Institutional Specific (must be chosen from one of the following four categories: communication, social sciences, arts and humanities, and/or mathematics/science & technology)

Mathematics, Science & Technology

Arts & Humanities

Communications

Social Sciences

403.7 Common General Education Requirement and Transfer of General Education Credits

Section 1.3 Theories of Education and the Online Environment

Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

3. Letter Regarding the Northwest College Personnel Association Student Relocation Committee

Their work demonstrates a method of quickly “reading” whole words and phrases from the brain — getting Facebook slightly closer to its dream of a noninvasive thought-typing system.

a group of teachers created a program through Baylor University Hospital where they would agree to pre-pay for future medical services (up to 21 days in advance). The resulting organization was not-for-profit and only covered hospital services. It was essentially the precursor to Blue Cross.

first-class honours in physics, leading his class.

Titterton enrolled at the University of Birmingham (B.Sc. Hons, 1937; M.Sc., 1938; Dip.Ed., 1939; Ph.D., 1941) as a trainee teacher, with a scholarship that paid tuition fees and board and lodging at Chancellor’s Hall.

they never thought of cs• tablishing universities where young minds could be cultivated and strengthened

university

contemporary university

Seneca stresses the point: the practice of the self involves reading, for one could not draw everything from ones own stock or arm oneself by oneself with the principles of reason that are indispensable for self-conduct: guide or example, the help of others is necessary

“There are only three places that have a ‘the’ in the front of their name: the Vatican, The Hague, and the Bronx.” —Mary Higgins Clark

Stephen Robertson and Lincoln Mullen of George Mason University

it’s the whole culture.

Learning at the CenterA Proposal for Dynamic Assessment in a Combined University and Community Adult Learning Center Course

25 Important Apps And Digital Learning Tools For University Students

In this consumerist-led version of proletarianization, which is very per-tinent to what is happening with the commodification of higher educa-tion, the argument is that ‘consumers are “discharged” of the burden as well as the responsibility of shaping their own lives and are reduced to units of buying power controlled by marketing techniques’ (p. 34). For example, in rating and ranking scales and league tables, marketing agencies have essentially appropriated the decision-making process from students and their parents. Today’s ‘cognitive capitalism’, Lemmens says, is producing the ‘systematic destruction of knowledge and the knowing subject’ (p. 34), in what Stiegler calls the ‘systematic industri-alization of human memory and cognition’ (p. 34). As Stiegler (2010b) cryptically puts it, what is at stake is ‘the battle for intelligence’ (p. 35) which had its most recent genesis in the ‘psychopathologies and addic-tive ‘behavior patterns’ (Lemmens 2011, p. 34) brought about by the ‘logic of the market’ ushered in by Thatcher and supported by Reagan. This unleashed ‘a cultural and spiritual regression of unprecedented magnitude, transforming the whole of society into a machine for profit maximization and creating a state of “system carelessness” and “systemic stupidity” on a global scale’ (p. 34). It is literally ‘a global struggle for the mind’ in a context where there is an erasure of ‘consciousness and sociality’ (p. 35)

Far from ‘competition’ supposedly driving ‘innovation’, Connell (2013) argues that it does the reverse. In the first instance, what a neo-liberal conception of the university produces, is the ‘reproduction of global dependency’ (p. 2)—through a ‘neocolonial dependence...built into performativity through international rankings of journals, depart-ment and universities’, whereby local intellectual cultures are under-mined and obliterated through an unhealthy reliance on ‘impact factors and ‘citations’ (p. 2). Secondly, the ‘entrenchment of social hierarchies in knowledge production and circulation’ (p. 2), act to further sediment privilege in the already advantaged—institutionally, in Australia in the older so-called ‘sandstone’ universities, and individually in the scions of the privileged who attend them.

rgues that the very fibre of democracy which we understand to be ‘individual and collective self-rule’ and which we take to be ‘a perma-nent achievement of the West’ and that cannot be ‘lost’, is in the process of being completely ‘overwhelmed and ... displaced by the economium to enhance capital value, competitive positioning, and credit ratings’ (p. 10)

Transformed in this process is the very nature of knowledge:Neoliberalization replaces education aimed at deepening and broadening intelligence and sensibilities, developing historical consciousness and her-meneutic adroitness, acquiring diverse knowledge and literacies, becom-ing theoretically capacious and politically and socially perspicacious, with [forms of] education aimed at honing technically-skilled entrepreneurial actors adept at gaming any system. (p. 123)

By way of explaining why there is so much internal unrest and dissention in universities, Boyer (2011) says that the ‘dominant critical narrative’ emerges from the ‘dissipat[ion of] organizational and collegial auton-omy in order to better saturate universities with market-oriented prin-ciples (knowledge as commodity, faculty as wage labour, administration as management, student body as consumer public, university as market-place)’ (pp. 179–180).The loudest opposition to this intensified neoliberal regime has come from ‘faculty’ who, ‘among the three estates of the university (students, faculty, administrators)...has experienced the deepest erosion of auton-omy under the current reforms’ (Boyer 2011, p. 180). Coupled with this is the view that students stand to ‘enhance their social power with their new image as sovereign consumers, and the re-imagination of the uni-versity as a kind of for-profit corporation run by profit-minded managers has helped to cement the political hegemony of administrators’ (Boyer 2011, p. 180).

