and intimate relationship between the counselor and client to assist in delivering the objectives sought by the client. Educating counselors to provide such services is clearly within the expertise of the universities that provide such programs.... [Ward] knew the university’s curricular goal of teaching students to counsel without imposing their personal values on their clients by setting up boundaries so as not to be judgmental." In backing Eastern Michigan, Judge Steeh said he wasn't endorsing the counseling association's ethics code, but respecting its right to set a code and the right of universities to follow it. "The ACA Code of Ethics is the industry standard in the field of counseling. EMU did not write the nondiscrimination policy that it adopted into its counseling student handbook. Rather, the university is using the ACA Code of Ethics to govern its counseling students in exactly the same way they will be governed when they are practicing counselors," he wrote. "The court gives universities broad latitude when it comes to matters of pedagogy. In addition,

July 28th, 2010

Published by: philosophyandrew

the court should avoid entering into the role of regulating counseling industry standards." The judge then rejected the idea that the university was engaged in punishing Ward for her views. He noted that she had earned As in courses in which she expressed her views on gay people, and that the university had offered to work with her on learning to counsel people whose sexual orientation she viewed as problematic. Enforcing the code of ethics is a legitimate requirement, he wrote. "The university had a rational basis for adopting the ACA Code of Ethics into its counseling program, not the least of which was the desire to offer an accredited program. Furthermore, the university had a rational basis for requiring its students to counsel clients without imposing their personal values. In the case of Ms. Ward, the university determined that she would never change her behavior and would consistently refuse to counsel clients on matters with which she was personally opposed due to her religious beliefs -- including homosexual relationships," the judge wrote. "The university offered Ms. Ward the opportunity for a remediation plan, which she rejected. Her refusal to attempt learning to counsel all clients within their own value systems is a failure to complete an academic requirement of the program." The Dissenting View French, the lawyer for the Alliance Defense Fund, said he thought the judge ignored the way Ward was judged by the faculty. "Her belief system was very much at issue," he said, and decisions about her future reflected those statements she made in class as well as her statements about a willingness to counsel gay clients. The only way she could have accepted the idea of learning to work with gay clients, he said, was giving in "to a mandate that she change her belief system." He also said that the counseling association's rules are a speech code. "It's almost as if the court has created an exception to speech code jurisprudence" that permits them if "you phrase a speech code as a curricular requirement," he said. Further, French noted that Ward was never accused of mistreating any gay clients, only of recognizing a conflict in values and suggesting that they receive help elsewhere. Asked if he would consider it acceptable for a counseling student to refuse to work with Christian clients, French said "I would be OK with that, if a counselor knows someone who appreciates my value system," adding that "this idea that referral is a negative thing is in the real world almost comical." Some faculty members have expressed fear that creating an exception for Ward could lead students to demand all kinds of exemptions from rules, and French noted that some have predicted that, if Ward prevailed, someone who believes that "the earth is flat" or a "young Earth" creationist could demand to pass a science course where faculty members reject such views. But French said that was not the case. "There is a distinction between knowing the material and what you believe in your heart and mind," he said, and such students could be expected to learn and be graded on the material as presented in class. What about a case, this reporter asked, of a Christian Scientist who might enroll in medical school, do well in anatomy

courses, and then -- citing faith -- refuse to recommend to patients that they consider medications or surgery. Would a medical school be justified in refusing to graduate such a student? While saying he saw "distinctions" between that hypothetical and Ward's case, he said that a medical school might in fact be justified. "I would be OK with a medical school saying that, in the course of a valid clinical program when they did not provide a valid standard of care," he said. "But that's a different situation." Keiser University is a regionally accredited, private, career university that provides educational programs at the undergraduate and graduate levels ... Upstate Medical University is a dynamic environment that brings together patient care, education and research. One of only 125 academic medical ... Be part of a leading educational institution that prepares adult students to succeed in such high demand fields as healthcare, information technology, ...

