community colleges

2023 Top 10 IT Issues: Foundation Models — from educause.edu

Excerpt:

Recent times have brought about a Great Rethink that is upending previous models of management and working. Higher education is no exception. In 2023, institutional and technology leaders are ready for a new approach.

The EDUCAUSE 2023 Top 10 IT Issues help describe the foundation models that colleges and universities will develop next year and beyond, acting on what was learned in the pandemic and framed by the three building blocks of leadership, data, and work and learning.

See where things are headed in 2023 and beyond.
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From DSC:
At this point in time, I’d find your visionary, innovative, tech-savvy leaders out there — and not just for IT-related positions but for Presidents, Provosts, CFO’s, Heads of HR, and similar levels of positions (and ideally on the Boards as well.) Such people need to be at the table when strategies are hammered out.

For example, if your institution didn’t get seriously into online learning long before Covid19 hit, I’d clear house and go back to the drawing board on your leadership.

Also, data won’t save higher ed. New directions/pathways might. But I’m doubtful that new sources of data will — no matter how they are sliced and diced. That sort of thing is too much at the fringe of things — and not at the heart of what’s being offered. The marketplace will eventually dictate to higher ed which directions institutions of traditional higher education need to go in. Or perhaps I should say that this is already starting to occur.

If alternatives to institutions of traditional higher education continue to grow in acceptance and usage — and don’t involve current institutions of higher ed — those sorts of institutions may already be too late. If more corporations fully develop their own training programs, pathways, and credentials, there may be even fewer students to go around.

A final thought: Cheaper forms of online-based learning for the liberal arts may be what actually saves the liberal arts in the long run.

Also relevant/see:

Teaching and Learning Perspectives on the EDUCAUSE 2023 Top 10 IT Issues — from er.educause.edu
by Kim Arnold, Christopher Francique, Crystal Gasell, Allan Gyorke, Phil Ventimiglia and Kathe Pelletier
CIO and Senior Technology Leaders’ Perspectives on the EDUCAUSE 2023 Top 10 IT Issues — from er.educause.edu by Jennifer Burns, John Dunning, Jane Livingston, Jackie Malcolm, Dave Robinson and Betsy Reinitz

Digest #166: Perfectionism in Education — from learningscientists.org by Carolina Kuepper-Tetzel

THE LEARNING SCIENTISTS

“Perfection is the opposite of done!” I came across this statement recently and it made me think about how perfectionism really affects one’s work and studying. Growing up, I always thought of perfectionism as a good thing, as something to aspire to. However, more recently I am questioning this thought. It adds unnecessary pressure that it difficult to live up to and sustain. I see that many issues that my students are experiencing can be traced back to perfectionism. To incredibly high goals and standards that are impossible to achieve and that makes your work not being “good enough” – when it actually is. The consequences of high perfectionism can be manifold and in today’s digest, I’d like to offer an overview of resources on perfectionism in education.

From DSC:
Somewhere along the lines, I heard that if an interviewer asks you to state a negative characteristic, choose something like perfectionism — to turn something that could be a negative into a positive. And back in my earlier days, I thought that made sense.

But I have to agree with Carolina here. The older I get, the more my empathy levels would rise if someone gave me that answer today. I’m a perfectionist and I can truly say that perfectionism is a joy-robber! It can destroy a good day. It can destroy a good mood. It can destroy joy. I don’t recommend it.

Instructure Research Reveals Higher Education’s New Directive as Students Demand Flexibility and Return on Investment

On 10/29/2022, in Canvas - and other Instructure-related items, career development, CMS/LMS, colleges, community colleges, education technology, engagement / engaging students, future of higher education, game-changing environment, higher education, skills, student-related, United States, universities, by Daniel Christian

Instructure Research Reveals Higher Education’s New Directive as Students Demand Flexibility and Return on Investment — from prnewswire.com by Instructure

Excerpt:

SALT LAKE CITY, Oct. 26, 2022 /PRNewswire/ — Instructure, the maker of Canvas, recently released its annual global report focused on the state of higher education. Key findings from the report include the factors that lead to student success, what’s hindering students from succeeding and important elements for measuring success, such as the importance of mental health support for students. View the full report: State of Student Success and Engagement in Higher Education.

