How the University of California Strike Could Reshape Higher Education — from news.yahoo.com by Katie Reilly

Excerpts:

“To have this many workers on strike is really something new in higher education,” says Rebecca Givan, an associate professor of labor studies at Rutgers, who is also president of the union for graduate workers and faculty at her university. “The willingness of these workers to bring their campuses to a standstill is demonstrating that the current model of higher education can’t continue, and that the current system really rests on extremely underpaid labor.”

The striking workers argue that their current pay makes it challenging to afford housing near their universities, in a state with one of the highest costs of living in the country. Jaime, the Ph.D. candidate, says he makes $27,000 per year as a teaching fellow and pays $1,200 in monthly rent for an apartment he shares with two roommates. (Median rent in the Los Angeles metropolitan area is about $3,000, according to Realtor.com.) “We are the ones who do the majority of teaching and research,” he says. “But nevertheless, the university doesn’t pay us enough to live where we work.”

Also relevant/see:

Hundreds of UC Faculty Members Stop Teaching as Strike Continues — from chronicle.com by  Grace Mayer

Excerpt:

The strike is shining a spotlight on a longstanding problem within higher education: Today, tenured, full-time faculty members make up a smaller percentage of university employees than they did 50 years ago, in part due to the financial pressures facing universities amid funding cuts. The proportion of other university employees, who receive less job security and lower pay, “has grown tremendously,” says Tim Cain, an associate professor at the University of Georgia’s Institute of Higher Education, who studies campus activism and unionization.

“There’s such stratification between the tenured full professor and a graduate student employee or a postdoc or a tutor,” says Cain. “They’re doing a great deal of the work, and the work that they’re doing in the classroom is often very similar to the work of others who are getting paid substantially more.”


Speaking of schools in California, also see:


 

I Never Wanted to Be a School Administrator. Here’s Why I Changed My Mind. — from edsurge.com by Patrick Harris II

Excerpt:

What made him so unique? Maybe it was his humility. He didn’t claim to have all the answers. Maybe it was the trust he put in me as a new teacher on his team. When I asked him which curriculum we used, he said, “I trust you to collaborate with the team and build it. I have some resources here to help us ensure that we create a scope-and-sequence for the literacy skills our students need. But we have to create it.” Maybe it was how frequently he said “we.”

Principal Williams had to answer to the school board, to our school’s executive director and to parents, but when it came down to decision-making, everything was up for discussion. I could walk into his office for anything. I felt motivated to become more involved in the school community because he made room for me.

He was flattening the hierarchy.

Cultivating a culture where every voice matters is not the quickest solution, nor is it the easiest, but my hope is that it will have a long-lasting impact at our school. The more that we flatten the hierarchy, focus our attention on building trust and talk more with one another, the better chance we have of creating schools that teachers want to stay at and that students want to learn in.

 

It’s time to redesign organized learning — from chieflearningofficer.com by Eric Albertini

Excerpt:

Organizations will need to think about three layers of learning content and access methods:

  • Thoughtfully curated by the organization for business fit.
  • Semi-curated with the learner having some control of what they learn.
  • Open for all, where the learner makes all the choices of what and how they learn.

Employee-centric learning approach. There must be a match of learning to organizational objectives as well. Non-curated, open content on platforms is great for focused and deeply aware employees but may not work for everyone, especially in cultures where self-direction is not very strong. Moreover, too much open, non-curated content, driven by non-contextual algorithms, is as detrimental to choice-making for the learner as is too little quality content.

To enable effective learning, technology must be part of a more systemic learning eco-system that includes things such as rewards (the “what’s in it for me”), building blocks from one intervention to the next and post-learning support.  

