- Last 7 days
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twitter.com twitter.com
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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
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psyarxiv.com psyarxiv.com
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Rahman, Md. M., Thill, J.-C., & Paul, K. C. (2020). COVID-19 Pandemic Severity, Lockdown Regimes, and People’s Mobility: Evidence from 88 Countries [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/wtdf2
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psyarxiv.com psyarxiv.com
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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
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- Aug 2020
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psyarxiv.com psyarxiv.com
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Padrón, Isabel, Isabel Fraga, Lucía Vieitez, Carlos Montes, and Estrella Romero. ‘COnVida-20(1)’. Preprint. PsyArXiv, 31 July 2020. https://doi.org/10.31234/osf.io/27fy6.
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- Jul 2020
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www.sciencemag.org www.sciencemag.org
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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
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www.whitehouse.gov www.whitehouse.gov
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Dr. Greg Autry
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www.youtube.com www.youtube.com
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PEN America. (2020, May 14). [WEBINAR] What Higher Education Needs to Know About Disinformation and COVID 19. https://www.youtube.com/watch?v=Mqx7UpZgDPw
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psyarxiv.com psyarxiv.com
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De La Vega, R., Barquin, R. R., Boros, S., & Szabo, A. (2020). The Impact of the Certainty of Information on COVID-19 Attitudes in Spanish University Teachers and Students [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6kytj
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osf.io osf.io
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Weeden, K. A., & Cornwell, B. (2020). The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/n5gw4
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Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr
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osf.io osf.io
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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
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psyarxiv.com psyarxiv.com
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Collins, F. E. (2020, July 6). The Contagion Fear and Threat Scale: Measuring COVID-19 Fear in Australian, Indian, and Nepali University Students. https://doi.org/10.31234/osf.io/4s65q
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www.nytimes.com www.nytimes.com
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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
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psyarxiv.com psyarxiv.com
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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
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- Jun 2020
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blogs.lse.ac.uk blogs.lse.ac.uk
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Behavioural Economics on a Post-It. (2020, June 16). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/06/16/behavioural-economics-on-a-post-it/
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psyarxiv.com psyarxiv.com
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Charles, N. E. (2020, June 17). Increased mood disorder symptoms, perceived stress, and alcohol use among college students during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/rge9k
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Boosting research without supporting universities is wrong-headed. (2020). Nature, 582(7812), 313–314. https://doi.org/10.1038/d41586-020-01788-6
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ulausannebusiness.eu.qualtrics.com ulausannebusiness.eu.qualtrics.com
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SARS-CoV-2 Study. (n.d.). Retrieved June 17, 2020, from https://ulausannebusiness.eu.qualtrics.com/jfe/form/SV_0rgUXxwC5wIiuRD
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investinopen.org investinopen.org
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Thaney, K. (2020, April 8). Open Infrastructure in times of crisis: How IOI can help. Invest in Open Infrastructure. https://investinopen.org/2020/04/08/open-infrastructure-in-times-of-crisis.html
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news.northeastern.edu news.northeastern.edu
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How network science models can predict the next stages of the COVID-19 pandemic. (n.d.). Retrieved June 10, 2020, from https://news.northeastern.edu/2020/05/14/how-network-science-models-can-predict-the-next-stages-of-the-covid-19-pandemic/
Tags
- is:interview
- epidemiology
- modeling
- is:news
- prediction
- lang:en
- network
- university
- reopening
- COVID-19
- school
- loosening restrictions
Annotators
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criticallegalthinking.com criticallegalthinking.com
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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/
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twitter.com twitter.com