“We are seeing a growing group of non-traditional students that demand change in the way institutions offer courses,” said Melissa Loble, chief customer experience officer at Instructure. “Learners are looking for flexibility and an emphasis on career skills in preparation for entering the workforce. Institutions that offer holistic solutions, such as mental health resources and mentoring programs, will go a long way in ensuring student success.”

In its third year, the “State of Higher Education” research reflects a survey of over 7,500 current students, administrators and faculty from 23 countries representing a mixture of two-year, four-year, public and private higher education institutions. The report uncovered six key trends:

Also relevant/see:

Instructure and ASU’s Thunderbird School of Global Management Partner to Provide Equitable Access to Education to 100 Million Learners Worldwide

Reflections on “Attention higher-ed leaders: Faculty and staff have something to say” [Landon]

On 10/29/2022, in adjunct faculty, blogs / blogging / vlogging, business side of he, career development, colleges, community colleges, Daniel S. Christian, faculty, higher education, love of learning, reinvent, skills, staying relevant, surviving, United States, universities, by Daniel Christian

Attention higher-ed leaders: Faculty and staff have something to say — from ecampusnews.com by Jen Landon; with thanks to Ray Schroeder for this resource
Higher-ed leaders can apply the same listening skills and level of investment put forth for students toward their workers

Excerpts:

An organization’s greatest asset is its people. In no other industry is that more true than in higher education. The importance of faculty and staff can’t be overstated; they are, in every way, core to carrying out the mission of higher education.
…
Institutions should put employee satisfaction at the top of their list from day one: investing in the growth and success of faculty and staff with as much determination as they invest in student success. This mindset should extend to job candidates as well.

From DSC:
I appreciate some attention being paid here to the career/skill development of faculty and staff, as well as to the attempts to create caring cultures. Higher ed has a lot to learn from the corporate world in terms of training its managers, supervisors, and leadership. Provosts, for example, move out of the academic ranks and I’d bet that most of them have never had any training in being a leader — especially re: the business side of higher ed.

Staff members are key to all institutions of higher education, yet many of them are second-class citizens on many (most?) campuses. They have limited say and even more limited budgets. Even though they have transformed institutions — such as the case with providing online/blended/hyflex-learning — they aren’t lifted up.

For myself, if I didn’t feel like I was growing and learning, I felt stagnant. That’s why blogging has been so wonderful and important to me through the years. The budgets for training one’s staff are very important — as staff members need to stay marketable and relevant. As with most others in the workplace, staff and faculty members may need to reinvent themselves from time to time. Hopefully, this type of growth/reinvention is being supported by the institutions of traditional higher education out there.

Speaking of the workplace and higher education, you might be interested in The Job newsletter. This week’s edition was interesting indeed!

“How to Stanch Enrollment Loss” [Selingo] + 9 other items related to higher education

On 10/26/2022, in assessment, blended learning, business side of he, changing business models, colleges, community colleges, cost of getting a degree, Design Thinking, education technology, experimentation, higher education, hybrid learning, Hyflex learning, K-12 related, law schools, leadership, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, more voice more choice more control, new business models, online learning, podcasting, remote teaching and learning, science, simulations, STEAM-related, teaching & learning, teaching online, United States, universities, vendors, by Daniel Christian

How to Stanch Enrollment Loss — from chronicle.com by Jeff Selingo
It’s time to stop pretending the problem will fix itself.

Excerpt:

The latest enrollment numbers from the National Student Clearinghouse Research Center, for the fall of 2022, paint an ominous picture for higher education coming out of the pandemic. Even in what many college leaders have called a “normal” fall on campuses, enrollment was down 1.1 percent across all sectors. And while the drop was smaller than the past two Covid-stricken fall semesters, colleges across every sector still have lost more than a million students since the fall of 2019.

At some point, colleges need to stop blaming the students who sat out the pandemic or the economic factors and social forces buffeting higher education for enrollment losses. Instead, institutions should look at whether the student experience they’re offering and the outcomes they’re promising provide students with a sense of belonging in the classroom and on campus and ultimately a purpose for their education.