Movie Clips and Copyright
Source: http://www.insidehighered.com/news/2010/07/28/copyright July 28th, 2010

If the words “sweeping new exemptions to the anticircumvention provisions of the Digital Millenium Copyright Act” make you want whoop for joy and join a conga line, you just might be a fair use advocate — one who wants professors and students to be able to decrypt and excerpt copyrighted video content for lectures and class projects. Since Monday, a lot of advocates have been dancing. “This very exciting,” says Patricia Aufderheide, a communications professor and director of the Center for Social Media at American University. “We’re doing nothing but chat about this, we’re so excited.” The thing that has made so many professors abuzz — andablog — is the latest round of rule changes, issued Monday by the U.S. Copyright Office, dealing with what is legal and what is not as far as decrypting and repurposing copyrighted content. One change in particular is making waves in academe: an exemption that allows professors in all fields and “film and media studies students” to hack encrypted DVD content and clip “short portions” into documentary films and “noncommercial videos.” (The agency does not define “short portions.") This means that any professors can legally extract movie clips and incorporate them into lectures, as long as they are willing to decrypt them — a task made relatively easy by widely available programs known as “DVD rippers.” The exemption also permits professors to use ripped content in non-classroom settings that are similarly protected under “fair use” — such as presentations at academic conferences. Using film content as an educational tool is a popular practice. For example, a professor teaching a course on the sociology of crime might want to use excerpts from HBO drama The Wire in a lecture or presentation, says Jason Mittell, an associate

July 28th, 2010

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professor of American studies and film and media culture at Middlebury College. (In fact, a number of them have.) Or a natural history professor might want to show clips from the Planet Earth series. Even professors in less obvious fields might want to avail themselves of these influential pop-culture artifacts to drive home an idea to students. Edward W. Felten, a longtime fairuse advocate who teaches computer science and public affairs at Princeton University, said he could imagine using movie clips to compare and contrast how actual computer hackers with how they are portrayed in movies. “The ways that movies tend to be edited and constructed often allow a point to be made more viscerally,” Felten says. Others agree that using familiar examples from Hollywood can be an engaging way to illustrate academic concepts. While a previous round of exemptions made it OK for film and media studies professors to clip out films, the new act extends the privilege to all professors. (The U.S. Copyright Office issues new rules every three years or so since Congress incorporated anti-circumvention rules into the Digital Millennium Copyright Act, or DMCA, when it passed the landmark legislation in 2000.) By the same token, it allows professors in “film and media studies” courses to instruct students to make “non-commercial videos” — documentaries, mash-ups, etc. — for assignments. Even students not enrolled in film or media studies programs who wish to rip DVD content for class projects might be covered by the new exemption in some cases, Mittell says, since they are, in a way, students of media and film. This is not to say professors have not used film clips to enhance teaching, he says. But the hassle of cuing up a scene, then navigating menus or fast-forwarding to a different scene — or, God forbid, switching in a different disc, waiting out previews, and navigating a new menu to highlight a scene that may not last longer than a minute or two — discourages many faculty members from bothering to use film clips at all, quite probably to the detriment of their lessons, says Mittell. “It would be the equivalent of a literature professor who is only allowed to prepare one quote to read aloud per class, and if you want to read more than one, it will take you five minutes to get to it,” he says. English professors come to class with key pages dog-eared. This exemption allows professors who want to draw on another kind of media — films and TV series — permission to do the same. How Much Practical Impact? The rule changes make it clear that professors and students can excerpt film content without worrying about being sued by production studios that own the copyrights. But experts say that some academics were doing this even before the Copyright Office made it legal to do so. Unlike the Recording Industry Association of America, which has famously sought to prosecute college students for pirating music files, the Motion Picture Association of America (MPAA) and other interested parties seem to have been less vigilant in pursuing campus violators. In a hearing before the Copyright Office in May, film industry officials said they had no problem with professors and