Also from chieflearningofficer.com, see:

 

Future Today Institute's 2022 Tech and Science Trends Report is now available

The Future Today Institute’s 15th Anniversary Tech Trends Report

Excerpt:

Future Today Institute’s 2022 Tech and Science Trends Report is now available. Downloaded more than 1 million times each year, FTI’s annual Tech Trends Report is a must-read for every industry. Learn the key trends impacting finance, insurance, transportation, healthcare, sports, logistics, telecom, work, government and policy, security, privacy, education, agriculture, entertainment, music, CPG, hospitality and dining, ESGs, climate, space and more. Discover critical insights. See what strategic action you can take on the futures, today.

 

From DSC:
I’m very proud of our sister Sue Ellen — who worked hard to bring this idea/vision/exhibit to reality.

Sue Ellen Christian


Kalamazoo Valley Museum explores media & its messages — from woodtv.com by Jessica Jurczak

Excerpt:

GRAND RAPIDS, Mich. (WOOD) – We are constantly on the lookout for fun ideas that also involve learning and one of our go-to spots is the Kalamazoo Valley Museum! There’s a big exhibition there now called “Wonder Media: Ask the Questions!” As we all know, we’re bombarded everyday with messages from all types of media: TV, movies, social media and this exhibit encourages us to stop and evaluate some of those messages. The Kalamazoo Valley Museum also has a planetarium, and vast science and history galleries and today, we’re taking you inside!

 

Great leaders ask great questions: Here are 3 steps to up your questioning game. — from bigthink.com by Christopher J. Frank, Oded Netzer, and Paul F. Magnone; with thanks to Roberto Ferraro for this resource
Questioning isn’t just a way to get the right answer — it’s also a means for sustaining relationships and creative thinking.

Excerpt:

Building an inquisitive team
One of the best LinkedIn profiles starts with “I am insatiably curious.” What would it take to build a team of insatiably curious, truly inquisitive people? Building an inquisitive culture involves a combination of what and how. The what is a combination of the types of questions previously outlined, and the how is the environment you create. Great leaders create great cultures. There are three basic steps to building an inquisitive culture:

  1. Start with an open-ended question.
  2. Respond, don’t react. Embrace silence.
  3. Ask a stream of questions.

Also relevant/see:

 

 


Addendum on 10/29/22:

Innovation starts with the quality of your questions — from edte.ch by Tom Barrett
In the final publication of the October throughline we explore how to build a culture of innovation one question at a time.

Snapshot
A quick synthesis of this issue to share

  • Innovation starts with the quality of your questions. Asking the right questions leads to new possibilities and innovative solutions.
  • We are often drawn to ideas because we want to fix problems; starting with an idea feels safe and more fun than starting with a problem.
  • If we want an innovative culture in our teams, we need to start with questions instead of ideas.
  • Trust and psychological safety create the culture for collective negative capability, which John Keats coined as “the ability to live with ambiguity and uncertainty.”
  • Commit to action by being aware of your need for certainty, make space for ambiguity and uncertainty in development work, and build trust by encouraging questions.

 

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.”

 

 

The 5 Biggest Artificial Intelligence (AI) Trends In 2023 — from forbes.com by Bernard Marr

Excerpt:

Today, the technology most commonly used to achieve AI is machine learning – advanced software algorithms designed to carry out one specific task, such as answering questions, translating languages or navigating a journey – and become increasingly good at it as they are exposed to more and more data.

Worldwide, spending by governments and business on AI technology will top $500 billion in 2023, according to IDC research. But how will it be used, and what impact will it have? Here, I outline what I believe will be the most important trends around the use of AI in business and society over the next 12 months.


Also relevant/see:


 

Creating a Culture to Support Student Voice & Choice — from techlearning.com by Matthew X. Joseph
Encouraging student voice and choice helps foster a more engaging learning environment

Excerpt:

During my time as a district and school leader, I observed and conferenced with students entering high school, and only about a third of those reported feeling engaged with their education. I believe education should provide students with meaningful learning experiences in a classroom of engaged learners.