The Key Podcast | Ep.91: The Pros and Cons of HyFlex Instruction — from insidehighered.com with Doug Lederman, Enilda Romero-Hall and Alanna Gillis

Excerpt:

During the pandemic, many colleges and universities embraced a form of blended learning called HyFlex, to mixed reviews. Is it likely to be part of colleges’ instructional strategy going forward?

This week’s episode of The Key explores HyFlex, in which students in a classroom learn synchronously alongside a cohort of peers studying remotely. HyFlex moved from a fringe phenomenon to the mainstream during the COVID-19 pandemic, and the experience was imperfect at best, for professors and students alike.

This conversation about the teaching modality features two professors who have both taught in the HyFlex format and done research on its impact.

From DSC:
When I worked for a law school, we had a Weekend Blended Learning Program. Student evaluations of these courses constantly mentioned that these WBLP-based courses saved many students hundreds of dollars for each particular class that we offered online (i.e., cost savings in flights, hotels, meals, rental cars, parking fees, etc.).

Another thought/idea:

What if traditional institutions of higher education were to offer tiered pricing? That is, perhaps students participating remotely could listen in and even audit classes, but pay less.

Colleges should use K-12 performance assessments for course placement, report says — from highereddive.com by Jeremy Bauer-Wolf

Dive Brief:

Colleges should use K-12 performance assessments like capstone papers or portfolios for student course placements and advising, according to a recent report.
Typical methods of determining students’ placement in early college classes — like standardized tests — don’t fully illustrate their interests and academic potential, according to the report, which was published by postsecondary education access group Complete College America. Conversely, K-12 performance assessments ask students to demonstrate real-world skills, often in a way that ends with a tangible product.
The organizations recommend colleges and K-12 schools mesh their processes, such as by mutually developing a high school graduation requirement around performance assessments. This would help strengthen the K-12 school-college relationship and ease students’ transition from high school to college, the report states.

From DSC:
I post this particular item because I like the tighter integration that’s being recommended between K12 and higher education. It seems like better overall learning ecosystems design, design thinking, and on-ramping.

Along these lines, also see:

How Higher Ed Can Help Remedy K-12 Learning Losses — from insidehighered.com by Johanna Alonso
Low national scores have spurred discussion of how K-12 schools can improve student performance. Experts think institutions of higher education can help.

Excerpt:

Now educators at all levels are talking about ways to reverse the declines. Higher education leaders have already added supports for college students who suffered pandemic-related learning losses; many now aim to expand their efforts to help K-12 students who will eventually arrive on their campuses potentially with even more ground to make up.

It’s hard to tell yet what these supports will look like, but some anticipate they will involve strengthening the developmental education infrastructure that already exists for underprepared students. Others believe universities must play a role in the interventions currently ongoing at the K-12 level.

Also see:

CIN EdTech Student Survey | October 2022 — from wgulabs.org

Excerpt:

Our report shares three key takeaways:

Students’ experiences with technology-enabled learning have improved since 2021.
Students want online learning but institutions must overcome perceptions of lower learning quality.
Students feel generally positive about an online-enabled future for higher education, but less so for themselves..

5 things colleges can do to help save the planet from climate change — from highereddive.com by Anthony Knerr
A strategy consultant explores ways colleges can improve sustainability.

Overwhelming demand for online classes is reshaping California’s community colleges — from latimes.com by Debbie Truongs; with thanks to Ray Schroeder out on LinkedIn for this resource

Excerpt:

Gallegos is among the thousands of California community college students who have changed the way they are pursuing higher education by opting for online classes in eye-popping numbers. The demand for virtual classes represents a dramatic shift in how instruction is delivered in one of the nation’s largest systems of public higher education and stands as an unexpected legacy of the pandemic.