students using movie clips for educational purposes; one Time Warner official even said her company is developing a system whereby clips could be made available to professors by way of a download or secure Internet stream, free of charge — indicating that it is not a loss of sales revenue to higher education customers that they are worried about. Rather, said an MPAA official at the hearing, the industry is worried that legalizing DVD decryption would open the gates to pirating outside of higher education. “An expansion of the current … exemption would undermine the technological and legal underpinning of the Content Protection System that is the basis for the DVD movie business,” said Fritz Attaway, an executive with the MPAA, which represents the six major U.S. film studios. “Once widespread legal circumvention of CSS is permitted, the ability to limit the scope of the use of the circumvention may well be impossible, thereby undermining the whole system.” The exemption would give students the “green light” to hack content scrambling systems “under the guise of class assignments,” Attaway said, making it difficult, if not impossible, for copyright owners to know what hacks were legitimate and which were piratical. (He suggested that professors and students videotape movies playing on their televisions instead.) In response to Monday’s rule change, the MPAA issued a brief statement: “The Librarian [of Congress]'s decision unnecessarily blurs the bright line established in the DMCA against circumvention of technical protection measures and undermines the DMCA, which has fostered greater access to more works by more people than at any time in our history.” None of the leading academic experts on this issue contacted Tuesday by Inside Higher Ed said they had heard of any lawsuits filed against colleges, universities, or students over the decrypting and clipping of copyrighted films. But just because the MPAA has declined to hold a higher ed witch hunt does not mean every professor who wants to decrypt and excerpt DVDs for pedagogical purposes have been able to do so, says Aufderheide, the American University communications professor. Aufderheide, who is currently researching how copyright issues affect librarians, says that while a small minority of professors are savvy enough to locate and use decryption software to extract DVD content, use editing software to clip the videos, and then embed the clips into a course website or a PowerPoint slide, the majority would need help from the library staff to do so. “They are really depending on their librarians,” she says. “And their librarians don’t do this for them, because it’s not legal.” Librarians are usually too scrupulous, and too scrutinized by university lawyers, to assist faculty in breaking the law, says Aufderheide. Ditto campus information-technology hands. The outside possibility of an expensive lawsuit by a powerful body like the MPAA has been a deterrent, even if lawsuits against university targets have been rarely, if ever, carried out, says Aufderheide several of other experts in academe. The new exemptions, however, will permit librarians to help professors and students decrypt, edit, and repurpose DVD content, says Aufderheide. Such services could become standard parts of the library’s service menu, which would

July 28th, 2010

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almost certainly increase the frequency with which professors teach with excerpted film and television content. For the latest technology news from Inside Higher Ed, follow IHEtech on Twitter. Location: Cedar Valley College A full-time position in the Veterinary Technology Department. Duties include but are not limited to: Teach ... The Instructional Specialist for the Cyber Center is responsible for providing high quality instruction in all credit and noncredit programs ... Job Summary This position will support faculty and students in the College of Family and Consumer Sciences in the use of instructional technologies. ... The Instructional Designer will work with Excelsior College faculty to design distance learning courses, and adapt existing and develop new courses ... We are currently seeking qualified applicants for an Instructional Designer position on the main Campus in Saint Leo, Florida. The Instructional ...

