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Blog:  Learning Innovation Supertall: How the World's Tallest Buildings Are Reshaping Our Cities and Our Lives by Stefan Al Published in April of 2022. Reading Supertall: How the World's Tallest Buildings Are Reshaping Our Cities inspired me to imagine a skyscraper university. A supertall building is 300 meters or 984 feet. The tallest building in the world (for now) is the Burj Khalifa. That building stands at 2,717 feet and contains 163 stories. Why the UAE decided to build the world's largest building in the desert is one of the stories told in Supertall . The book delves into the considerable complications of building at this height in an environment (sand) that is inhospitable to large buildings. Our skyscraper university does not have to be 163 stories. Let's top out at a height comparable to the new breed of super-slender towers built in Manhattan on Billionaires' Row, say 100 stories. These skyscrapers are notable for having height-width rati...

Both chambers of the Louisiana Legislature have now passed a resolution “to perform an in-depth review of the merits of and need for tenure, to study public postsecondary tenure policies, and to propose any recommendations regarding tenure policies, including any specific proposals for legislation.” This makes Louisiana just the latest state (or state university system) to considering changing , or to change, faculty tenure protections . The resolution acknowledges a link between tenure and academic freedom but also seems to cast doubt on the tradition of tenure, saying that “postsecondary education students should be confident that they are being exposed to the spectrum of viewpoints, including those that are dissenting; that they are graded solely on the basis of their reasoned answers and appropriate knowledge; and that faculty members are not using their courses for the purposes of political, ideological, religious, or antireligious indoctrination.” The Louisiana Illuminator ...

In the 2022 Survey of College and University Chief Academic Officers , published earlier this month by Inside Higher Ed and Hanover Research, provosts at 178 public, private nonprofit and for-profit institutions had quite a lot to say about general education . Among the results that stood out: Ninety percent of provosts somewhat or strongly agree that general education is a crucial part of any college degree. Sixty-five percent believe that faculty members at their college are enthusiastic about teaching courses that are part of the general education requirements. Only 32 percent believe that students at their college understand the purpose of general education requirements. Seventy-five percent are satisfied with their institution’s general education program and requirements. Sixty-seven percent say their college recently evaluated the effectiveness of its general education requirements. These results raise a number of key questions about the state ...

We’re all aware of the responsibility that colleges have to foster academic and professional growth, prepare young adults for future careers, and provide them with opportunities to learn life skills such as time management. However, while not always widely recognized, higher ed institutions also have a responsibility to be a safe space where young adults can develop a sense of self-awareness, cultivate their own values and explore how to best support their well-being. College is an immense period of growth for us, and it’s in our best interest that the colleges we attend are mindful of how interactions between students and administration are fostered. These relationships—with professors, faculty members, campus leaders and university representatives—determines whether students find campus a safe space or not. I want to encourage college leaders to aim to be not only a safe space but also a brave space—a place where productive dialogue is cultivated and where risks are taken to crea...

Blog:  Just Visiting You may have heard about the marvel that is the Generative Pre-Trained Transformer, more commonly referred to as GPT-3.  GPT-3 is a “large language” artificial intelligence algorithm that has achieved an extremely high level of fluency with the English language, to the point where some are speculating that the A.I. could wind up producing much of the text currently handled by we humans. [1] The goal is essentially to be able to ask the large language model a question and in turn receive an answer that is cogent, accurate, thorough, and actionable. I would like to set aside the larger debate about A.I. and education, A.I. and writing, what it means for what and how we should teach to help students prepare for a world where these things exist, and instead note something interesting about how GPT-3 does its learning. I had assumed that in order to produce fluent prose, GPT-3 was programmed with the rules of English grammar and syntax, the kind of...

Blog:  Higher Ed Gamma In Detroit and the surrounding 11 southeast Michigan counties,  less than 80 percent of students graduate from high school .  Of the roughly half of Detroit high school graduates who do go to college,  nearly half fail to graduate in six years . Nationally, just 53 percent of all young people go to college and, of those, only about 60 percent earn a degree. Ours is a society that does relatively little for those who are not on the college track.  The message sent to these young people resembles Bart Simpson’s quip:  “Can’t win. Don’t try.” We live in cynical times, when it’s easy to assume that solutions to pressing social and educational problems lie beyond our knowledge and capabilities.  In fact, we have learned a great deal about how to address educational and employment inequities and bring many more young people to a bright future. We can do better.  We must do better. A key to bringing underserved popula...

