Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419

College dormitories rooted in monastery and convent styles

https://www.uopeople.edu/

Mentioned at Hypothes.is Social Learning Summit.

Generally looks legit, though it has faced accusations of being a diploma mill and some balanced sounding reviews of it are not good.

A masters will run about $3-4,000 in fees.

Based in Pasadena, CA

Recommended by Ben Williamson. Purpose: It may have some relevance for the project with Ben around chat bots and interviews, as well as implications for the introduction of portfolios for assessment.

Michael Otsuka [@MikeOtsuka]. (2022, January 21). 👀Orwellian red-underlined command from the govt’s latest HE guidance👇. Even if this is assessed as too risky, based on best evidence & analysis, we must pretend that everything is now as it was before the pandemic. Ignorance is strength. (@ucu) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1048605/180122_Higher_education_COVID-19_operational_guidance.pdf https://t.co/biDj1FN1Jm [Tweet]. Twitter. https://twitter.com/MikeOtsuka/status/1484466338034864128

Trisha Greenhalgh #IStandWithUkraine 🇺🇦 [@trishgreenhalgh]. (2021, September 26). Big Thread coming on ‘returning to on-site teaching’. Intended mainly for universities (because I work in one), but may also be useful for schools. Mute thread if not interested. I’ll base it around real questions I’ve been asked. 1/ [Tweet]. Twitter. https://twitter.com/trishgreenhalgh/status/1442162256779821060

Kinds of data-driven decision making in higher education.

https://fivethirtyeight.com/features/universities-say-they-want-more-diverse-faculties-so-why-is-academia-still-so-white/

Some good examples of senior and well-known people who have failed to get tenure, largely because of race.

Examples of how the system is set up to exclude diversity in terms of how the game is played.

Interesting that there is a focus here on advocacy from an active student body. Is it the expectation that change from some of the more stubborn areas of the campus would be driven by informed student push-back? This section on "Students, Faculty, and Staff" doesn't have the same advocacy role from the other portions of the campus community.

A list of books about how higher education has lost its soul.

Are these just complaining or do any of them work on a solution for making things better?

This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.

https://nscresearchcenter.org/stay-informed/

https://www.studentclearinghouse.org/nscblog/undergraduate-enrollment-drops-nearly-8-and-community-colleges-decline-15-since-fall-2019/

As much as I like the idea of putting your content out for free, I get that people need to make money if this is the business model. Schools and universities are probably under less pressure to do make a profit but still need to cover basic costs.

What Christine Ortiz is doing is legit tho (its the example she mentions next to Crow). I'm on the Admissions Committee for the uni she's building (currently only offers a summer fellowship program): https://www.station1.org/ -- might be worth looking into if you're exploring equitable innovations in higher ed

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>ysf</span> in 📚-reading (<time class='dt-published'>11/01/2021 20:55:11</time>)</cite></small>

“keeping students safe” means you must violate due process?

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Anne Applebaum</span> in Mob Justice Is Trampling Democratic Discourse - The Atlantic (<time class='dt-published'>11/07/2021 13:41:11</time>)</cite></small>

Anne Applebaum indicates that the secretive procedures being practiced at American colleges and universities to prosecute their community members is very similar to authoritarian governments like the Argentine junta, Franco's Spain, and Stalin's troikas.

Rough translation: Outside of class time, students can contribute to written forums or videos. They can also use a collaborative annotation tool such as Hypothesis to share their reading notes.

Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616

Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397

Nate Holdren. (2021, August 26). This, at Iowa State, is bananas. Https://t.co/8CFPwfMqwe [Tweet]. @n_hold. https://twitter.com/n_hold/status/1430797840054358016

The first two really sound US-centric while the other two are common and longstanding. College athletics as one of "Higher Education's core pillars"? It sounds like American exceptionalism. Granted, athletics might become more important to Higher Education in other parts of the World. If so, that's very likely to come from US influence. The residential campus model is an interesting one. It's common and diverse. In my experience, it's not much of a consideration outside of the US.

