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Tune in to hear deep dive report author Kristi DePaul and  Inside Higher Ed  Editor Doug Lederman discuss the newly-released deep dive report, "The Engaged (and Supported) Professor," which examines the increased recognition for faculty support and development and the steps institutions, departments and individual professors can take to ensure faculty success. Section:  Events | Inside Higher Ed Ad zone:  Booklet Image:  Ad keyword:  Professor20220929 Registration Link:  Registration Link Event's date:  Wednesday, October 26, 2022 - 2:00pm Insider only:  from Inside Higher Ed https://ift.tt/nCl1g3p

The former chancellor of California State University, Joseph I. Castro, had a "blind spot" about a friend charged with harassment, said a report issued Thursday, The Los Angeles Times reported. The report concerned Castro's conduct when he was president of Cal State's campus at Fresno. The friend was Frank Lamas, who was hired as a campus vice president for student life and later was accused in nine reports of sexual harassment, bullying and workplace retaliation from 2014 to 2019, according to the findings of the report. Castro’s “failure to more rigorously address reports of Lamas’ alleged misconduct as they surfaced was a notable factor that negatively impacted the effectiveness of the campus’ responses,” the report said. Lamas left the university in 2020 with a $260,000 payment and a letter of recommendation from Castro as part a settlement that was authorized by the CSU chancellor at the time. Three weeks later, Castro was named chancellor of the system.

Eboo Patel’s Sept. 6 opinion piece titled “ Teach Your Students to Be Builders, Not Critics ” in Inside Higher Ed argues exactly what its title states. Its conclusion rests on the false dichotomy of its title: “we need more college educators who are teaching students how to be architects of a better system, not arsonists of the current one.” For a literature scholar such as myself, this argument is vaguely reminiscent of an emergent and controversial field called “postcritique,” a catchall for a variety of methods that invite scholars to move on from “paranoid” reading methods and the “ hermeneutics of suspicion ” to embrace the surface of the text. I am by no means a postcritical scholar, but I recognize the value of some postcritical arguments. Stephen Best and Sharon Marcus are not wrong, I think, when they argue that we too often limit what a text can mean—and do—when we merely treat texts as symptoms of latent historical forces whose dynamics we have already mapped out. I e

Blog:  Learning Innovation Earlier this week, I focused on how the pandemic altered how academics work . Now, let’s talk about how academics and universities are changing to prepare students for the workforce. I’m drawing from new research from Coursera . In collaboration with market research firm Dynata, they surveyed over 2,400 students and recent graduates and 1,200 employers about the rise of industry microcredentials. Many (89%) think earning one will help them stand out to employers and secure a job upon graduation -- and 81% believe the credential will help them succeed in their job once hired. I talked to Scott Shireman , Coursera’s Global Head of Campus, and Dr. Lindsey Keith-Vincent , Associate Dean for Research, Outreach, and Innovation and Director of the Science and Technology Education Center (SciTEC) at Louisiana Tech University, about the results. Here’s what they think this means for higher education leaders whose students are asking for more career-relevan

Colleges are under growing pressure to prove their “value” to students, parents, legislators, and others. The scrutiny can be uncomfortable, but more institutions are responding with serious efforts to measure and explain their value. This week’s episode of The Key, the last in a three-part series on value in higher education, examines the data and metrics we’re using now – and those we might use going forward – to gauge the value colleges and universities are providing to their students and other constituents. The conversations include Michael Itzkowitz, senior fellow in higher education at the center-left think tank Third Way; José Luis Cruz Rivera, president of Northern Arizona University and a member of the Postsecondary Value Commission; and Pamela Brown, vice president for institutional research and academic planning for the University of California president’s office. Hosted by Inside Higher Ed Editor Doug Lederman.  This episode was made possible by  Bill & Melin

Brett Favre's foundation gave $130,000 to the University of Southern Mississippi Athletic Foundation during 2018-20, the same years that Favre was working to finance a new volleyball center at the university, The Athletic reported. The foundation, Favre 4 Hope, has a stated purpose to support disadvantaged children and cancer patients. Favre was key in moving more than $5 million in welfare dollars toward the building of the volleyball facility while his daughter was a player on the USM volleyball team. He posted on social media that he did not know where the funding for the volleyball facility came from. “You can’t say you’re raising money for one purpose and then spend it on something totally different. Charities have an ethical obligation, and in some cases a legal obligation, to fulfill the intentions of its donors in the way funds are spent,” said Laurie Styron, executive director of CharityWatch. Favre's lawyer declined to comment. The university did not respond