Labster Hits Milestone of 300 Virtual Science Lab Simulations — from businesswire.com
Award-winning edtech pioneer adds new STEM titles and extensive product enhancements for interactive courseware for universities, colleges, and high schools

Excerpt:

Labster provides educators with the ability to digitally explore and enhance their science offerings and supplement their in-classroom activities. Labster virtual simulations in fields such as biology, biochemistry, genetics, biotechnology, chemistry, and physics are especially useful for pre- and post-lab assignments, so science department leads can fully optimize the time students spend on-site in high-demand physical laboratories.

AAA partners with universities to develop tech talent — from ciodive.com by Lindsey Wilkinson
Through tech internships and for-credit opportunities, the auto club established a talent pipeline that has led to new feature development.

5 enrollment trends to keep an eye on for fall 2022 — from highereddive.com by Natalie Schwartz
Although undergraduate and graduate enrollment are both down, some types of institutions saw notable increases, including HBCUs and online colleges.

With Google’s latest push, a blending of industry and higher ed — from workshift.opencampusmedia.org by Elyse Ashburn
Google’s new industry specializations were co-built by its experts and faculty at four top universities—part of a larger push to combine forces with higher education to drive economic mobility.

Excerpt:

Google is making a bigger push into higher education, partnering with name-brand universities to offer more advanced credentials that build on its signature Career Certificates program. The four new industry specializations—for fields like construction management and financial analysis—were co-designed by Google’s technical experts and university faculty with subject matter expertise.

The specializations are open to anybody on Coursera’s platform, and typically cost several hundred dollars to complete.

It’s a blending of industry and academic expertise—with an eye toward helping more Americans get high-demand jobs—that Gevelber calls a tipping point for higher education.

How Might Engineering Education Transition From In-Person To Hybrid and Online Modalities? — from insidehighered.com by Joshua Kim
Three questions for Rick Hill, professor of mechanical engineering at the University of Detroit Mercy.

Excerpts:

Tools I use in my classroom, including MATLAB and Simulink, are key to recreating the in-person lab experience and giving engineering students access to the same equipment as engineers in the field. Students can gain experience analyzing data, developing algorithms and creating models. They’re developing skills in the design of systems with multidomain models, simulation and deployment without the need for code.

Virtual labs allow an instructor to easily introduce “experiments” into nonlab classes, either in the middle of a lecture or in homework. I do this with live scripts and simulation models. It saves me and the students the time of having to set up and debug the lab hardware and saves the cost and space of the physical laboratory while providing a very quick and controlled environment for doing experiments.

Reflections on “How do colleges decide when to schedule courses?” [Seltzer]

On 10/21/2022, in adjunct faculty, business side of he, colleges, community colleges, cost of getting a degree, Daniel S. Christian, faculty, higher education, learning ecosystem, Learning from the Living [Class] Room, online learning, United States, universities, workplace, by Daniel Christian

How do colleges decide when to schedule courses? — from highereddive.com by Rick Seltzer

Dive Brief (excerpt):

Two-thirds of colleges are thinking about the courses students will need to complete their degrees on time when they build their schedules, according to a survey released Tuesday by Ad Astra, a scheduling software and analytics provider.
Meanwhile, 51% said they considered when they could offer courses to help students avoid conflicts in their schedules, and 30% looked at balancing in-person, online and hybrid courses.
Almost two-thirds of respondents, 65%, said they use retention rates and enrollment ratios to gauge the effectiveness of a course schedule.

From DSC:
This is a tough one, as faculty members and staff members have obligations outside of work as well. They may have families. They may need to transfer kids to/from school or drop them off at music lessons, sporting events, etc. So many people working within higher education like to keep to “normal business hours” as much as possible. Obviously, that’s not always true and I’m likely painting with too broad a paintbrush.

That said, online-based learning opens up a lot of possibilities for faculty members as well as for students. Schedules can often be opened up quite a bit. This level of flexibility is becoming increasingly important, given the prices of obtaining degrees out there. Students often need to work as well — and their places of employment don’t always provide the required flexibility.