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BBC Radio 5 Live. (2020, May 19) ""The government should've brought in [universities and researchers] from the outset" @GregClarkMP, chair of the @CommonsSTC, talks to #5LiveBreakfast about some of the lessons to learn about how the UK handled #COVID19." Twitter. https://twitter.com/bbc5live/status/1262642752032059392
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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- May 2020
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projekte.uni-erfurt.de projekte.uni-erfurt.de
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Betsch, C., Wieler, L., Bosnjak, M., Ramharter, M., Stollorz, V., Omer, S., Korn, L., Sprengholz, P., Felgendreff, L., Eitze, S., & Schmid, P. (2020). Germany COVID-19 Snapshot MOnitoring (COSMO Germany): Monitoring knowledge, risk perceptions, preventive behaviours, and public trust in the current coronavirus outbreak in Germany. https://doi.org/10.23668/PSYCHARCHIVES.2776
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www.thelancet.com www.thelancet.com
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Mbopi-Keou, F.-X., Pondi, J.-E., & Sosso, M. A. (2020). COVID-19 in Cameroon: A crucial equation to resolve. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(20)30373-X
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www.imperial.ac.uk www.imperial.ac.uk
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Ferguson, N., Laydon, D., & Nedjati-Gilani, G. (2020). How can we help stop the COVID-19 pandemic? Biomedical Science Journal for Teens. https://www.imperial.ac.uk/media/imperial-college/medicine/mrc-gida/2020-04-28-SJK-Report-9.pdf
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psyarxiv.com psyarxiv.com
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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
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www.theatlantic.com www.theatlantic.com
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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/
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www.bloomberg.com www.bloomberg.com
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Coronavirus Will End the Golden Age for College Towns. (2020, May 16). Bloomberg.Com. https://www.bloomberg.com/opinion/articles/2020-05-16/coronavirus-will-end-the-golden-age-for-college-towns
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www.hprubse.nihr.ac.uk www.hprubse.nihr.ac.uk
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Roll-out of coronavirus behaviour change website will help public transition to “new normal.” (n.d.). Retrieved May 11, 2020, from http://www.hprubse.nihr.ac.uk/news/roll-out-of-coronavirus-behaviour-change-website-will-help-public-transition-to-new-normal/
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Pinto, S. F., & Ferreira, R. S. (2020). Analyzing course programmes using complex networks. ArXiv:2005.00906 [Physics]. http://arxiv.org/abs/2005.00906
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psyarxiv.com psyarxiv.com
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Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia-Muñiz, M. J., & de Luis-García, R. (2020, May 7). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. https://doi.org/10.31234/osf.io/2sc84
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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- Apr 2020
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occamstypewriter.org occamstypewriter.org
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The new and improved Times Higher Education (THE) Impact Rankings 2020 were published this week with as much online fanfare as THE could muster. Unfortunately, they are not improved enough.
My sketchnotes here: https://photos.app.goo.gl/Dj47SHE2ehzdEMM17
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“There are limits to what universities can do and the SDGs don’t capture everything about the impact of our research.”
Plus, the measurement is based on journal articles from commercial databases (eg: Scopus). Those databases index have language bias. On the other hand, we are lacking of national level scientific database that provide dataset for those rankings to process.
All rankings measure the following components, which all of them contain level of bias:
- Teaching (the learning environment): international students vs large amount of internal high school graduates
- Research (volume, income and reputation): high profile research vs "low level" research to solve internal national problem
- Citations (research influence): only based on commercial database with language bias
- International outlook (staff, students and research): lack of national data (eg: tracer study) to share with those ranking, international vs national issues
- Industry income (knowledge transfer): this is mostly controlled by economical situation, which the universities have no control.
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These are the rankings that increasingly drive institutional behaviour – and competition between them.
and not to mention it drives external economical-social setting eg: labour market, top university labeling in the mind of parents, etc.
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As a result, the THE clings to a methodology that despite taking insufficient account of the false precision and the uncertainties introduced by the proxy nature of the indicators used to ‘measure’ actual performance, still claims to be able to distinguish universities on scores that differ by 0.1%. It is laughable to claim this level of precision. It is to universities’ discredit that they go along.
For less economically stable countries (eg Indonesia), many indicators are very much controlled by national level situations (regulations, funding), geographical settings, and the large sum of high school graduates to enter undergraduate degree. On the contrary, all rankings only relevant for graduate research.
