Author: admin

  • Overcast Reports My 2024 Top Podcasts – Teaching in Higher Ed

    Overcast Reports My 2024 Top Podcasts – Teaching in Higher Ed

    Dave posted on LinkedIn about a recent podcast catcher app update which has both of us looking at our listening habits for this year so far. I didn’t realize that Marco had put out an Overcast update until Dave tagged me in his post. Like Dave, Overcast is my favorite podcast app. Here are some reasons why:

    • Playlists: I can organize my favorite podcasts and hone in on just what I’m in the mood to listen to at a given time. My categories include: Priority; Business + Economics; News; Politics + Law; Productivity; Teaching, etc.
    • Smart speed: As Dave mentioned in his post, it is a subtle shift that adds up over time.
    • Queue: There are one-off episodes that I’ll want to be sure to listen to, but I may not want to subscribe to all future episodes of a given podcast. That’s easy to accomplish by setting up a queue playlist in Overcast.

    Dave highlighted what podcasts he pays for, which means that they can be listened to ad-free. We both like that we can support the makers of the shows in that way. I pay for the following shows: Accidental Tech Podcast (ATP); Mac Power Users; Sharp Tech, The Talk Show; The Political Gabfest (via a Slate subscription); and Hard Fork and The Ezra Klein Show (via our New York Times subscription).Now that the election is over, I imagine that my top podcasts will change and that over the next year will wind up being:

    • ATP (Accidental Tech Podcast): “Three nerds discussing tech, Apple, programming, and loosely related matters.”
    • Hard Fork: Often humorous exploration of the intersection of technology, culture, and the future.
    • The Ezra Klein Show: A phenomenal interviewer and writer discusses politics, philosophy, and culture. Ezra knows how to have rich conversations with people who agree and disagree with his views.
    • Mac Power Users: They keep me challenged in a good way to get the most out of my Mac and other Apple products and bring joy to my life.
    • Teaching in Higher Ed: Listening to my own podcast makes me seek to continue to get better as an interviewer. Plus, I can deepen the learning from having interviewed someone when I can relax more and consider what actions I may want to take from the conversations.

    Some favorites don’t come out as often as other podcasts that I listen to, so won’t show up on my top listens. I also devote time to almost all of Tom Henschel‘s The Look and Sound of Leadership podcast (which only airs once a month), many of Dave’s Coaching for Leaders episodes, and John Biewen‘s Scene on Radio.

    It was wild to me to see how many more hours Dave listened to podcasts than me so far in 2024 (and something tells me I’m not going to catch him by the year’s end). Some of that is likely attributable to Dave running 3-4 times per week and always listening to podcasts during his workouts via his Apple Watch (phone free). Me? I mix things up in my exercise practices by often doing walk ’n talks with friends over the phone, or doing Apple Fitness workouts (which are such a great way to infuse music that I love into my exercise).

    What podcasts are you listening to most these days?

    Source link

  • The Case for Restricting Cell Phones in the Classroom 

    The Case for Restricting Cell Phones in the Classroom 

    A 2024 National Education Association poll found that 90% of teachers support prohibiting student cell phone use during instructional hours.

    Devon Espejo did not enter the teaching profession to spend her time policing cell phones in her classroom. An art teacher at Santa Marcos High School in Santa Barbara, CA, she has watched as phones and social media have tightened their grip on her students.  

    Educators are deeply concerned about the impact social media has on students’ mental health and believe those negative effects are another reason to limit access to phones at school. However, is the relentless, intolerable, and exhausting disruptions that have made their presence untenable. 

    “It takes up too much time. I don’t want to be the phone police,” she says. “I want to teach.”  

    Protecting the learning environment

    Santa Barbara educators took their case to the district, and the district, eventually, listened. In the 2024-25 school year, Santa Barbara Unified School District (SBUSD) enacted a new cellphone policy called “Off and Away” that requires all high school students to park their phones in “cell phone hotels” — numbered pouches hanging either on classroom walls or over doors — before they sit down in class. 