Even tenure tends to vary quite a bit. In our context (Quebec's Cegep system), it doesn't really exist. A prof gets a permanent position after a while, as in a "regular job".

Which does make me think, yet again, about the specificity of Quebec's Higher Education. Universities in Quebec are rather typical among Canadian universities and differences with US universities & colleges can be quite subtle. Colleges in the Cegep system are very specific. They're a bit like two-year colleges in the US or like community colleges in both the US & other parts of Canada (NBCC, for instance). Yet our system remains hard to explain.

(This tate comes in the context of my reminiscing over my time in the US after monitoring posts from a number of US-based publications including IHE. Guess I should diversify my feeds.)

Very good Talk

Time in the US - Dropping out of school - higher education

Händel, M., Bedenlier, S., Kopp, B., Gläser-Zikuda, M., Kammerl, R., & Ziegler, A. (2021). Visual and Verbal Engagement of Higher Education Students in Videoconferencing. PsyArXiv. https://doi.org/10.31234/osf.io/my4ze

Hazell, C. M., Niven, J., Chapman, L., Roberts, P., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cs73g

Colleges Turn Arenas Into Vaccination Centers. (2021, March 24). Bloomberg.Com. https://www.bloomberg.com/news/newsletters/2021-03-24/colleges-turn-arenas-into-vaccination-centers

Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/4fykt

Isaac Newton Institute: COVID-19 and universities, 13 January 2021. (n.d.). GOV.UK. Retrieved 23 February 2021, from https://www.gov.uk/government/publications/isaac-newton-institute-covid-19-and-universities-13-january-2021

Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2020, October 6). “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning. https://doi.org/10.31234/osf.io/7brp6

U of Vermont faculty members pledge to fight planned cuts to liberal arts. (n.d.). Retrieved December 9, 2020, from https://www.insidehighered.com/news/2020/12/07/u-vermont-faculty-members-pledge-fight-planned-cuts-liberal-arts

This is going to be awesome when it debuts in universities. I can't imagine that any academics will be concerned when a departmental chair or administrator asks you why you're not sending more emails.

Schiermeier, Q., Else, H., Mega, E. R., Padma, T. V., & Gaind, N. (2020). What it’s really like to do science amid COVID-19. Nature. https://doi.org/10.1038/d41586-020-02815-2

Article explores technology usage among adult learners in higher education and how to optimize learning outcomes via tech tools in these settings. The author addresses educational/instructional design and the need for instructors to modify traditional approaches. Rating 6/10

Friedmann, M. (2020, September 21). City official: 2 Yale students tested positive for COVID after visiting professor’s lecture. New Haven Register. https://www.nhregister.com/news/article/City-official-2-Yale-students-tested-positive-15584946.php

Effects and Use of OER in the global south. Survey, Statistics and data analysis presentation

Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822

It’s Hard to Keep a College Safe From Covid, Even With Mass Testing. (2020, September 11). Bloomberg.Com. https://www.bloomberg.com/news/articles/2020-09-11/how-coronavirus-rampaged-through-university-of-illinois-college-campus

FreeOurKnowledge/discussion. (n.d.). GitHub. Retrieved September 10, 2020, from https://github.com/FreeOurKnowledge/discussion

Barrett, L. F. (2020, July 8). Opinion | College Courses Online Are Disappointing. Here’s How to Fix Them. The New York Times. https://www.nytimes.com/2020/07/08/opinion/college-reopening-online-classes.html

Admin. (2020, June 8). Institutional Vandalism: The University & Covid-19. Critical Legal Thinking. https://criticallegalthinking.com/2020/06/08/institutional-vandalism-the-university-covid-19/

Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research

Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561

Petersen, A. H. (n.d.). Between f**ked and a hard place. Retrieved August 30, 2020, from https://annehelen.substack.com/p/between-fked-and-a-hard-place

Lancet, T. (2020). Research and higher education in the time of COVID-19. The Lancet, 396(10251), 583. https://doi.org/10.1016/S0140-6736(20)31818-3