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sciencebusiness.net sciencebusiness.net
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University of Amsterdam scientists launch website that seeks ideal COVID-19 exit strategy. (2020 April 21) Science|Business. https://sciencebusiness.net/network-updates/university-amsterdam-scientists-launch-website-seeks-ideal-covid-19-exit-strategy
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www.thelancet.com www.thelancet.com
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Rasmussen, S., Sperling, P., Poulsen, M. S., Emmersen, J., & Andersen, S. (2020). Medical students for health-care staff shortages during the COVID-19 pandemic. The Lancet, 0(0). https://doi.org/10.1016/S0140-6736(20)30923-5
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Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089
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podcasts.google.com podcasts.google.com
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Leach, M. (n.d.). The Wonkhe Show - the higher education podcast - PODCAST: Mental health, universities and Covid-19. Google Podcasts. Retrieved April 15, 2020, from https://podcasts.google.com?feed=aHR0cHM6Ly9hdWRpb2Jvb20uY29tL2NoYW5uZWxzLzQ5Mjk3OTcucnNz&episode=dGFnOmF1ZGlvYm9vbS5jb20sMjAyMC0wMy0yMDovcG9zdHMvNzUzNjE4MQ
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sciencebusiness.net sciencebusiness.net
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Research on ice across Europe, as all resources are focussed on COVID-19. (n.d.). Science|Business. Retrieved April 16, 2020, from https://sciencebusiness.net/news/research-ice-across-europe-all-resources-are-focussed-covid-19
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sciencebusiness.net sciencebusiness.net
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Interview: We should tackle COVID-19 head on, but now is not the time to cut basic research. (n.d.). Science|Business. Retrieved April 22, 2020, from https://sciencebusiness.net/news/interview-we-should-tackle-covid-19-head-now-not-time-cut-basic-research
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- Feb 2020
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mncampuscompact.org mncampuscompact.org
- Dec 2019
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Institutional Specific (must be chosen from one of the following four categories: communication, social sciences, arts and humanities, and/or mathematics/science & technology)
- 3 or more credits more in General Education Elective
- 3 Credits in Citizenship, global perspectives.
NB: These general education credits must be from Citizenship Lists A, B, and C, or Critical and Creative Thinking Lists A, B, C, D, and E.
Citizenship list D cannot be used to satisfy the institutional specific requirements.
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Mathematics, Science & Technology
- 3 Credits in Citizenship, Technology List
- 4 Credits in Critical and Creative Thinking, Natural Sciences List
- 3 Credits in Critical and Creative Thinking, Mathematics List
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Arts & Humanities
- 3 Credits of Critical and Creative Thinking Creative, Expressions List
- 3 Credits of Critical and Creative Thinking, Literature List.
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Communications
9 DSU Credits in Communication Group
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Social Sciences
- 3 Credits in Citizenship; Human Behavior and Governance.List
- 3 Credits in Critical and Creative Thinking, Social Sciences List
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403.7 Common General Education Requirement and Transfer of General Education Credits
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- Nov 2019
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www.angelo.edu www.angelo.edu
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Section 1.3 Theories of Education and the Online Environment
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
Tags
- professional development
- educational theories
- technology integration
- edtech
- online instruction
- adult education
- Constructivism
- andragogy
- Behaviorism
- etc556
- online teaching
- Social Cognitive Theory
- instructional design
- active learning
- self-directed learning
- higher education
- e-learning
- collaborative learning
- Angelo State University
- etcnau
- adult learning
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www.angelo.edu www.angelo.edu
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Section 1.5 Online Learner Characteristics, Technology and Skill Requirements
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
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www.aupresses.org www.aupresses.org
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From this page:
AUPresses thinks more readers should be aware of the work they’re doing. That’s why during the organization’s annual University Press Week, it launched a reading list it’s calling READ. THINK. ACT., a list of 75 peer-reviewed books designed to help non-academic readers understand the world and work to make it a better place.