    For educators in the district and an overwhelming majority nationwide, these restrictions are welcome and overdue.  

    A 2024 National Education Association poll found that 90% of teachers support prohibiting student cell phone use during instructional hours. Seventy-five percent favor extending restrictions to the entire school day.  

    A 2023 student survey by Common Sense Media found that, on a typical day, the average student receives hundreds of notifications on their phone, about a quarter of which arrive during the school day. 

    “Students are so reassured by that sound. They’re flipping it over and looking at the screen without even realizing that they’re doing it,” says Noelle Gilzow, a science teacher in Columbia, MO, where a new restrictive cell phone policy was introduced in middle and high schools in 2024. 

    It is a step more schools are taking. Cell phone bans never went away, but prior to the pandemic, many districts were looking for a middle ground. Current trends, however, suggest that any lingering patience with the devices has faded.  

    “We’re definitely seeing more schools tighten up their policies,” says Elizabeth Keren-Kolb, professor of educational technologies at the University of Michigan. “The question is how far these bans should go.” 

    Considering all perspectives

    Currently, these bans or restrictions are limited to the classroom, where, says San Marcos English teacher Frank Koroshec, there really isn’t any convincing pedagogical reason to allow student access. “We have other resources in classrooms — iPads, Chromebooks — so I don’t think we need phones in the classroom for learning.”  

    Still, when designing and implementing a new policy, the voices of all stakeholders must be considered, says Victor Pereira, co-chair of the Teaching and Technology Leadership Program at the Harvard University Graduate School of Education. “You need to listen to everyone. This is a complex issue, and all those folks come with very different perspectives.”  

    Many parents’ fear that they will not be able to reach their children during an emergency has fueled some opposition to more ambitious cell phone restrictions.  

    Ken Trump, president of National School Safety and Security Services, cautions that cell phone communication during emergencies can increase safety risks. “During a lockdown, students should be listening to the adults in the school who are giving life-saving instructions, working to keep them safe,” Trump explains.  

    So far, parent support for the restrictions in place at San Marcos High has been encouraging, and educators there report that the learning environment has improved since “Off and Away” went into effect.  

    There are some holdouts among the parents, says Espejo, “but if they were to sit through a class with kids who have access to their phones and then sat through one where phones were not allowed, they would endorse it. It’s like night and day.” 

    Source link

  • What Early Education Teachers Need to Know About Technology 

    What Early Education Teachers Need to Know About Technology 

    Early childhood educators are responsible for the positive development, health, and well-being of many children, making critical the appropriate use of technology in those settings.

    Michelle Kang

    CEO, National Association for the Education of Young Children (NAEYC)

    Alissa Mwenelupembe

    Managing Director of Early Learning, NAEYC

    When we were children — and even when our own children were little — educational television shows like “Sesame Street,” “Mr. Rogers’ Neighborhood,” and “Reading Rainbow” provided time-limited relief for busy parents and an opportunity for children to learn.  

    Now, screens are ubiquitous as adults carry them in pockets and purses, and the content coming from those screens has changed considerably to become more interactive, brighter, and more likely to encourage continued engagement with the screen. It’s no longer as straightforward as turning off the corner television set. 

    The research on children and technology is ongoing, and the American Academy of Pediatrics has declined to set recommended screen time hours for children — not because unlimited screen time is good, but because not all screen time is equal. 

    For parents, this presents an individual challenge, but for early childhood educators, it is magnified across a whole program, where teachers are responsible for the positive development, health, and well-being of many young children at once. 

    What is appropriate? 

    A guiding rule is that the use of technology in an early childhood education setting, whether in a center, home, or school, should be in service to developmentally appropriate practices around learning. 

    That takes professional judgment by early educators who, through expertise and experience, can identify the value of incorporating active, hands-on technology into activities based on the readiness of the children and whether it will support their learning.  That also means early educators must have appropriate training, support, and digital literacy themselves. 