Higher Ed’s Enrollment Fell Again This Fall, if a Bit More Slowly [Williams June]

On 10/21/2022, in business side of he, colleges, community colleges, higher education, trends, United States, universities, by Daniel Christian

Higher Ed’s Enrollment Fell Again This Fall, if a Bit More Slowly — from chronicle.com by Audrey Williams June

Excerpt:

New data from the National Student Clearinghouse Research Center provides a somber message about college attendance in the fall of 2022: Undergraduate enrollment, under severe pressure since the start of the pandemic, is still on the decline.

While the 1.1-percent dip in undergraduate enrollment this fall was less severe than the drops during the same period in 2020 and 2021, the loss of undergraduate students still hit every sector, according to the data, released on Thursday.

Also relevant/see:

The college enrollment drop is finally letting up. That’s the good news — from npr.org by Elissa Nadworny
US enrolment declines slow to pre-Covid levels — from timeshighereducation.com by Paul Basken
America’s Ph.D. Production Experienced Its Steepest Drop on Record — from chronicle.com by Audrey Williams June
According to the survey, 52,250 doctoral degrees were awarded in 2021. That’s nearly 3,000 Ph.D.s fewer than in 2020, when the number of Ph.D. recipients, at 55,224, had fallen 0.7 percent from the previous year.
College Enrollments Decline For Third Straight Year Amid Strong Job Market, Student Debt Fears — from forbes.com by Emma Whitford
As the Pandemic Wanes, All Eyes Are on Enrollment — from insidehighered.com by Liam Knox and Sara Weissman
Institutions are eager to see this fall’s enrollment numbers as they prepare to strategize for a post-pandemic landscape. The data are scattered, but some trends are starting to emerge.

Reflections on “Higher Education in Motion: The Digital and Cultural Transformations Ahead” [O’Brien]

On 10/20/2022, in 21st century, 24x7x365 access, Alternatives, change, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, community colleges, cost of getting a degree, culture, dangers of the status quo, Daniel S. Christian, digital learning, disruption, education technology, emerging technologies, experimentation, face-to-face, faculty, future of higher education, game-changing environment, Google, health, higher education, ideas, innovation, instructional design, K-12 related, leadership, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, MOOCs -- Massive Open Online Courses, more voice more choice more control, new business models, online learning, reinvent, staying relevant, strategy, student-related, surviving, teachers, teaching & learning, teaching online, traditional / tradition, ubiquitous learning, United States, universities, web-based collaboration, by Daniel Christian

Higher Education in Motion: The Digital and Cultural Transformations Ahead — from er.educause.edu by John O’Brien

Excerpts (emphasis DSC):

In 2015 when Janet Napolitano, then president of the University of California, responded to what she saw as a steadily growing “chorus of doom” predicting the demise of higher education, she did so with a turn of phrase that captured my imagination and still does. She said that higher education is not in crisis. “Instead, it is in motion, and it always has been.”

A brief insert by DSC:
Yes. In other words, it’s a learning ecosystem — with constant morphing & changing going on.

“We insisted then, and we continue to insist now, that digital transformation amounts to deep and coordinated change that substantially reshapes the operations, strategic directions, and value propositions of colleges and universities and that this change is enabled by culture, workforce, and technology shifts.
…
The tidal movement to digital transformation is linked to a demonstrably broader recognition of the strategic role and value of technology professionals and leaders on campus, another area of long-standing EDUCAUSE advocacy. For longer than we have talked about digital transformation, we have insisted that technology must be understood as a strategic asset, not a utility, and that senior IT leaders must be part of the campus strategic decision-making. But the idea of a strategic role for technology had disappointing traction among senior campus leaders before 2020.

From DSC:
The Presidents, Provosts, CIO’s, board members, influential faculty members, and other members of institutions’ key leadership positions who didn’t move powerfully forward with online-based learning over the last two+ decades missed the biggest thing to hit societies’ ability to learn in 500+ years — the Internet. Not since the invention of the printing press has learning had such an incredible gust of wind put in its sails. The affordances have been staggering, with millions of people now being educated in much less expensive ways (MOOCs, YouTube, LinkedIn Learning, other). Those who didn’t move forward with online-based learning in the past are currently scrambling to even survive. We’ll see how many close their doors as the number of effective alternatives increases.

