Some recent items from Ray Schroeder’s Recession Realities in Higher Education Blog highlight the financial pressures colleges and universities are now really beginning to feel:

Added on 4/1/10:

Lecturer layoffs could hit University of Michigan campus come fall – Juliana Keeping, AnnArbor.com

Layoffs could be on the way for the largest college at the University of Michigan’s Ann Arbor campus. Departments in the College of Literature, Science and the Arts are considering scenarios that would include laying off members of the lecturers’ union to meet savings goals, officials confirmed. Individual departments’ savings plans could also include the consolidation of some classes and having tenure-track faculty teach more classes. If implemented, scenarios like these would result in fewer lecturers being needed, U-M spokesman Rick Fitzgerald said.

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The teaching profession reaches a crossroads — from NCTAF

“Teachers are reporting significant changes in their profession. These changes come at a time when the teaching profession faces multiple challenges, including the retirement of teachers in the baby boom generation, economic pressures, and a greater emphasis on teacher quality and student achievement. To address these challenges, career pathways in education are changing, the role of the teacher is evolving, and collaboration is being emphasized as never before!”

Posting references the MetLife Survey of the American Teacher.

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The big questions: Now what? — from weblogg-ed

So as of today, 220 of you were kind enough to vote on what you thought were the 10 most important questions from the list that we generated at Educon. Here are the “winners” at the moment:

  1. How do we support the changing role of teacher? 116
  2. What is the role of the teacher? 110
  3. How do we help students discover their passions? 110
  4. What is the essential learning that schools impart to students? 109
  5. What is the purpose of school? 102
  6. How do we adapt our curriculum to the technologies that kids are already using? 100
  7. What does and educated person look like today? 97
  8. How do we change policy to support more flexible time and place learning? 97
  9. What are the essential practices of teachers in a system where students are learning outside of school? 92
  10. How do we ensure those without privilege have equal access to quality education and opportunity? 92

And here were the next three that didn’t quite make the cut:

  • What is preventing us from being adaptable to change? 79
  • How do you validate or evaluate informal learning? 77
  • How do we measure or assess the effectiveness of individualized self-directed learning outside of school? 68
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The current funding crisis will transform Britain's universities by 2020.

Quotes below — with emphasis from DSC

Already more than one in three students studies part-time and one in six is from overseas.

There will be more mature students, more studying part-time, more living in their own or their parents’ homes, and many more studying online.”

There will be more tailor-made vocational courses, operated in partnership with individual companies and employers.

There will be more “pick-and-mix” degrees, with students accumulating course credits at different universities, even across different countries, and with gaps for employment in between.

Students will increasingly become “consumers” as we reach the tipping-point where their contribution to the cost of the degree is greater than that made by the government.

Private providers will take over an increasing share of the university market.

The all-round university will increasingly lose out to more specialised institutions.

Finally, universities will become more global.

From ICT integration to systemic transformation — from elearnspace by George Siemens

“I’m in Madrid, delivering a presentation on moving from ICT integration to systemic transformation. Spain currently has the EU Presidency and they’ve made education a core focus. Slides are available on slideshare.”

  

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George Siemens - Presentation: Madrid UE Presidency

  



Graphics below from DSC: The graphic above shows the dramatic increase in the pace of technological adoption/change. The graphics below point to that same pace of change…can you hear the engines on the track? Can you hear the pounding waves hitting the shoreline?

  

The  pace has changed significantly and quickly

  

  

From Daniel S. Christian

  

From the BBC: The Virtual Revolution series

The Virtual Revolution series from the BBC

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Canada: ‘New workplace order’ looms as boomers head to retirement — from The Official ASTD Blog by Ann Pace

The Canadian workforce is the most culturally diverse and dynamic in the world. There is much to be gained by utilizing everyone to their full potential, but the blinding speed with which the workplace is changing requires flexibility on the part of employers (emphasis DSC).

The looming retirement of the baby boomer generation is a key development. With more than a third of the entire labour force preparing to retire over the next two decades or so, this represents one of the most significant shifts in the workplace seen in the last half-century. Employers will be faced with labour force growth that will slow to a crawl and they will need to find new and innovative ways of utilizing Canada’s current labour pool.