    Any technological engagement by children should support creativity and/or cognitive and social development. Special consideration should be given to how it can help create equity, particularly by using translation and assistive technology supports to engage with multi-language learners or children with identified disabilities. 

    One great example of technology use in a preschool classroom was from a teacher who shared a story with the National Association for the Education of Young Children (NAEYC) of assigning a classroom job of “journalist” to one of the preschoolers in her integrated special education classroom. The child would document the day by taking photos on a tablet, and then report on one of the pictures during the closing circle. It’s interactive, sparks conversation, inspires creativity, and is adaptable to different developmental levels. 

    What are some guidelines? 

    NAEYC and the Fred Rogers Center for Early Learning and Children’s Media issued a technology and interactive media position statement in 2012. While it is on the docket for a renewal and refresh, the fundamentals still hold even as technology has advanced. 

    Early childhood educators should:  

    • Select, use, integrate, and evaluate technology and interactive media tools in intentional and developmentally appropriate ways, giving careful attention to the appropriateness and the quality of the content, the child’s experience, and the opportunities for co-engagement. 
    • Provide a balance of activities in programs for young children, recognizing that technology and interactive media can be valuable tools when used intentionally with children to extend and support active, hands-on, creative, and authentic engagement with those around them and with their world. 
    • Prohibit the passive use of screens in early childhood programs for children younger than two, and discourage passive and non-interactive uses with children ages two through five. 
    • Limit any use of technology and interactive media in programs for children younger than two to those that appropriately support responsive interactions between caregivers and children and that strengthen adult-child relationships. 
    • Provide leadership in ensuring equitable access to technology and interactive media experiences for the children in their care and for parents and families. 

    There is no one-size-fits-all way to address technology in early education programs, even and especially as technology expands to include AI. However, well-prepared and supported educators using their professional judgment will remain the critical link between children and safe, effective engagement with technology.

    Source link

  • Technology’s Role in Helping Educators Navigate the Future of Learning

    Technology’s Role in Helping Educators Navigate the Future of Learning

    Our panel of experts discusses the biggest challenges facing educators today and how educational technology can help — if used properly.

    Melinda French Gates

    Philanthropist, Businesswoman, Author

    What is the biggest challenge you see educators facing today, especially women educators?

    The worst thing you can do is put a lot of pressure on yourself to fit in. I know because I’ve been there. What I learned is that I was much happier — and much more effective as a professional — when I found my own leadership style. My advice to anyone in that position today is this: You will succeed because of who you are, not in spite of it. In the meantime, surround yourself with people who believe in you and will bring out the best in you.

    What would you tell today’s educators to help them ignite a passion for STEM subjects in the next generation of female innovators?

    The best educators understand that many girls are interested in STEM subjects — and many girls are really good at STEM subjects — but they get interested in them at different times and for different reasons. For example, because girls don’t always get the same early exposure to STEM that boys do, their interest tends to develop later. While boys often get into tech through video games, girls are more likely to develop an interest in the subject when they see it as a way to solve real-world problems. Educators can help by introducing STEM to girls early, bringing these subjects to life, and telling the girls in their classes, “Hey, I think you’d be good at this.” 

    Sean Ryan

    President, McGraw Hill School

    What is the biggest challenge you see educators face today?

    The social context in which teachers operate poses immense challenges. Educating a child — though all are natural learners — has become more complex in recent years; more complex than I’ve seen in my entire education-related career. Poverty, social media, gun violence, ideology, belief systems, and the unrelenting advance of technology mean that what worked yesterday might be less relevant today, and what we might need tomorrow is harder to discern. That’s why as a curriculum and technology provider, we must stay in close contact with educators to ensure that we remain a worthy, agile, and, most importantly, trusted partner.

    Where do you see the adoption of education technology headed in the next year?