Instead of functioning as a one-time fix during the pandemic, technology has become ubiquitous and relied upon to an ever-increasing degree across campus and across the student experience.

Moving forward, best of luck to those organizations who don’t have their CIOs at the decision-making table and reporting directly to the Presidents — and hopefully those CIO’s are innovative and visionary to begin with. Best of luck to those institutions who refuse to look up and around to see that the world has significantly changed from the time they got their degrees.

The current mix of new realities creates an opportunity for an evolution and, ideally, a synchronized reimagination of higher education overall. This will be driven by technology innovation and technology professionals—and will be made even more enduring by a campus culture of care for students, faculty, and staff.

Time will tell if the current cultures within many traditional institutions of higher education will allow them to adapt/change…or not.

Along the lines of transformations in our learning ecosystems, also see:

OPINION: Let’s use the pandemic as a dress-rehearsal for much-needed digital transformation — from hechingerreport.org by Jean-Claude Brizard
Schools must get ready for the next disruption and make high-quality learning available to all

Excerpts:

We should use this moment to catalyze a digital transformation of education that will prepare schools for our uncertain future.

What should come next is an examination of how schools can more deeply and deliberately harness technology to make high-quality learning accessible to every learner, even in the wake of a crisis. That means a digital transformation, with three key levers for change: in the classroom, in schools and at the systems level.
…
Platforms like these help improve student outcomes by enhancing teachers’ ability to meet individual students’ needs. They also allow learners to master new skills at their own pace, in their own way.

As Digital Transformation in Schools Continues, the Need for Enterprising IT Leaders Grows — from edtechmagazine.com by Ryan Petersen

K-12 IT leaders move beyond silos to make a meaningful impact inside and outside their schools.According to Korn Ferry’s research on enterprise leadership, “Enterprise leaders envision and grow; scale and create. They go beyond by going across the enterprise, optimizing the whole organization and its entire ecosystem by leading outside what they can control. These are leaders who see their role as being a participant in diverse and dynamic communities.”

2022 EDUCAUSE Horizon Action Plan: Hybrid Learning [educause.edu]

On 10/18/2022, in 21st century, 24x7x365 access, accessibility / UDL, adjunct faculty, Bias | Diversity Equity & Inclusion (DE&I), blended learning, business side of he, change, changing business models, collaboration, colleges, community colleges, credentialing, economics, education technology, experimentation, face-to-face, faculty, future of higher education, game-changing environment, generational differences, higher education, hybrid learning, instructional design, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, liberal arts, more voice more choice more control, new business models, online learning, pace of change, political science, professional development, reinvent, society, strategy, student-related, teaching & learning, technology (general), traditional / tradition, United States, universities, user experience (UX), vision/possibilities, by Daniel Christian

2022 EDUCAUSE Horizon Action Plan: Hybrid Learning — from library.educause.edu

Excerpts:

Building on the trends, technologies, and practices described in the 2022 Horizon Report: Teaching and Learning Edition, the panel crafted its vision of the future along with practical action items the teaching and learning community can employ to make this future a reality. Any stakeholder in higher education who teaches in or supports hybrid learning modalities will find this report helpful in preparing for the future of hybrid learning. The future we want is within reach, but only if we work together.

Asked to describe the goals and elements of hybrid learning that they would like to see 10 years from now, panelists collaboratively constructed their preferred future for institutions, students, instructors, and staff.

Institutions

Higher education is available on demand.
Learning is not measured by seat time.
Collaboration across institutions facilitates advancement.
College and university campuses are not the sole locations for learning spaces.

Students, Instructors, and Staff

Everything is hybrid.
Student equity is centered in all modalities.
Professional development is ongoing, integrated, and valued.

Student Preference for Online Learning Up 220% Since Pre-Pandemic — from campustechnology.com by Rhea Kelly

Excerpt:

According to a recent Educause survey, the number of students expressing preferences for courses that are mostly or completely online has increased 220% since the onset of the pandemic, from 9% in 2020 (before March 11) to 29% in 2022. And while many students still prefer learning mostly or completely face-to-face, that share has dropped precipitously from 65% in 2020 to 41% this year.