Blog:  Law, Policy—and IT? With the tragic events in Texas and Buffalo, we are once again thrown into a national conversation about how to address domestic terrorism.  At least five principal issues come up in the wake of these events: public health concerns reflected in firearms’ laws; the effective applicability of “red flag” laws; mental illness; the loneliness and feelings of dispossession on the part of young white men who predominate in the demographics of shooters; often ideologies and theories based on white supremacy; safety of black, brown, and indigenous communities, as well as our children; and, not least, the role that the internet and social media play in this complicated mix. For the sake of brevity, let us focus on the last point. Content moderation policies and practices have risen to the fore of debate in the United States. Suffice it to say that neither Democrat nor Republicans have hit the right mark as is evidence by these discussions veering int...

Brown University has adopted a formal land acknowledgment policy and will work to expand educational access for Native Americans, the university announced Tuesday. Brown is located on the ancestral homelands of the Narragansett Indian tribe in Rhode Island. The land acknowledgment recognizes the colonization of the Narragansett land and the dispossession the tribe suffered; it also expresses a commitment to working with tribal members. Additionally, Brown plans to oversee new scholarship on the origins of the university and its relationships with local tribes, establish a working group with the Narragansett to honor and memorialize the tribe, support educational opportunities for tribal youth, and increase investments in the Native American and Indigenous Studies Initiative—an interdisciplinary effort to teach the history and knowledge of native people—and a Native student organization. The land acknowledgment and recommendations come out of a yearlong working group that included...

The last two years disrupted many aspects of higher education, and the educational technology market—and the relationship between colleges and companies—are no exception. This week’s episode of The Key, Inside Higher Ed ’s news and analysis podcast, explores how well the many hundreds of ed-tech companies that work with colleges, professors and students actually meet the needs of the institutions and their people, where they fall short, and how they can do better. The discussion includes two guests who’ve sat at the intersection of where technology meets teaching and learning. Kara Monroe is founder of Monarch Strategies, a consulting firm she founded early this year after 25 years as an academic administrator at Ivy Tech Community College in Indiana. Kelvin Bentley is senior consultant at WGU Labs, where he works with companies that want to help colleges and universities educate students at scale. Over 25 years, he has worked with a range of public two-year and four-year college...

Today on the Academic Minute , part of University at Albany Week: Tomoko Udo, associate professor of health policy, management and behavior, describes how to lower the risk of suicide by adults with borderline personality disorder. Learn more about the Academic Minute here . Is this diversity newsletter?:  Hide by line?:  Disable left side advertisement?:  Is this Career Advice newsletter?:  Trending:  Live Updates:  liveupdates0 from Inside Higher Ed https://ift.tt/ezqRXOS

The blind peer-review process has long been a hallmark of academic research. Blind review ensures that research is evaluated based on the merits of the work, not the individuals who did the work. In theory, this results in better-quality research and mitigates the impacts of bias and gatekeeping in academic publishing. In reality, however, blind review can facilitate the perpetuation of institutional discrimination by turning a blind eye to the identities of those whose work is disseminated and the agendas of their institutions. It is time for academia to rethink the consequences of blind review and create processes to evaluate research that promote the sharing of high-quality work without the unintended consequence of reinforcing legacies of harm. The pitfalls of blind review became clear to me as I heard from people who attended an event I organized, the Pandemic Pedagogy Research Symposium (PPRS), which took place May 11. Our goal was to bring together research from across t...

The last two years disrupted many aspects of higher education, and the educational technology market -- and the relationship between colleges and companies – are no exception. This week’s episode of The Key explores how well the many hundreds of ed-tech companies that work with colleges, professors and students actually meet the needs of the institutions and their people, where they fall short, and how they can do better. The discussion includes two guests who’ve sat at the intersection of where technology meets teaching and learning. Kara Monroe is founder of Monarch Strategies, a consulting firm she founded early this year after 25 years as an academic administrator at Ivy Tech Community College in Indiana. Kelvin Bentley is senior consultant at WGU Labs, where he works with companies that want to help colleges and universities educate students at scale. Over 25 years, he has worked with a range of public two-year and four-year colleges and multiple ed-tech companies.  Ho...

Blog:  Learning Innovation How close are we to an IHE AI blog? Will the job of analyzing higher education (or doing higher education) soon be better done by artificial intelligence? Are we close to the day when I can simply ask the AI a question, letting the algorithm do the hard work of writing? Below in bold and italics are my questions.  All answers are provided by OpenAI. Q1:  What are the biggest myths about US higher education? There are many myths about US higher education, but some of the most common include: That all students go to Ivy League schools That all students party all the time That all students are wealthy That all students are white That all students live on campus That all students study liberal arts Q2:  How will the COVID-19 pandemic change higher education? The covid 19 pandemic will change higher education in a number of ways. One way is that online learning will become more prevalent. This is because many universities...