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- Oct 2019
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oregondigital.org oregondigital.org
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3. Letter Regarding the Northwest College Personnel Association Student Relocation Committee
This is a remarkable letter from the Dean's office assigning responsibility to a young professor at OSU to head a committee to oversee the relocation of Axis-related college students in the Pacific Northwest and listing institutions that might accept Japanese American college students. Although Italian and German students are named, only the Nisei relocation is "imminent" (and, presumably, the only one that actually occurred). I wonder how the tuition arrangements were to be made, particularly for those who had scholarships, or were paying state school tuition but were being transferred to a private college?
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agupubs.onlinelibrary.wiley.com agupubs.onlinelibrary.wiley.com
- Jul 2019
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www.theverge.com www.theverge.com
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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.
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- May 2019
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www.bristol.ac.uk www.bristol.ac.uk
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- Apr 2019
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We welcome public feedback to strengthen our communique and potential calls to action. Thank you!
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- Mar 2019
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www.griffinbenefits.com www.griffinbenefits.com
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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.
Baylor University's teacher's created one of the first "employee insurance companies" which turned into Blue Cross.
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adb.anu.edu.au adb.anu.edu.au
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first-class honours in physics, leading his class.
First class
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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.
Enrolment
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- Feb 2019
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static1.squarespace.com static1.squarespace.com
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they never thought of cs• tablishing universities where young minds could be cultivated and strengthened
Does Vico mean "university" on a large scale? Because there was clearly "conditioning of the mind" happening, in localized schools and by educators who conditioned minds on a smaller scale (go, sophists). Was that not happening in a large-scale, communal location (see def. of university, tagged)?
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static1.squarespace.com static1.squarespace.com
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university
I hadn't thought about the etymology of university before, but the juxtaposition with "universal grammar" spurred my curiosity about their common roots:
From community, corporation (1214 in Old French; also in Old French as universitei , universiteit , etc.), totality, universality (13th cent.)
http://www.oed.com.ezp.slu.edu/view/Entry/214804?rskey=lzyKTO&result=1&isAdvanced=false#eid
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- Jan 2019
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static1.squarespace.com static1.squarespace.com
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contemporary university
Various definitions for this: https://www.usatoday.com/story/college/2013/08/27/educators-debate-definition-of-modern-university/37437341/
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foucault.info foucault.info
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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
This made me think of David Bartholomae's piece, "Inventing the University." One cannot just know things and be able to write about them unless they are introduced to by some outside force. And, one cannot attempt to find new meaning unless you have prior meaning you can debunk or build upon. https://wac.colostate.edu/jbw/v5n1/bartholomae.pdf
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justkidsfromthebronx.com justkidsfromthebronx.com
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“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
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rrchnm.org rrchnm.org
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Stephen Robertson and Lincoln Mullen of George Mason University
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- Dec 2018
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www.nature.com www.nature.com
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I think contextualizing the applications of a tool like Unpaywall in the OA movement could be useful in the 5.3 section, as an added paragraph. Unpaywall helps researchers find papers that are available freely on the web. Often these papers are held in university repositories or author websites. The author may have transferred copyright to the publisher at the time of publication for a window of time that has expired, or the author may have retained copyright of their publication. I think that the idea of a scientific language decoder for the public is an excellent educational tool and potential public service.
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- Nov 2018
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quillette.com quillette.com
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it’s the whole culture.
The question to ask here is how to set in motion this cultural shift. Titles prevent us from considering a more flexible learning credential or format.
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content.ebscohost.com content.ebscohost.com
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Learning at the CenterA Proposal for Dynamic Assessment in a Combined University and Community Adult Learning Center Course
Learning Center
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elearningindustry.com elearningindustry.com
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25 Important Apps And Digital Learning Tools For University Students
Excellent article offering 25 important apps to help University students and digital learning.The best part is that they are all free (so easily fits into a students' budget.
From note taking to keeping track of grades, this list of the best apps will help improve classroom success and student engagement.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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- Aug 2018
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Local file Local file
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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)
Draws on labour process theory and the work of Stiegler to conceptualise the de-professionalisation of academic workers and their proletarianisation. This relates to the arguments about how economic rationales have colonised all areas of social life.