    Education technology has been deployed in a piecemeal fashion to serve a variety of specialized needs. Together, the promise is immense. Separately, confusion and frustration can ensue. The key, in my view, is systems integration to create an increasingly coherent digital learning environment that complements the physical classroom. However, this takes time. I’m less interested in new features and functionality and more enthusiastic about what happens to the teacher’s workload when core, intervention, and supplemental solutions work in harmony to ease the teacher’s burden. There will be progress next year, but it will be of an evolutionary nature, not revolutionary. You might not even notice it.

    With the increased use of education technology, how can we help keep teachers from burning out and ensure that technology enhances, rather than complicates, their instructional practices?

    Teachers have a near-impossible task of educating a class of students with a wide variety of demonstrated performance levels across subjects. The year of a child’s birth is a poor organizing principle. Given that principle is not likely to change any time soon, technology must be deployed thoughtfully to handle the administrative, logistic, and computational work that supports personalization at scale. Automation should absorb time-consuming tasks that teachers are taking home or missing lunch to complete. Let’s empower teachers to get to know their students, to create a vibrant learning environment that goes beyond a universal and rigid scope and sequence with a single subject.

    What advice would you give to educators, administrators, and policymakers as they navigate the increasingly complex landscape of educational technology solutions?

    Despite daily pressures, try to think long-term. Despite political difference, try to think universally. What is in the best interest of the students today? What is in the best interest of all of us outside of the classroom tomorrow? An educated polity is vital to improving the human experience. We are constantly planting and replanting democracy and the precursors of prosperity in the minds of the next generation. For it to take root, flourish, and grow, there must be constancy of purpose. It’s through the lens of that purpose that we can evaluate new technologies to determine if they serve or, perversely, demand servitude. Technology in isolation is neutral. Only in the context of human wants and needs can we determine if a technology is useful or harmful.

    How can K-12 schools address concerns of the digital divide, especially when it comes to equitable access to devices, internet connectivity, and high-quality content?

    It begins with measurement. Don’t assume national headlines reflect your local reality. Take time to understand the computing environment across buildings and between the homes of your students. We should neither assume a problem nor that there isn’t one. Once you know the state of things, administrators can go to work with trusted technology partners to close known gaps. Today, with the near ubiquity of devices and high-speed connectivity, there’s no reason to leave anyone out. This requires communication and cooperation between home and school. With respect to high-quality content, take the time to understand the differences between solutions. The lower the quality, the more grandiose the promises.  

    Source link

  • How Technology Can Improve the Classroom for All

    How Technology Can Improve the Classroom for All

    Since going viral with her “Gen Z history” TikTok series, teacher Lauren Cella is using her platform to advocate for strategically utilizing — not restricting — technology in the classroom.

    How did you get started in your career in teaching, and what led you to start sharing your journey on social media?

    I didn’t initially plan on teaching. I studied journalism at San Diego State, inspired by movies featuring magazine editors. I later chose history as a minor just for fun. After college, I pursued journalism, but I eventually tried substitute teaching, loved it, and got my credential in history. 

    During COVID, my students encouraged me to post lessons on TikTok, where I shared content in a humorous, easy-to-understand way. My Russian Revolution video went viral, which led me to keep creating these quick, story-like history lessons. I love reaching people worldwide and making history engaging. My videos are only about a minute long, which helps with attention spans, although I know they simplify complex topics. My hope is these videos spark curiosity, encouraging viewers to explore history further. 

    What are some emerging trends in technology that you think are shaping the future of education or that you have used in your classroom to engage students? 

    AI is a major topic in education now, especially around how its used and the ethics of it. Initially, my school blocked ChatGPT but then allowed it when teachers started using it to adapt lessons for different reading levels or languages. In my journalism class, we discussed the ethics of AI. My students agreed it wasn’t ethical to let AI write an article for them, but they saw value in using it to generate interview questions. These discussions highlight that we can’t avoid new technologies — we need input from students, teachers, and administrators to navigate them responsibly. 