As employers grapple with economic constraints of the post-pandemic world and workers re-evaluate their expectations for flexibility, equity and respect in the workplace, higher education continues to lag in preparing the workforce’s rising generation. By fostering greater access to equitable and paid internships, higher education can be a force for change, helping break down barriers and better position students and employers for the future. Considering that enrollment in college is dropping—with higher education losing one million students in the last two years alone and steady year-over-year losses for more than a decade—we must have a frank exploration of how students perceive the value of a degree. At the same time, the global talent shortage is amplified by the growing skills gap. Employers are desperate for prepared, career-ready talent. Add in the national dialogue and heightened awareness of the need to build more inclusive workplaces and we’ve got not just a jobs problem,

Blog:  Just Visiting It's Never Too Late to Realize You're a Writer Guest Post by Eizabeth Wardle   For many people, writing is painful. The idea of writing is painful. Their memories of being taught to write in school are painful. Writing is something other people do, people who just know how to write, people who are not them. Those of us who teach and study writing for a living know that this just isn’t true, that writing is a skill developed through practice, not something we’re born with.  And yet, somehow, the misconceptions about writing remain widespread. And those misconceptions are harmful--to the people who hold them, and to those with whom they interact: to employees they supervise and whose writing they mock; to students whose writing is evaluated through high-stake tests they design; to children whose parents dismissively tell them “you just aren’t good at this.” Our ideas have consequences in the world. And in this case, our bad ideas about writing h

Blog:  Higher Ed Gamma The cliché is right: Timing is everything in life, especially financially.  Economic success often hinges on when you were born. If you were born in 1905 or 1910, you entered the labor force during the Great Depression.  Born around 1990?  Well, you exited college just as the Great Recession struck with lasting consequences for your life prospects – delaying marriage, childbearing, home buying, and your rise up the career ladder. And if you decided to become an academic historian, well…. A shocking statistic that recently spread across the Twittersphere tells that unhappy story: “27% of 2017 history PhDs had a tenure track job four years later vs. 54% for 2013 PhDs - yikes (and note how much selection bias is likely present in who finishes - imagine what the % of entering students [with Tenure Track] job stats would look like)” Certainly, the 2020-2021 jobs market was especially depressed, given the pandemic-driven lockdowns and administrators’ terro

Less than half of Hispanic students said they were excited about the start of the semester, according to a recent survey of nearly 1,000 Hispanic students at Hispanic-serving institutions. Hispanic-serving institutions are those with at least 25 percent Hispanic enrollment. More than 2 million are enrolled at the 451 HSIs identified by the Education Department in 2020. The survey was conducted by EdSights in honor of National Hispanic Heritage Month. One in four of the students said they felt "nervous or overwhelmed" by the start of the semester.     Ad keywords:  studentaffairs studentsuccess Editorial Tags:  Live Updates Is this diversity newsletter?:  Hide by line?:  Disable left side advertisement?:  Is this Career Advice newsletter?:  Website Headline:  How Hispanic Students Feel About Semester's Start Trending:  Trending text:  How Hispanic Students Feel About Semester's Start Live Updates: 

Emotional stress is now the top reason students consider dropping out of college, according to the recently released “ The State of Higher Education 2022 Report ” from Gallup and Lumina Foundation. The mental health crisis facing campuses has grown so dire that U.S. Surgeon General Dr. Vivek H. Murthy recently urged higher education leaders to hire more counselors, expand peer-support programs and collect data on the use of mental health resources on campus. Ramping up mental health resources will undoubtedly be necessary to address the crisis. But it won’t be sufficient. We also need a fundamental shift in the way we approach student well-being. We must move from traditional approaches that implicitly convey expectations of fragility and pathology to those that foster resilience and strength. We must enhance the coordination of student experiences and services that have traditionally operated in relative isolation from one another. And we must provide ample opportunities for stu

Blog:  Learning Innovation The Story of Work: A New History of Humankind by Jan Lucassen Published in August, 2021. (Yale University Press) Much is being written on how Covid-19 has changed work. Comparatively, little is being written on how the pandemic has changed academic work. Perhaps the reason for a relative dearth of analysis of the future of the university as a place of work is that few universities publicly talk about workplace issues. When given a choice, most higher education institutions would prefer to speak about the students they educate and the research they produce rather than the people (especially staff) they employ. The reality is that while the university exists to educate students and create knowledge, it is also (or has been) a physical place of employment. Postsecondary institutions employ nearly 4 million people. How has COVID changed how these 4 million people will work in the future? One way to begin to think about the future of academic work