One way to enhance student engagement is to allow for student voice. Students who feel their voices are heard are more likely to feel academically engaged and respected in the school community. In addition, students feel valued when they feel heard. Students learn for someone, not just from someone. Thus, feeling valued is essential in creating a safe culture for students to share their voice.

Providing students with multiple options for an assignment helps them choose the content that is relevant, meaningful, and exciting to them. As a result, they are a part of their own learning process, rather than having to move through assignments that are not engaging.

 

 

New Unionization, Upskilling And The Future Of Work — from forbes.com by Daphne Kis

From DSC:
I’m not sure what I think of this article as a whole, but I like the emphasis on lifelong learning! here are some relevant excerpts, for example:

In particular, workers and businesses should take this moment to partner around the issue of education and forge new agreements about employer-provided training and reskilling.

This approach, however, is inadequate to deal with the demands of today’s global information economy, which demands continual upskilling on the part of workers.

As true job security can only be generated by continued education and training, this is in the interest of all parties.

“We need to replenish skills throughout a working career, and this calls for revisiting the models and concept of lifelong learning to create the future we want.”

 

 

Is Compliance Training Killing Your Learning Culture? — from learningsolutionsmag.com by Adam Weisblatt

Excerpt:

There is a disconnect in learning and development departments in most large companies: On one hand there is an obligation to meet regulatory requirements for compliance training. On the other, there is the drive to improve business outcomes by creating a culture of learning.

These two forces can clash when expectations are not well defined.

Somewhat relevant/see:

Branching Scenario Podcast with Mark Parry — from christytuckerlearning.com by Christy Tucker
Mark Parry recently interviewed me for his podcast about branching scenarios, including how feedback is used to help learners in scenarios.

 

Megatrends | September 25, 2022 — by Michael Moe, Tim Juang, Owen Ritz, & Kit Royce

“The trend is your friend.” – Martin Zweig

“Follow the trend lines, not the headlines.” – Bill Clinton

“In order to be irreplaceable, one must always be different.” – Coco Chanel

“I don’t set the trends. I just find out what they are and exploit them.” – Dick Clark

Megatrends are powerful technological, economic, and social forces that develop from a groundswell (early adoption), move into the mainstream (mass market), and disrupt the status quo (mature market), driving change, productivity, and ultimately growth opportunities for companies, industries, and entire economies.


.

The metaverse is not a vertical trend; it’s a horizontal trend that will impact sectors ranging from healthcare, education, socialization, entertainment, commerce, and more.

 

The future of learning: Preparing your L&D organization for the new landscape of work — from chieflearningofficer.com by Vikas Joshi

Excerpt:

Two major shifts characterize today’s work: The skills economy and the hybrid work approach. Alone, they are both powerful. But together, they are completely disrupting work and learning in significant ways.

It’s an exciting time for learning and development organizations. They are stepping up to meet the changing learning needs of employees and businesses. This article outlines the new landscape of work, lists its implications for learning leaders and providers, describes solution frameworks and makes the case for preparing your L&D organization for the future of learning with digital technology.

If the challenges my client L&D organizations describe are any indication, there is a distinct pattern of struggle to keep up with the growing demands from businesses and employees. The challenges occupy a wide spectrum — rapidly shifting need patterns, content obsolescence, remote solitary learners, content overload and the lack of certainty of effective outcomes — and despite the large and ever-growing libraries of learning content, robust video-conferencing technologies and learning management systems. So, where is the problem?

The first drastic change: The skills economy is here. As technology races ahead, skill gaps have appeared, widened and morphed. There was a time when L&D organizations could get by without using technology. Not anymore. New skills are needed across all kinds of work.

 

The 21-day challenge for disability equity -- offered by the United Way of South Central Michigan

To view previous content, click HERE.
Also see the following resources from this challenge.