    Companies like Adobe are creating student-friendly versions of AI tools, helping ease the burden on teachers. I also use AI to caption videos, which saves time. Students heading into creative fields need to learn these tools, as AI proficiency is essential. Just as learning to type or use email became necessary, so will understanding AI. 

    Do you have any advice for balancing the benefits of technology with the need for face-to-face interaction in the classroom?

    Teaching during the pandemic proved technology can’t replace teachers. Students need human connection. While tech has its place, it should be used to build specific skills, not just replace traditional methods. For example, students should still use a pen and paper daily, as it activates different brain functions and builds motor skills. Using technology in class should go beyond digitizing worksheets; it should add real value, like using AI in art to analyze creative elements. Ultimately, tech should support, not replace, essential hands-on learning for students’ overall development. 

    Do you have any tips for teachers looking to stay organized and efficient so they can focus on engaging their students in the classroom? 

    My biggest advice: Don’t grade everything. It’s okay to assign work as practice without grading it. Focus on priority standards — what students truly need to know — and build multiple assignments into one when possible. Trying to do it all leads to burnout without improving student outcomes. Start small, establish routines, and add more gradually to avoid overwhelming yourself and your students. 

    Is there any technology that you recommend that helps with the behind-the-scenes side of teaching, like lesson planning and grading? 

    I recommend using tools like Illuminate and Google Classroom extensions like Brisk and Magic School to manage data effectively. For one-to-one schools, Google offers many helpful extensions, and programs like IXL provide valuable insights. The key is to focus on areas where students struggle most, using data to streamline your lesson planning. With large classes, pulling reports helps make sense of data and can guide your approach without being overwhelming. 

    Are there any key digital safety practices that teachers should be implementing to protect students online? 

    It’s challenging when schools block tools like ChatGPT or YouTube, as they can also be valuable educational resources. We’re at a crossroads and need more digital citizenship education to teach students about online risks and the lasting consequences of their actions. Many students don’t realize that certain online behaviors, like sharing inappropriate images, can have serious legal consequences. They’re also vulnerable to scams, online blackmail, and bullying, particularly on group chats and gaming platforms. Parents should be aware that even if kids aren’t on social media, they’re still interacting with others online. We must educate young people on these dangers, as laws haven’t fully caught up to technology. Parents, teachers, and students need to support each other, staying vigilant and reporting harmful situations online just as they would in real life. 

    Do you have any advice for teachers who are facing burnout or mental health struggles right now?

    It’s not you; it’s the system. You’re not doing anything wrong, and you can’t change everything on your own. If you burn out, they’ll replace you, but students benefit from experienced teachers. High turnover isn’t good for schools or students. 

    Social media can distort reality, making it seem like everyone is angry and divided. In reality, most people are not like that. Social media algorithms promote outrage, which skews our perception of others. Many teachers online appear to have perfect classrooms, but that’s often not the case — they face the same challenges as everyone else. I try to share positive experiences to stay motivated, but I’ve encountered many difficulties that I don’t discuss publicly. 

    It’s also easy for students to idolize influencers, but most of what they see online is curated and not real. They should focus on real-life skills instead of just consuming online content. Encourage students to engage in offline activities like sports, arts, or social groups to foster real interactions. For example, in my classroom, I limit phone use during free time to promote conversations and social skills. 

    To support students academically, tools like Canva and Google Classroom can help organize assignments and instructions in one place. This is important because students juggle multiple classes and responsibilities. They need resources to manage their workload effectively, like accessible rubrics and checklists. Technology allows students to take ownership of their learning, especially during emergencies. Teaching them to use project management tools can build important skills. At my school, we even grade time management alongside project quality. Overall, digital organization and project management are valuable skills for students and teachers alike.



    Source link

  • Harnessing AI in Education: Opportunities and Challenges

    Harnessing AI in Education: Opportunities and Challenges

    The integration of artificial intelligence (AI) into the nation’s classrooms presents both remarkable benefits and significant challenges. 