Read the full article.

For more information on generations and diversity in the workplace, consider attending the session Relevant Diversity Dimensions Levels for More Effect D&I Management at the ASTD 2010 International Conference and Exposition!

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Learning TRENDS by Elliott Masie – March 5, 2010.
#609 – Updates on Learning, Business & Technology.
54,891 Readers – http://www.masie.com – The MASIE Center.
Host: Virtual Leadership LAB & Seminar – Saratoga Springs

Google predicts demise of the desktop: John Herlihy, Google’s VP of Global Ad Operations, has claimed that desktop PCs would become “irrelevant” in three years down the line. Addressing the Digital Landscapes Conference in Dublin, Herlihy predicted a bleak future for desktop PCs, as smartphones, netbooks, along with other gadgets are evidently gaining grounds over them. In his keynote speech, Herlihy said: “In three years time, desktops will be irrelevant. In Japan, most research is done today on smart phones, not PCs”.  This echoes Google CEO Eric Schmidt’s comments Global sales of smartphones and other high-end handheld devices have been soaring at a rapid pace and would very soon surpass sales of traditional PCs.” This has huge implications for the learning field – as we look towards supporting learning through a new and broader range of mobile based resources. Learning designers will need to refocus their design sensibilities towards a smaller footprint and very different type of learning application (emphasis DSC).

Who needs a prof?– George Siemens

I’ve talked in the past about trailing ideologies – namely that we design systems to serve an era, but when the era changes, the systems often don’t. Education is a great example. In higher education and corporate training, we labour under many assumptions and ideologies that have been negated by the web, social media, and mobile technologies. Courses, classrooms, and teacher-centric learning can (should) be rethought to capitalize on what technology enables and renders obsolete from the previous model.

Who needs a prof?:

So what role is left for the teacher? To be effective, Wieman says, they must be “cognitive coaches” rather than conduits of information. Rankin believes that the change in pedagogy will happen soon. “It’s comparable to the introduction of a light switch,” he adds. “It’s just going to take a while for people to figure out what this looks like and how it works.”


From DSC:
Also from the
“Who needs a prof?” article:

Similarly, William Rankin, an associate professor of English at Abilene Christian University, has been a primary mover behind equipping students at the Texas university with iPod Touches and iPhones. The program began in 2008, and now nearly half the student body have the devices. Rankin says teachers, too, are better off for it. The faculty uses the devices to overcome time delays between tests and feedback, get immediate class input, and participate in ongoing online discussions via blogs. “The medieval apprentice model in which people learned in these very personalized ways is exactly the type of learning we can see in this initiative,” says Rankin. “I do think that in the next two or three years you will see a groundswell of these sorts of initiatives.”

From DSC:
I post this here to show my support of the need for change and to sew seeds for change. In order for us to meet this next generation where they are at, we can’t hold on to the status quo. We need to cultivate change now in order to be ready for the K-12ers coming our way.

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Note:
I have some very different viewpoints re: slide #6; please see my posting “The death of a question“.

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Teachers as Master Learners — from Will Richardson

Quoting Will:

More and more, though, as I look at my own kids and try to make sense what’s going to make them successful, I care less and less about a particular teacher’s content expertise and more about whether that person is a master learner, one from whom Tess or Tucker can get the skills and literacies to make sense of learning in every context, new and old. What I want are master learners, not master teachers, learners who see my kids as their apprentices for learning. Before public schooling, apprenticeship learning was the way kids were educated. They learned a trade or a skill from masters. When we moved to compulsory schooling, kids began to learn not from master doers so much as from master knowers, because we decided there were certain things that every child needed to know in order to be “educated.” And we looked for adults who could impart that knowledge, who could teach it in ways that every child could learn it.

From DSC:
Coming from the world of an instructional technologist, I would also like to add how key it is for teachers, instructors, professors, etc. to be willing to try new things out. Let’s forget about being experts in anything! It’s ok to not be an expert in something. For me, it’s almost unbelievable that anyone can be an expert these days…because for most of us, the world’s spinning far too fast to be an expert in anything anymore.