“These data point to student demand for online instructional elements, even for fully face-to-face courses,” Educause stated.

Also relevant/see:

A Surge in Young Undergrads, Fully Online — from insidehighered.com by Susan D’Agostino
Tens of thousands of 18- to 24-year-olds are now enrolling at Western Governors, Southern New Hampshire and other national online institutions. Does this represent a change in student behavior?

How to Cope With Presentation Anxiety [Lang]

On 10/18/2022, in adjunct faculty, colleges, communications, community colleges, face-to-face, faculty, higher education, ideas, presentations, productivity / tips and tricks, professional development, teaching & learning, United States, universities, by Daniel Christian

How to Cope With Presentation Anxiety — from chronicle.com by James M. Lang
Here’s how a professor and experienced public speaker has learned to deal with the academic version of stage fright.

Excerpts:

Build a pause into the initial minutes of a presentation, so that you can stop and catch your breath. I don’t mean the kind of brief pause you might make between two sentences. I mean a substantive pause in which you are able to stop speaking — for at least 30 seconds — because you have given your audience something to view, think about, or discuss.
…
The remedy: Don’t envision yourself speaking for 45 minutes. Instead, soothe your brain and nervous system by persuading them that you only have to get through the next five minutes.

Your audience wants to learn from you. But real learning requires active thought from the learner. So use those early moments of your talk to start them thinking and take some of the pressure off you.

How college leaders can create a culture shift to stop burnout [Spitalniak]

On 10/18/2022, in adjunct faculty, career development, colleges, community colleges, faculty, higher education, United States, universities, workplace, by Daniel Christian

How college leaders can create a culture shift to stop burnout — from highereddive.com by Laura Spitalniak
Competitive pay and work schedules are important to attracting and retaining employees, according to a new ACE report. But so is valuing employees’ time.

Excerpt:

Amid the Great Resignation, higher education is facing particularly high rates of employee burnout and possible attrition. But there are tangible ways college leaders can change workplace culture and increase worker retention, according to a new report from the American Council on Education.
…
Another highly requested benefit is a hybrid work schedule with the ability to work remotely. Nearly 70% of surveyed college employees want to work remotely at least part time, but almost two-thirds are working mostly or completely on campus, according to the College and University Professional Association for Human Resources.

‘A tipping point for higher ed’: Google launches new, low-cost online programs for high-demand jobs

On 10/16/2022, in analytics, career development, cloud-based computing / apps / other cloud-related, collaboration, colleges, community colleges, corporate / business world, cost of getting a degree, data related items, Google, higher education, online learning, United States, universities, by Daniel Christian

‘A tipping point for higher ed’: Google launches new, low-cost online programs for high-demand jobs — from fortune.com by Sydney Lake

Excerpt:

Higher education has benefits ranging from career development to skill building to network development—but it certainly can come at a high cost. The average cost of college in the U.S. is more than $35,000 per year, according to the Education Data Initiative. And these students average about $37,000 in student loan debt.

Lisa Gevelber, founder of Grow with Google, came to the tech giant with a proposition: Help people “realize their full economic potential” by offering low-cost educational programs focused on high-demand industries. In 2017, Gevelber saw her idea come to life when Google committed $1 billion toward this Grow with Google mission, and the following year the tech giant launched the Google Career Certificates.

[On 10/13/22], Grow with Google takes this program a step further by developing university-industry partnerships. Grow with Google tells Fortune exclusively of the launch of its partnerships with top universities to offer specialized career certificates. These specialized programs build on Grow with Google’s existing programs, but offer more industry-specific take on the material.

Learning Ecosystems

Reflections on “Attention higher-ed leaders: Faculty and staff have something to say” [Landon]

With Google’s latest push, a blending of industry and higher ed [Ashburn]

Reflections on “How do colleges decide when to schedule courses?” [Seltzer]

Higher Ed’s Enrollment Fell Again This Fall, if a Bit More Slowly [Williams June]

How to Cope With Presentation Anxiety [Lang]

How college leaders can create a culture shift to stop burnout [Spitalniak]

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