University_covid_dashboards. (n.d.). Google Docs. Retrieved August 29, 2020, from https://docs.google.com/spreadsheets/d/1orYcRrRTQ6SiCJ7GXObZg1el70YeIHmjJEkrYFj40DA/edit?usp=sharing&usp=embed_facebook

Tatiana Prowell, MD on Twitter: “#Coronavirus tracking from @UNC shows 31% of #SARSCoV2 tests run this week were positive, a dramatic increase from previous wks. Is anyone in #publichealth surprised by these outbreaks? I don’t think so. This higher ed experiment is a bad idea in states w/ uncontrolled #COVID19. https://t.co/pfiYlKEcSx” / Twitter. (n.d.). Twitter. Retrieved August 28, 2020, from https://twitter.com/reconfigbehsci/status/1298565943845621760, https://twitter.com/tmprowell/status/1298136038012002304

Patrick De Oliveira on Twitter: “After planning to bring back half of its students to campus in the Fall, Princeton is now deciding to go fully remote. ‘We cannot provide a genuinely meaningful on-campus experience for our students this fall in a manner that is respectful of public health concerns’” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/PLSOliveira/status/1291829645600579585

Gusso, H., Archer, A. B., Luiz, F. B., Sahão, F. T., de Luca, G. G., Henklain, M., Panosso, M. G., Kienen, N., Beltramello, O., & Gonçalves, V. M. (2020). Higher Education in the Times of Pandemic: University management guidelines [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/by5xj

Roll over each school to find out more information on their respective plans. (n.d.). Tableau Software. Retrieved August 2, 2020, from https://public.tableau.com/views/NESCACFallPlansMap/Dashboard1

MadhusoodananJul. 20, J., 2020, & Pm, 5:05. (2020, July 20). ‘Ethically troubling.’ University reopening plans put professors, students on edge. Science | AAAS. https://www.sciencemag.org/careers/2020/07/ethically-troubling-university-reopening-plans-put-professors-students-edge

Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7

Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3

PEN America. (2020, May 14). [WEBINAR] What Higher Education Needs to Know About Disinformation and COVID 19. https://www.youtube.com/watch?v=Mqx7UpZgDPw

Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak

Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr

Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws

Crawford, J., Butler-Henderson, K., Rudolph, J., Glowatz, M., & Al, E. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1). https://doi.org/10.37074/jalt.2020.3.1.7

There is some surprise from the general public about how intelligent and articulate members of the animal-style body mod community (and furry fandom) are, concerning their weirdness and animalistic tendencies. Stalking Cat has a degree in electronics engineering.

In addition, Stalking Cat's work is specialised enough that they have a solid position in their employment field, and isn't worried in that regard. Adding onto that, Stalking Cat is quite introverted, and in their day-to-day life, and Cat really doesn't give a shit, despite their empathy. It was something they had to do, and Cat knows you may feel some way about that, but it's irrelevant. (Without being so brash in words.)

Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html

Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9

Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez

Sorrell, M. J. (2020, May 15). Colleges Are Deluding Themselves. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/colleges-that-reopen-are-making-a-big-mistake/611485/

Urbina, A. (2020, May 8). What do we know about University Academics’ Mental Health? A Systematic Literature Review. https://doi.org/10.31234/osf.io/37jhr

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

Community of Practice

Faculty Development as Community Building

Article to understand that faculty development is community building

Professional learning expectations in all professions. Evaluations of PD programs and understanding authentic pd

Setting up a Teacher Community Blog

Google Teacher Center for App

How to start a PD community

This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

The disconnected life of a teacher

Facts on PD and its effects on student achievment

Supporting instructors in PD in math

Effective Professors through PD producing impactful student outcomes

This article proves that just in case professional development must now change with new technologies to just in time PD.

Salesforce Chatter for Module 2 DB post and Paper For overall authentic Professional Developement in Higher Education.

This article is about PD for professors in HE that is authentic and complete.