    In school districts around the country, school board members are working with key education stakeholders, including superintendents, principals, teachers, parents, and students to determine how to harness AI’s benefits while protecting student and teacher agency, ensuring student privacy, and safeguarding data.

    One of the most exciting benefits of AI in education is its potential to personalize learning experiences. Imagine a student who struggles with a particular math concept receiving additional practice and resources tailored to their needs, while advanced learners receive more challenging problems. Or, a student who enjoys fantasy stories could read those, while another who prefers nonfiction gets recommendations in history or science. With lessons tailored to each student’s needs and interests, the result is a more engaging and effective learning experience for the student that improves grades and fosters a love of learning.

    AI-based applications can also help teachers with administrative tasks like scheduling, giving them more time for instruction and one-on-one interactions with their students. Additionally, AI tools can facilitate communication between teachers, students, and parents, helping everyone stay informed about a student’s progress.

    Equitable and fair learning

    Despite its benefits, the incorporation of AI in schools poses several challenges. Equal access to the technology is paramount. If some students have inequitable access, learning gaps could widen further. This divide is a crucial concern for school board members who must ensure that each student benefits from AI educational innovations, regardless of their socioeconomic status, ZIP Code, or background. 

    Another critical concern is student privacy. While school districts have established student privacy policies in the wake of the rapidly evolving technological landscape, educational leaders must ensure that their guidance is stringent enough to continue to protect student information as AI continues to evolve. 

    Concerns have been raised about possible cheating, plagiarism, and misinformation. As with any new technology, students must be taught how to use AI responsibly and ethically. Twenty-five years ago, teachers thought graphing calculators, which could store sophisticated formulas and programs, would lead to rampant cheating. The same concerns were raised about smartphones, which could answer any question with a simple internet search.

    Additionally, while AI can enhance the learning experience, it cannot replace the invaluable role of teachers. Effective teaching involves emotional intelligence, empathy, and personal connections — qualities that artificial intelligence cannot replicate. School board members and other educational leaders must emphasize the importance of a balanced approach, integrating AI resources as a complementary tool rather than a replacement for traditional teaching methods. They must also ensure that educators receive appropriate professional development and other support to know how to effectively incorporate AI into their teaching practices and help students leverage AI to enhance their learning. 

    Equipping teachers and students for success

    Ensuring each student’s access to artificial intelligence tools, as well as the appropriate safeguards, technology, and training needed to accompany these innovations, will require additional funding from federal and state sources for school districts with already limited resources.

    In the end, each community must decide its own approach toward the use of AI. When implemented correctly, it can be used ethically and effectively to enhance the educational experience for each student by empowering teachers, bridging educational gaps, and maximizing student potential. 

    As we look toward a future where jobs increasingly rely on AI, it is imperative that we equip our students today with the skills they need not just to adapt to this evolving landscape, but to lead in a world transformed by artificial intelligence.

    Source link

  • For Adult Learners, College Means More Than Just Jobs and Wages

    For Adult Learners, College Means More Than Just Jobs and Wages

    Title: Multiple Meanings of College: How Adult Learners Make Sense of Postsecondary Education & Why It Matters

    Authors: Melanie Shimano and Becky Klein-Collins

    Source: Council for Adult and Experiential Learning, Stanford Pathways Network, and Strada Education Foundation

    When adults decide to go back to college, some people assume their motivations are purely economic—to get a better job, make more money, or move up the corporate ladder. However, a new study by Council for Adult and Experiential Learning, Stanford Pathways Network, and Strada Education Foundation challenges this narrow view. Researchers interviewed 120 adult learners and found that they have many different reasons for wanting a college degree.