Below are some local and general resources related to disability justice and advocacy that may be helpful. There is a Disability Network or Center for Independent Living serving all of the counties in the state of Michigan. You can find the office that covers your area by going to https://dnmichigan.org/

If you have questions about the information in this 21 Day Challenge, please contact Disability Network Southwest Michigan.


Michigan Resources


  • Find your local Disability Network or Center for Independent Living: https://dnmichigan.org/ 
  • Disability Rights Michigan is the independent, private, nonprofit, nonpartisan protection and advocacy organization authorized by Federal and State law to advocate and protect the legal rights of people with disabilities in Michigan: https://www.drmich.org/ 
  • Michigan Disability Rights Coalition cultivates disability pride and strengthens the disability movement by recognizing disability as a natural and beautiful part of human diversity while collaborating to dismantle all forms of oppression: https://mymdrc.org/
  • Self-Advocates of Michigan is an advocacy organization comprised of people with developmental disabilities and intellectual disabilities, working together to make a difference: https://selfadvocatesofmichigan.wordpress.com
  • The Arc promotes and protects the human rights of people with intellectual and developmental disabilities and actively supports full inclusion and participation in the community. https://arcmi.org/.

General Resources


  • Americans with Disabilities Act information and technical assistance: www.ada.gov
  • Disability is Natural is a source for new ways of thinking about disability and moving beyond the status quo: www.disabilityisnatural.com
  • Job Accommodation Network is a one-stop web page to get information regarding accommodations at work and advocating for disability rights in the workplace: www.askjan.org
  • Disability Scoop is the nation’s premier source for developmental disability news and information: www.disabilityscoop.com
  • Rooted in Rights tells authentic, accessible stories to challenge stigma and redefine narratives around disability: www.rootedinrights.org
  • Autistic Self Advocacy Network (ASAN) serves as a national grassroots disability rights organization for the autistic community, advocating for systems change and ensuring that the voices of autistic people are heard in policy debates and the halls of power: www.autisticadvocacy.org
  • Sins Invalid promotes leadership opportunities for people with disabilities within our communities and within the broader social justice movement: www.sinsinvalid.org
  • The Disability Visibility Project is an online community dedicated to creating, sharing, and amplifying disability media and culture: https://disabilityvisibilityproject.com/
  • The National Association of the Deaf is the nation’s premier civil rights organization of, by and for deaf and hard of hearing individuals in the United States of America: https://www.nad.org/
  • The National Council on Independent Living is the longest-running national cross-disability, grassroots organization run by and for people with disabilities: https://ncil.org
  • National Federation of the Blind is the oldest and largest nationwide organization of blind Americans. The National Federation of the Blind is continuously working toward securing full integration, equality, independence, acceptance, and respect for all blind Americans: https://nfb.org
  • Self Advocates Becoming Empowered (SABE) is the United States’ national self-advocacy organization: https://www.sabeusa.org
  • Crip Camp: A Disability Revolution is a feature-length documentary about the disability rights movement available on Netflix and YouTube: https://youtu.be/OFS8SpwioZ4
[Image description: photo of Mia Mingus on a colorful striped background with her quote, “Understanding disability and ableism is the work of every revolutionary, activist and organizer – of every human being.” Mia Mingus, writer and community organizer for transformative justice and disability justice.]

To view previous content, click HERE.


A somewhat relevant resource:

 

Fluid students flowing in and out of education are higher ed’s future. Here’s how colleges must adapt. — from highereddive.com by Anne Khademian
The Universities at Shady Grove’s executive director adapts the fluid fan idea reshaping the business of sports, shedding light on higher ed’s future.

We need less tweaking and more rethinking of how to deliver greater access, affordability and equity in higher education, and we must do it at scale. We need a new paradigm for the majority of students in higher education today that commits to meaningful employment and sustainable-wage careers upon completion of a degree or credential.

The challenge is the same for the business of higher education in serving future, more fluid students — and today’s nontraditional students. Many need to flow in and out of jobs and education, rather than pursue a degree in two or four years. Increasingly, they will seek to direct their educational experience toward personalized career opportunities, while stacking and banking credentials and experience into degrees.