institution has no stake in whether the project succeeds, said Roger Goodman, vice president and senior analyst at Moody’s Investors Service. If a critical mass of students will be housed in a dorm, for instance, a college may well be forced to come to the rescue if the project hits a snag in development or the dorm deteriorates over the years, Goodman said. Consequently, Moody’s is going to view arrangements between colleges and private developers as relevant to an institution’s overall credit picture, he said. “We really haven’t come across a project that is completely irrelevant to us,” Goodman said. Moody’s primary task in evaluating these projects is to calculate how likely a college would be to employ heroic measures if a development got into real trouble. To assess that likelihood for a student housing project, Moody’s examines the percentage of student residencies that a particular dorm will provide. If just 10 percent of students will live in a new residence hall, then the rating impact is limited. Conversely, a project housing 30 percent or more of a college’s students could have a significant rating impact. Moody’s has been at some pains to explain that arrangements between colleges and private developers are not “off credit,” because they will inform the agency’s view of a college’s debt picture and financial obligations. Moreover, the agency is more likely to be skeptical if the primary purpose for the partnership is to lessen the potential impact on a college’s bond rating – rather than because the developer brings particular outside expertise critical to the project. “We tend to cringe a little bit when we see it as the leading factor,” Goodman said. Despite the concerns of some ratings agencies, there are still good reasons for colleges to work with outside developers, said Jay Kahn, vice president for finance and planning at Keene State College. “We have essentially tried to hang out a shingle and say ‘If you build it, we won’t,’ " Kahn said. The college’s move toward more partnerships with private developers to build student housing space has been embraced by city officials, Kahn said. The city has adopted the strategy into its own “smart growth” plan, encouraging that housing be concentrated in the city rather than spread out. The city also has a vested interest in keeping properties on its tax roles, so it’s historically been frowned upon when the taxexempt college – rather than private developers – bought up properties for student housing, Kahn said. Partnerships with the private sector will become particularly important for public institutions, which will not be able to count on state support to finance growth, Phillips said. States that expect colleges to educate their residents have essentially created an “unfunded public mandate,” but the good news is that there’s “abundant private capital in this country” to fill that gap, he said. “There are all sorts of ways to be creative about private capital,” Phillips said. “Don’t look in the mirror and lament the passage of the old ways.”

Private Partners
Source: http://www.insidehighered.com/news/2010/07/28/nacubo July 28th, 2010

SAN FRANCISCO – With resources drying up and debt mounting at many colleges, the idea of letting private developers finance building projects is increasingly seductive. But these arrangements are not without risks, and ratings agencies are watching some of them develop with skepticism, panelists told a group of college business officers here this week. It is perhaps of little surprise that a meeting on alternative ways to fund capital projects was one of the better-attended at the National Association of College and University Business Officers annual meeting this week. As a survey released by NACUBO Monday indicates, chief financial officers describe insufficient funds to support their institutions as their greatest frustration. Most are looking for new ways to finance projects. One of the more common ways colleges with debt concerns and resource constraints are continuing construction involves leasing land to a developer for building student housing. The developer provides the financial backing, and in exchange is given a fair assurance the rooms will be filled with a captive market of students coming to campus each year. The arrangements are often particularly appealing to public colleges, which can thereby avoid the arduous and timeconsuming process of finding state dollars for buildings. Cecil Phillips, who heads an Atlanta-based company that manages and develops student housing projects, said there are plenty of developers eager to tap into a market that is relatively certain to have a steady stream of customers. “The price you pay [as the developer] for that advantage is it’s all on your back,” said Phillips, chairman and chief executive officer of Place Properties. But is it really? Even if a college convinces an outside developer to finance a construction project, it’s unrealistic to say the


July 28th, 2010

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approved the Senate's version of the bill, devoid of the extra Pell funds and $23 billion that would have helped states fend off budget cuts for K-12. As in the House bill, the Senate bill would cut funding for the Perkins loan program to zero. But the Senate bill does include an additional $15 million for the TRIO program, which promotes access for disadvantaged students. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) would be flat funded. In its budget, the Obama administration proposed ending the $64 million Leveraging Educational Assistance Partnership (LEAP) program, and the House committee’s bill went along with that request. The Senate bill, on the other hand, maintains the program with level funding, much to the delight of Sen. Jack Reed (D-R.I.), a longtime supporter of the program. Though the picture isn’t all that pretty, it could always be worse, said Cyndy Littlefield, director of federal relations at the Association of Jesuit Colleges and Universities. “This is a time in which we need to be grateful for maintaining funding for our programs,” she said. “But we’re also painfully aware that Pell Grants need a lot of attention to be fully funded.” Last year's appropriations bill didn't clear both chambers until December, and Harkin confirmed that this year's bill won't be resolved until at least then. "To be frank about it, this bill probably won't see the light of day until December, maybe January." That leaves plenty of time to figure out a solution for Pell. Duties: This position will maintain and digitize records for University Research Services and Administration from creation to eventual disposal by ... Position Summary: As a member of the Office of Financial Aid, the administrative assistant works collaboratively with all other academic student ... Location: El Centro College A full-time position in the North Texas, Small Business Development Center. Duties include but are not limited to: ... General Description: The Assistant Director of Student Financial Aid, in collaboration with the Dean of Student Financial Support Services, is ... University of Southern CaliforniaDirector of Corporate Research Alliances for Keck School of Medicine of USCThe Keck School of Medicine of the ... The Assistant Director will be an operational liaison to the various offices represented in Colonial Central and will provide supervision and ...