In other words, neoliberalism works through the way in which it ‘dissemi-nates market values and metrics to every sphere of life and construes the human itself exclusively as homo oeconomicus’ (Brown 2015, p. 176). Brown (2015)

This displacement is of course operative in the de-funding of public universities, effectively transforming them into non-profits rather than state institutions. The effects of this program of neoliberal1 reform run deep, not least that the dominant motivator behind these privatized institutions becomes sustainability rather than service, leaving universities, like non-profits, in an endless cycle of fundraising and budget cuts.

Machine Learning at UofT

institutional demands for enterprise services such as e-mail, student information systems, and the branded website become mission-critical

On this model, students are responsible for their own education, often forming communities or societies to collaborate. Professors typically worked one-on-one with students, but from time to time would be enlisted to offer a series - or 'course' - of lectures on a given topic. The lectures could be (and often were) public, and were frequently attended by other professors in the same field.

Embracing an Entrepreneurial Culture on Campus go.nmc.org/uni(Tom Corr, University Affairs, 4 May 2016.) The Ontario Network of Entrepreneurs is gaining global recognition for its efforts to bolster students’ business skills through investing in multiple campus events and programs. For example, the success of Ontario Centres of Excellence has led to the establishment of similar innovation hubs throughout North America, the UK, Australia, and Asia.

a Brazilian Portuguese language textbook they’ve written and maintained for more than 50 years

When you think the problem to be solved is the high cost of textbooks, inclusive access programs and OER adoption are just two competing approaches to solving the problem.

“Including open in the list of examples for educational leadership is important because it brings it to the forefront. When I went up for promotion, I took a risk because engaging in open practice was not listed as an example of educational leadership, but not everyone is going to do that. Whereas if it’s strictly laid out it raises the profile for those who haven’t thought about open education and also shows that it is valued by the university as being a form of educational leadership,”

Excerpt from the UBC Guide to Reappointment, Promotion and Tenure Procedures (RPT): Evidence of educational leadership is required for tenure/promotion in the Educational Leadership stream… It can include, but is not limited to…Contributions to the practice and theory of teaching and learning literature, including publications in peer-reviewed and professional journals, conference publications, book chapters, textbooks and open education repositories / resources.

West, L. H. T., Hore, T., & Boon, P. K. (1980). Publication rates and productivity.Vestes,23,32–37

Duquesne University announced plans to close its press in February, explaining that it could no longer justify the annual subsidy of more than $200,000.

university president public years center research million national latimes san executive major project board humanities

My own view of where academic book publishing is heading is that it will mostly continue to publish the kinds of things it does now, but there will be increasing experimentation with formats, a renewed interest in selling directly to libraries, and enlarged activity in D2C — selling directly to end-users.

A recent piece in the Charleston Gazette-Mail about the press that I direct, while oriented toward regional audiences, is the sort of thing I have in mind. The interview Peter Berkery and Fred Nachbaur did with Publishing Perspectives last fall is also good.

Inside Higher Ed made factually incorrect statements about the state of university press publishing.

The press receives an annual subsidy north of $200,000.

In 1868 Thomas Huxley produced his essay A Liberal Education, and where to find it. Not at Oxford and Cambridge apparently. Huxley dismissed both as “simply "boarding schools” for bigger boys". British universities, he argued, must embrace research as the basis of great university education. At present, he lamented “a third rate German university turns out more produce of that kind…in one year, than our vast and wealthy foundations elaborate in ten”.

As John Stuart Mill would tell graduates at St Andrew’s University in 1867, until recently the old English universities "seemed to exist mainly for the repression of independent thought, and the chaining up of the individual intellect and conscience”.

OUP is its own sort of beast. I think of it less as a university press and more as the last remaining political institution of the British Empire. In fact I think of it as that empire.

There’s a big difference between, say, McGill-Queens University Press and Elsevier. One of them is a small press which really is in it for the love of publishing good books. The other is part of a massive corporation whose idea of demonstrating corporate responsibility is cutting its connections to the weapons industry.

"The university is thankful that the tireless efforts of governments, diplomats and colleagues across Canada and internationally were successful. The Concordia community — in particular faculty and staff members and unions — played a critical role in securing her release. This is a victory for academic freedom."

Steven Mintz is Executive Director of the University of Texas System's Institute for Transformational Learning and Professor of History at the University of Texas at Austin.

Open Textbook Library (OTL),

The cause of the security breach is under investigation by the University of Maryland Police Department, the U.S. Secret Service and federal law enforcement authorities, as well as forensic computer investigators.

The paper with the ambitious title Optimal Monetary Policy at the Zero Lower Bound Bullard has co-authored with Costas Azariadis, Aarti Singh and Jacek Suda.

I want to get less wrong

The move by Deloitte is the latest in a wave of changes by graduate recruiters wanting to look beyond academic results.

Bullard's co-authors are Costas Azariadis of Washington University and the St. Louis Fed, Aarti Singh of the University of Sydney and Jacek Suda of the Narodowy Bank Polski.

I first witnessed this power out on the Yard, that communal green space in the center of the campus where the students gathered and I saw everything I knew of my black self multiplied out into seemingly endless variations. There were the scions of Nigerian aristocrats in their business suits giving dap to bald-headed Qs in purple windbreakers and tan Timbs. There were the high-yellow progeny of A.M.E. preachers debating the clerics of Ausar-Set. There were California girls turned Muslim, born anew, in hijab and long skirt. There were Ponzi schemers and Christian cultists, Tabernacle fanatics and mathematical geniuses. It was like listening to a hundred different renditions of “Redemption Song,” each in a different color and key. And overlaying all of this was the history of Howard itself. I knew that I was literally walking in the footsteps of all the Toni Morrisons and Zora Neale Hurstons, of all the Sterling Browns and Kenneth Clarks, who’d come before.