From DSC:
Coming in and going out of “higher education” throughout one’s career and beyond…constant changes…morphing…hmm…sounds like a lifelong learning ecosystem to me.

#learningecosystems #learningfromthelivingclassroom
#highereducation #change #lifelonglearning

75% of master’s programs with high debt and low earnings are at private nonprofits — from highereddive.com by Lilah Burke
Urban Institute report undermines narrative that programs with poor student outcomes are all at for-profit colleges and in the humanities.

Although private nonprofit institutions accounted for 44% of all master’s programs in the data, they made up 75% of programs with high debt and low earnings.

Tuition increases, lower capital spending likely in store for higher ed as inflation persists, Fitch says — from highereddive.com by Rick Seltzer

The next inflation-driven worry: Rising college tuition — from washingtonpost.com by Nick Anderson and Danielle Douglas-Gabriel
Families are concerned about affordability of higher education

Spiraling rents are wreaking havoc on college students seeking housing for the fall — from by Jon Marcus
Big hikes are forcing students deeper into debt, risk pushing more out of school altogether

From DSC:
From someone who is paying for rent for a college student — along with tuition, books, fees, etc. —  this has direct application to our household. If there isn’t a perfect storm developing in higher ed, then I don’t know what that phrase means.

#costofhighereducation #inflation

HBCUs see a historic jump in enrollments — from npr.org with Michel Martin; with thanks to Marcela Rodrigues-Sherley and Julia Piper from The Chronicle for the resource

Also from that same newsletter:

What would Harvard University’s ranking be if the only criteria considered was economic mobility? According to The Washington Post, it would be 847th out of 1,320. First place would go to California State University at Los Angeles.

A New Vision for the Future of Higher Education: Prioritizing Engagement and Alignment — from moderncampus.com with Amrit Ahluwalia and Brian Kibby

Excerpt:

Change is a constant in higher ed, just as it is in the labor market. Staying up to date and flexible is more important than ever for colleges and universities, and through the pandemic, many relied on their continuing and workforce education divisions to support their agility. In fact, 56% of higher ed leaders said the role of their CE units expanded through the pandemic. 

The pandemic led to some of the biggest innovations in continuing ed in recent memory.  

Students Lobby Lawmakers to Improve College Experience for Neurodiverse Learners — from edsurge.com by Daniel Lempres

Excerpt:

Lobbying for more support for students with learning disabilities in higher education, the students called for increased funding for the National Center for Special Education Research and the Individuals with Disabilities Education Act (IDEA Act) — legislation which requires that children with disabilities be given a free and appropriate public education, and makes it possible for states and local educational agencies to provide federal funds to make sure that happens. They also encouraged lawmakers to pass the RISE Act, a bill designed to better support neurodiverse students in higher education.

What a Homework Help Site’s Move to Host Open Educational Resources Could Mean — from edsurge.com by Daniel Mollenkamp

How can leaders bridge the gap between higher ed and employers? — from highereddive.com by Lilah Burke

Dive Brief:

  • Partnerships between higher education institutions and employers can be difficult to create, often because of misalignment between the cultures, structures and values of the two groups, according to a July report from California Competes, a nonprofit policy organization focused on higher education.
  • Higher ed leaders could improve employer relations by making industry engagement an expected responsibility of both faculty and staff, said the report, which drew from 28 interviews with people at colleges and employers.
  • Robust employer engagement can strengthen enrollment and job outcomes for students, the authors argued, while also benefiting state and local economies.

Price-fixing lawsuit against 568 Group of top-ranked universities can continue, judge rules — from highereddive.com by Rick Seltzer

Termination of the Accrediting Council for Independent Colleges and Schools as an ED Recognized Accrediting Agency — from blog.ed.gov

 
© 2022 | Daniel Christian