Pell Shortfall Persists
Source: http://www.insidehighered.com/news/2010/07/28/approps July 28th, 2010

WASHINGTON -- A Senate panel wavered a bit from its House of Representatives counterpart, producing a 2011 funding bill Tuesday that aims to protect Pell Grants from cuts -- but doesn't fully fund the program -- and boosts funding to the National Institutes of Health. At a brief drafting session, the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies approved a bill that provides $169.6 billion in discretionary funding, including $66.4 billion for the Education Department. “I believe this is a good bill,” said Sen. Tom Harkin (DIowa), the subcommittee’s chairman. “It responds to the urgent economic needs of the American people, it reduces wasteful spending and it gives states incentives to make needed reforms.” Harkin and the other Democrats on the panel voted to move the bill along to the full appropriations committee for consideration on Thursday afternoon. Sen. Thad Cochran (RMiss.), the senior member of his party on the panel, voted against it. The 12 Republican members of the full committee have vowed to oppose all appropriations bills. As it stands, the bill includes just short of $19.5 billion for student financial aid programs, including $17.6 billion for the Pell program, which would maintain maximum discretionary Pell funding at $4,860 per student. Subcommittee members said the money provided in the legislation would maintain the current 2010-11 maximum Pell Grant of $5,550 in 2011-12, with the help of mandatory funds that were provided through last year's Health Care and Education Reconciliation Act. The NIH’s budget would be nudged up $1 billion to $32 billion for 2011 -- the same level of funding approved by the House and requested by the Obama administration. Still unresolved is the $5.7 billion Pell shortfall, which legislation approved by the House of Representatives’ appropriations committee would fully fund. The House tried to address $5 billion of the shortfall this month in a supplemental war spending bill that also included funding for key domestic programs, but the Senate rejected that bill last week in favor of a slimmed-down version that focuses on military spending. On Tuesday, the House reluctantly

A Very Private Office
Source: http://www.insidehighered.com/blogs/provost_prose/ a_very_private_office July 28th, 2010

By Herman Berliner July 27, 2010 9:52 pm After I completed my PhD and accepted my first tenure track full-time teaching appointment, I was assigned a faculty office that I shared with three other full-time faculty. I was on

July 28th, 2010

Published by: philosophyandrew

campus usually four days a week but I hated the office even though I liked my office mates. Trying to talk with students and trying to grade exams, or trying to do research was seriously and negatively impacted. It is impossible to talk to students about their future plans and ambitions, about courses they needed to meet requirements and graduate, and about economics. Often I would just leave the office and do research in the library, and talk with students at a remote table in the cafeteria. My situation was not unique in those days. Many faculty shared offices with the same ramifications as I experienced. Fast forward to today. Every full-time faculty member at Hofstra has his or her own office and once again this is not a unique situation. The facilities provided for faculty have been enhanced with the realization that a private office is a good investment. The more comfortable a faculty member is on campus when having meetings with students and when doing research, it should follow that the faculty member spends more time on campus. In turn the campus becomes more attractive to students with the easy accessibility to faculty. And for many years this relationship worked as predicted. But the world has changed. First of all communication is very different than when many of us went to school and very different from the way it was when we started working in higher education. When I started teaching, a student would always be able to see me if they came during my regular office hours. Typically, this was 4 hours per week. Student could also make appointments to see me or any other faculty member; if the regular office hours didn’t work for a student or students, alternatives could usually always be found. Notes could be left in the department mailbox and a phone call to the office was also a possibility. Today, email, text messaging, Blackboard as well as other classroom management tools, provide a much faster and more convenient way of increased student/faculty communication (but you do lose the in-person contact). In addition, the campus library, which often was key to a faculty member’s research or to a student’s education, has also felt the impact of technology. As a starting faculty member, I often spent time in the Government Documents Room studying economic data and trends. All the information is now available on-line with many more analytical options. Furthermore, many faculty look for a teaching schedule with fewer days per week on campus and often faculty live further away from the campus. And students often have part-time jobs and some are looking for an earlier start and a later finish to the weekends which also leads to a more compact class schedule. For faculty the end result is less time on campus and less time in their private office. Often an office is not occupied for extensive periods of time during the academic year. Faculty need and deserve first rate office space. But presently we are not using resources in the most efficient way possible. It’s time for a new model of space utilization.