To Will’s point, we need to be constant learners. But we also need to be willing to try and do things differently (at least in areas where it makes sense to give things a try). Whether teaching or not, I think we all need to learn from our students…and from each other. Let’s be willing to try some new things out. We can fail and model learning from our failures. We can show courage; humility. We can show our students that they too are going to need to be willing to change.

Willingness…it’s key.

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Text used is an excerpt from:
Stoel, D.  (2004). The evaluation heavyweight match. T + D, 58(1), 46-48.  Retrieved from ProQuest Education Journals. (Document ID: 535013771).

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Mass protests planned for education on March 8th – Erin Vogel, Chicago Flame

Hundreds of professors from the University of Illinois have planned a common furlough day for March 8th in the hopes of educating the public about their problems. They have created a website, uicjointfurlough.wordpress.com, to raise awareness of their cause. They also have a Twitter, a Facebook, and a letter that students can send to their state representatives to request support for UIC.

Parents, students on edge over soaring tuition – Donna Gordon Blankinship, Associated Press

As students around the country anxiously wait for college acceptance letters, their parents are sweating the looming tuition bills at public universities. Florida college students could face yearly 15 percent tuition increases for years, and University of Illinois students will pay at least 9 percent more. The University of Washington will charge 14 percent more at its flagship campus. And in California, tuition increases of more than 30 percent have sparked protests reminiscent of the 1960s.

Dartmouth College Announces Layoffs, Tuition Increase – WMUR New Hampshire (added 2-14-10)

More than 70 people will be laid off at Dartmouth College as the school tries to close a $100 million budget hole over the next two years. The first 38 cuts will begin Tuesday, with a similar number of cuts in the spring. The teaching faculty will not be affected, and 60 percent of the cuts will be managerial positions. The rest are union and nonunion hourly workers.

Postdoctoral researchers at UMass unionize – Tracy Jan, Boston Globe

Nearly 300 postdoctoral researchers at University of Massachusetts campuses in Amherst, Boston, and Dartmouth joined the United Auto Workers union, becoming the first post-doc researchers in the state to unionize. The move triggers a process that will require the university system to negotiate over wages, health insurance, job security, and other workplace issues.

Leader warns of more layoffs at UT-Austin – Jeannie Kever, Houston Chronicle

The president of the University of Texas at Austin warned on Thursday that more layoffs are coming at the flagship campus. Bill Powers, joined by the presidents of other UT System schools, briefed regents as they met in Dallas on cost-cutting efforts now under way. “If we’re going to shed recurring costs, it will mean shedding salaries,” he said.

Brown University considers slashing budget – Associated Press

Brown University President Ruth Simmons says the school is considering $30 million in budget cuts for the next fiscal year in response to financial pressures caused in part by an endowment that has shrunk by $740 million. Simmons said in a letter to faculty, staff and students Tuesday that the cuts could include staff reductions through layoffs, attrition or early retirement.

Yale announces new wave of budget cuts – Noah S. Rayman and Elyssa A. L. Spitzer, Harvard Crimson

Yale President Richard C. Levin announced Wednesday a new round of sweeping budget cuts as part of the university’s ongoing efforts to close a $150 million budget deficit. In a letter to the community, Levin called for salary freezes for top administrators and a 2 percent cap on salary increases for faculty and staff. The Graduate School of Arts and Sciences will take a 10 to 15 percent reduction in the number of accepted students, and funding for research and undergraduate study abroad programs will also be affected.

ISU eliminates estimated 108 positions – Sue Loughlin, The Tribune-Star

Indiana State University’s budget reduction plan calls for the elimination of an estimated 108 positions, including 78 hourly and 30 salaried. The university began informing those affected on Wednesday, and some were still being told Friday. “Tears have been shed. There is anxiety and stress — everything you can imagine that would go along with something like this,” said Roxanne Torrence, chairwoman of the Support Staff Council. “My thoughts are with everyone affected.”

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