This seems to mirror similar arguments put forward by Nikolas Rose and Michel Dean and other post-structuralists such as drawing on Foucault's governmentality
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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.
The neocolonial nature of the research performativity regime and its epistemological dominance.
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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)
Is this a problematic argument? The collapsing of the ideas of democracy and liberty into the category of the ´West´.
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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)
neoliberalism and the transformation of knowledge and knowledge work
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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).
Boyer's argument is that faculty feel neoliberalism more intensely than administration of students because it is felt as a direct assault on autonomy. c.f Nixon and Walker on the issue of autonomy and academic freedom as sectional interest in tension with a wider agenda for freedoms.
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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)
a definition of the way neoliberalism as ideology, governance and economic ordering frames all life in market terms
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- Jul 2018
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kfitz.info kfitz.info
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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.
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- Mar 2018
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deepblue.lib.umich.edu deepblue.lib.umich.edu
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This report summarizes the primary motivations of libraries that invest in open access initiatives.
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colony.cs.toronto.edu:40292 colony.cs.toronto.edu:40292
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Machine Learning at UofT
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- Nov 2017
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www.educause.edu www.educause.edu
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institutional demands for enterprise services such as e-mail, student information systems, and the branded website become mission-critical
In context, these other dimensions of “online presence” in Higher Education take a special meaning. Reminds me of WPcampus. One might have thought that it was about using WordPress to enhance learning. While there are some presentations on leveraging WP as a kind of “Learning Management System”, much of it is about Higher Education as a sector for webwork (-development, -design, etc.).
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halfanhour.blogspot.com halfanhour.blogspot.com
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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.
Reminds me of @KevinCarey1 describe the original university of Bologna, in his End of College. Don’t have the quote handy (one of many cases where #OpenAccess would allow for more thoughtful discussion), but the gist of that paragraph sounds similar to what @Downes is describing here
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files.eric.ed.gov files.eric.ed.gov
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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.
What’s fascinating here is that the province might be cutting a major part of the funding for the Ontario Centres of Excellence, particularly the part which has to do with Entrepreneurship Programs. (My current work is associated with Lead To Win, a Campus-Linked Accelerator out of Carleton University.)
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a Brazilian Portuguese language textbook they’ve written and maintained for more than 50 years
!! (Wondering about the “but we worked a lot on this” comment against OER.)
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opencontent.org opencontent.org
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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.
There was an interesting example of this during a short conference on digital textbooks, back in late 2014. Cindy Ives interim VP Academic at Athabasca (!) presented the etext pilot project in partnership with publishers. Ives’s approach was quite pragmatic and there’s nothing wrong with doing a pilot project on something like this. By that time, Ives was already involved in OER projects. It still struck a chord with those of us who care about OER, including Éric Francoeur who took an active part in the event and did work to create a free textbook through international and interlinguistic collaboration.
To me, a key notion from the ‘r’ in “OER” is the distinction with those content bundles we still call “textbooks”. Sure, it’s already in the 5-R model. But the “Remix” idea in music is to a large extent about unbundling.
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“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,”
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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.
via this @SteelWagstaff Tweet, itself via this @_Mike_Collins slide.
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- Oct 2017
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Local file Local file
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West, L. H. T., Hore, T., & Boon, P. K. (1980). Publication rates and productivity.Vestes,23,32–37
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- Mar 2017
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www.chronicle.com www.chronicle.com
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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.
Always sad to see a press close...
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mirrormask.english.ucsb.edu:10001 mirrormask.english.ucsb.edu:10001
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university president public years center research million national latimes san executive major project board humanities
The word humanities appears in this third-largest topic of the model. It is an institutional topic, with words about organizations, officers, governing structures, development and resources.
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scholarlykitchen.sspnet.org scholarlykitchen.sspnet.org
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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.
Probably about right.