Copyright Ruling + Online Video Platforms = Active Learning
Source: http://www.insidehighered.com/blogs/technology_and_learning/ copyright_ruling_online_video_platforms_active_learning July 28th, 2010

By Joshua Kim July 27, 2010 9:48 pm Thanks to Tracy Mitrano for her synthesis and analysis of the new Copyright Office ruling that will allow us to legally crack DVDs owned by our institution's for fair use protected teaching activities. This is a welcome (and unusual) piece of good news, an important legal building block towards bringing some sanity to the efforts to incorporate video into teaching and learning. On my own campus I"m deeply engrossed in a process to examine curricular media management systems. One feature of two of the vendors, Kaltura and ShareStream, is a lightweight Web based video editing system. This editing system, since it is paired with uploading / transcoding / and a video player, would make it much easier for students to create video mashups. What I'm wondering is if the new Copyright Office ruling would allow the following scenario: 1. Would colleges and universities be able to load up full videos into the Kaltura or ShareStream system that students could then bring in to the editing system so they could create their own mashups? 2. Can we envision a route in which we move our library media collection from a streaming orientation towards one that allows new creations through mash-ups and editing? 3. The sticking point seems to be restrictions against streaming too many movies online, even if the institution owns the media and access to the video is protected by authentication (say through the LMS). I've always believed that the LMS is equivalent to the classroom, and if we can show a video in the physical classroom then we should be able to show it in the digital classroom. But can we extend the metaphor to mashups? Can we have the media ready to go for students to create, or does it needed to be re-uploaded (or re-enabled) on a classby-class basis? Watching video does not equal learning. Students need to do something with that video - be it a paper, a presentation, a formative assessment, or a mash-up. I'm hoping that a new class of media tools combined with some sanity in our copyright regulations will usher in some real change in how we learn and teach with media. Do you think that media projects and video mashups will start to spread to more classes? ps…If you have not read Lanny Arvan's piece on 7/27 on "Teaching With Blogs" then I highly recommend you take a few minutes to click on the link. Lanny is on the front-lines with experimenting with new teaching methods, and he raises many interesting questions (and provides some solutions), for open blog learning.


July 28th, 2010

Published by: philosophyandrew

What I'm wondering is if any of the big blogging services like TypePad, Blogger, or Movable Type can be deeply integrated into LMS platforms to replace the built in blog tools? What I'd like is a toggle switch that says publish "openly" or "class only" - letting the student decide at the time of publishing where her post appears. Further, I want the blogging account to be owned by the student, and to stay persistent for the student's use once the class ends. Is anyone going in this direction?

an honest academic and to present a brand new paper for the Transcend Conference instead of presenting one of the papers I would be preparing for IPRA. I was very confident that I would be successful in fulfilling my 5 tasks and I didn’t even panic when I was told that I had to write a similar but different version of the paper for the Art and Peace Commission because the paper was under the editing stage for a peer-reviewed journal. I was not wrong. I went to Sydney and presented my 4 papers and acted as a discussant earlier this month, although I had to shortcut some of the research due to lack of time. Now that I am back, I realize that this was my way of joining the Olympics (albeit an academic version) in Sydney 10 years after the Games took place. I believe I did a pentathlon with 4 papers and a discussion and I performed well. However I also know that I did this as I needed to prove myself to myself, to overcompensate for an academic year with lack of intellectual stimulation and to get over a tough personal situation. All the while, I locked myself into the intellectual and emotional effort of academic over-performing at the cost of great fatigue and professional defragmentation (research topicwise). I did it all and I even accomplished some of the networking inherent in conference travels. Even though I did not receive a gold medal in Sydney, I am glad to have taken some praise and good lessons back to Istanbul. The next time I decide to participate in these games, I will try not to overcommit myself in too many tasks, but it is good to know that I have the capacity to do a pentathlon if and when need be. Itir is an Assistant Professor of International Relations and lives in Istanbul, Turkey. She is a founding member of the editorial collective at University of Venus.

An Academic Pentathlon in Sydney: 10 Years After the Olympics
Source: http://www.insidehighered.com/blogs/university_of_venus/ an_academic_pentathlon_in_sydney_10_years_after_the_olympics July 28th, 2010

By Itir Toksöz July 27, 2010 5:15 pm I am not going to dismiss it with “Oh. I don't know how it really happened.” I know exactly how it happened: how I ended up presenting 4 papers and acting as a panel discussant at two back-to-back conferences in Sydney within a span of 8 days this July. Last September I proposed two papers, one to the Art and Peace Commission and another to the Security and Disarmament Commission of the biannual International Peace Research Association (IPRA) Conference to be held in Sydney in July 2010. In February I was notified that my papers were accepted. I had already written the paper for the Art and Peace Commission and the paper I proposed for the Security and Disarmament Commission would be one which I would build on a previously published paper. So with some new research and a rewrite on my second paper, I would be ready to fly to the Land Down Under and enjoy the conference. However, my promising story took an unexpected turn in April. First, I was asked by the convener of the International Human Rights Commission to present a paper on the Human Right to Music, as I had taught a course on Human Rights and was also doing research on Music and Peace. The convener was an academic friend whom I did not want to turn down. We had an e-mail discussion group on Music for Conflict Transformation and I would be able to use the month of May to lead a discussion on this topic and get feedback from group members which would facilitate my writing of the paper. In the meantime, I discovered that I was also assigned to be a discussant on one of the panels at IPRA. Then I found out that the Global Meeting of the Transcend International: A Peace and Development Network was also going to be held in Sydney just before the IPRA meeting. As I was interested in Transcend’s work, I wrote to the organizers who kindly accepted me at their meeting. Knowing that all the Transcend participants would also be at IPRA, I decided to be

What the Copyright Ruling Means
Source: http://www.insidehighered.com/blogs/law_policy_and_it/ what_the_copyright_ruling_means July 28th, 2010

By Tracy Mitrano July 27, 2010 2:17 pm A new ruling from the United States Copyright Office that is making the rounds in higher education and blogosphere circles has a simple core meaning: fair use now applies to section 1200 of the DMCA, the anti-circumvention provision. As far back as Princeton's Edward Felton's challenge to content owners from the computer science and engineering perspective and Berkeley's Pamela Samuelson from the legal arena, this question has remained open. Early to identify the issue and its potential deleterious effects that this unanswered question had on innovation and science, these academic leaders were soon supported by William Fisher, John Palfrey and William McGreveran. In a white paper they and others at