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- Feb 2017
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krissedoff.wordpress.com krissedoff.wordpress.com
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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.
Need to check these out.
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Inside Higher Ed made factually incorrect statements about the state of university press publishing.
They should definitely be called out on this error.
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www.insidehighered.com www.insidehighered.com
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The press receives an annual subsidy north of $200,000.
This has to be a drop in the bucket of the university budget.
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- Nov 2016
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theconversation.com theconversation.com
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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”.
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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”.
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- Oct 2016
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savageminds.org savageminds.org
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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.
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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.
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- Sep 2016
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www.concordia.ca www.concordia.ca
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"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."
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www.insidehighered.com www.insidehighered.com
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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.
Sounds like MOOCs have been part of his role, at least in UT’s collaboration with edX. Which brings an interesting context to the piece, especially in view of what we might call “the end of the MOOC moment”.
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- Jun 2016
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driven-to-discover.umn.edu driven-to-discover.umn.edu
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Open Textbook Library (OTL),
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www.umd.edu www.umd.edu
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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.
Despite this deposition from two years ago, U. Md. still hasn’t updated this page.
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- May 2016
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digital.ucd.ie digital.ucd.ie
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"Historic trove of documents discovered in city attic," Herald.ie (2016-05-16) http://www.herald.ie/news/historic-trove-of-documents-discovered-in-city-attic-34707155.html
The four missing volumes of Prisoner Books listing the arrests of more than 30,000 people between 1905 and 1918 include the "crimes" of labour leaders Jim Larkin (seditious conspiracy), James Connolly (incitement to crime), revolutionary Maud Gonne MacBride (defence of the realm), and suffragette Hanna Sheehy-Skeffington (glass-breaking with other suffragettes).
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"Dublin Metropolitan Police Prisoner Books 1905-1918," The British GENES blog (2016-05-12) http://britishgenes.blogspot.ie/2016/05/dublin-metropolitan-police-prisoner.html
University College Dublin's Digital Library (http://digital.ucd.ie) has just uploaded digitised editions of four Dublin Metropolitan Police prisoners books from 1905-1908, and 1911-1918, at http://digital.ucd.ie/view/ucdlib:43945.
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- Apr 2016
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marketmonetarist.com marketmonetarist.com
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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.
Author affiliations:
- Costas Azariadis, Professor of Economics, Washington University in St.Louis
- James Bullard President and CEO, Federal Reserve Bank of St. Louis Aarti Singh Jacek Suda
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- Jan 2016
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tech.mit.edu tech.mit.edu
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Professor Christine Ortiz is stepping down from her post [at MIT] as dean for graduate education to found a new residential research university.
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Ortiz said the university would focus on project-based learning and would dispense with some of the familiar hallmarks of university education, like the lecture.
"I don't see it having any face to face, on-the-ground lectures, actually," she said. "No majors, no lectures, no classrooms."
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status451.com status451.com
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I want to get less wrong
Compare with the phenomenon of (not) interrupting the university lecturer when one does not understand the lecture.
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- Oct 2015
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chronicle.com chronicle.com
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destroy the university
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- Sep 2015
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www.bbc.co.uk www.bbc.co.uk
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The move by Deloitte is the latest in a wave of changes by graduate recruiters wanting to look beyond academic results.
Well, yes, except that it isn't. By hiding the name of the university, they're not "looking beyond academic results", just beyond the institution that awarded those results.
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- Jul 2015
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news.wustl.edu news.wustl.edu
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www.washingtonpost.com www.washingtonpost.com
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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.
Author affiliations:
- Costas Azariadis, Professor of Economics, Washington University in St.Louis
- James Bullard President and CEO, Federal Reserve Bank of St. Louis Aarti Singh Jacek Suda
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www.stlouisfed.org www.stlouisfed.org
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Author affiliations:
- Costas Azariadis, Professor of Economics, Washington University in St.Louis
- James Bullard President and CEO, Federal Reserve Bank of St. Louis Aarti Singh Jacek Suda
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