July 28th, 2010

Published by: philosophyandrew
July 28th, 2010

the Berkman Center published in 2006,The Digital Learning Challenge, they specifically spoke to the effects that the absence of a clear ruling on this question was having on teaching and learning: for fear of violating copyright many film instructors, professors in other areas and students restricted their use of materials they believed to be in the service of fulfilling teaching missions. The question, essentially, was: did the breaking of encryption on a DVD for a fair use of the content violate copyright law? The answer is now "no." And that answer is a very good thing for higher education. With the uncertainty lifted, film studies professors -- or any instructors or students who wish to use encrypted digital materials -- may now do so without fear of litigation, so long as fair use covers the content. That fair use of the content is still in play may delight or concern some people, depending on how one perceives fair use in higher education particularly or in American culture generally. For most of us, fair use remains an ambiguous legal principle critical to academia, especially as content owners have become more possessive extending term limits or threatening litigation for alleged copyright violations. Technology, of course, has disrupted laws and social norms more or less in balance as of middle of the last century. Given the thoroughly integrated nature of technology in contemporary global education, the question of what is permissible use of copyright protected materials is a very critical one indeed. Moreover, because higher education is both a producer and consumer of content, it stands at the crossroads of an increasingly thorny issue in a global economy driven by the very matter of our enterprise: information. One might suggest that for those very reasons higher education act as a leader in helping American and global society discuss and debate this issue for finer resolution in all four of the areas that influence our lives: technology, the market, social norms and the law. For some time now many people have rung the bell that a new balance in keeping with our prescient founder's goals of innovation and incentive be achieved among these areas and maintained with an eye specifically on how technology has changed the proverbial game. The Copyright Office's ruling advances the ball down the field by a few important yards in a direction that complements academia and supporters of a culturally rich global civilization. While it may not answer the myriad questions that remain about fair use, it at least addresses the basic matter of whether that principle applies to anti-circumvention in a way that allows instructors and students to work without fear to express themselves in creative fashion from remix to classroom instruction. May higher education's contribution to this decision be the beginning of choice to assume leadership role in helping a global society remain dynamic, inventive and open.

By Barbara Fister July 27, 2010 1:15 pm A recent blog post at the University of Venus, “When Tenure Disappears,” argues that PhD training is limited to training people to become future faculty members, emphasizing rigorous but narrow preparation for jobs that no longer exist. This made me think about a frustration I share with many librarians, the feverish amassing of publications that may never be read, published in journals that libraries can’t afford, churned out by unhappy and exhausted colleagues who feel they have no choice. My frustration with graduate training is that from my (admittedly removed) perspective, scholars seem to be taught the ropes of building a career very thoroughly: which journals count, how to finely slice research into multiple publications, how to build a competitive CV. I get the impression PhD candidates are rarely prompted to ask themselves “so what?” unless it’s to build an argument in a grant proposal. When scientists are asked “but what does this actually mean?” they usually are able to connect the dots to an eventual cure for a disease, a longer-lasting battery, a more sustainable planet. They have to be able to do that; science is expensive, and funders want answers. So they connect the dots even if, in reality, they are doing basic science and have no idea what it will lead to. For those who are not funded but need to demonstrate their expertise through publishing, the question - why is this research important? What difference will it make in the world? – is likely either be considered ludicrously romantic (“are you for real? this is how you play the game”) or an attack on intellectualism (“what is it for? Only a philistine would ask a question like that; I’m contributing an entirely new way of looking at this exquisitely wrinkled pea, but you obviously know nothing of recent developments in heuristic legumology.”) My background is in literature, and I believe it matters as much as more obviously practical pursuits. I just don’t like to see my friends expend so much blood, sweat, and tears writing books that will be purchased by three dozen libraries in the world, or articles that will be inaccessible in more ways than one: too specialized for a non-expert to understand, published in a journal that’s available to a small handful of people. And it really bugs me because these are incredibly smart, articulate people who can be utterly fascinating on a range of topics that matter. Just as I worry that we spend too much time teaching students to be students rather than to be free and inquiring human beings, I think we expend too much energy training scholars to be scholars, full stop. We value esoteric expertise to the extent that we declare ourselves incompetent to judge our colleagues’ work; instead, we outsource promotion and tenure to publishers, whose imprimatur is used to substitute for our judgment. Libraries are supposed to foot the bill, whether anyone wants to read this stuff or not. We could be doing something more productive, like enriching people’s lives or setting people’s imaginations on fire, but we’ve let ourselves define the word “productive” in very narrow and oversimplified quantifiable terms.

Rethinking Research “Productivity”
Source: http://www.insidehighered.com/blogs/library_babel_fish/ rethinking_research_productivity

July 28th, 2010

Published by: philosophyandrew

It makes me want to paraphrase T. S. Eliot: Where is the wisdom we’ve lost in knowledge? Where is the knowledge we’ve lost in productivity?


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