    While most people said they wanted to advance their careers and make more money, they also had personal reasons that were just as important. For example, they want to:

    • Set a positive example for their children
    • Push back against racism and discrimination through educational attainment
    • Gain skills to better serve their communities
    • Fulfill a lifelong ambition and gain a sense of achievement
    • Grow as individuals by developing new capabilities and identities

    The people interviewed said support from their schools, employers, coworkers, friends, and family was key to their success. Programs designed for adults, caring advisers, and supportive loved ones made it easier to juggle school, work, and life. When asked if college was “worth it,” many said yes because of what they learned, how it helped their careers, and the personal goals they achieved. But some who took on a lot of debt or felt they weren’t learning enough had doubts.

    To serve adult students well, institutions should consider all the reasons they go back to school. Here are some key recommendations from the report:

    • Craft recruitment messages that resonate with a range of motivations beyond just economic benefits
    • Explicitly recognize and celebrate personal, familial, and civic goals in advising
    • Provide college credit for completion of alternative credentials to leverage the symbolic power of a college degree
    • Assess student success comprehensively, incorporating metrics like community involvement in addition to earnings

    While there is growing enthusiasm for alternative educational pathways, adult learners remind us that a college degree still holds significant value for Americans in many ways. As institutions work to create more paths to success, it is crucial to understand and build upon the multifaceted meaning of college for adult learners.

    Click here to read the full report.

    —Alex Zhao

    If you have any questions or comments about this blog post, please contact us.

    Source link

  • Supporting Students Formerly in Foster Care

    Supporting Students Formerly in Foster Care

    Title: Addressing Challenges and Support for Youth Formerly in Foster Care

    Author: Ellie Taylor

    Source: Trellis Strategies

    Youth formerly in foster care (YFFC) face complex and heightened demands with regard to postsecondary education. In a new brief from Trellis Strategies, the author discusses the distinct needs of YFFC who pursue higher education.

    Trellis Strategies’ 2023 Student Financial Wellness Survey found that YFFC have considerably lower levels of food security compared to their peers, while the share of housing insecure YFFC students is 28 percentage points higher than that of non-YFFC students. Additionally, more than seven in 10 YFFC students did not know if their institutions had aid programs for them.

    Most institutions do not have a means of identifying YFFC if they do not first identify themselves, complicating their ability to help students. However, less than 40 percent of students who indicated their YFFC status on their FAFSA reported receiving more funding. While 18 percent of students knew about institutional aid opportunities and 25 percent knew about state aid opportunities, 63 and 54 percent of students who were aware of these programs, respectively, participated in them.

    The report highlights four key policy recommendations:

    • Fund and appoint liaisons for YFFC. Institutions should have a full-time staff member dedicated to supporting YFFC students.
    • Cultivate more awareness of support for students. Develop and sustain communication between higher education institutions and foster programs in order to build a robust awareness of resources for YFFC students and identify YFFC students.
    • Develop accessible programs for YFFC. Make programs, including trauma-informed counseling and academic support, convenient and free for YFFC.
    • Offer food and housing assistance. Designate specific housing for YFFC and provide aid to ease the financial burden of housing and food.

    Read the full report here.

    —Kara Seidel

    If you have any questions or comments about this blog post, please contact us.

    Source link

  • Secretary Cardona celebrates International Education Week 2024

    Secretary Cardona celebrates International Education Week 2024

    Since February 2007, International Higher Education Consulting Blog has provided timely news and informational pieces, predominately from a U.S. perspective, that are of interest to both the international education and public diplomacy communities. From time to time, International Higher Education Consulting Blog will post thought provoking pieces to challenge readers and to encourage comment and professional dialogue.

    Source link

  • A new mission for higher education policy reviews

    A new mission for higher education policy reviews

    by Ellen Hazelkorn, Hamish Coates, Hans de Wit & Tessa Delaquil

    Making research relevant to policy

    In recent years there has been heightened attention being given to the importance of scholarly endeavour making a real impact on and for society. Yet, despite a five-fold increase in journal articles published on higher education in the last twenty years, the OECD warns of a serious “disconnect between education policy, research and practice”.

    As higher education systems have grown and diversified, it appears with ever increasing frequency that policy is made on the slow, on the run, or not at all. Even in the most regulated systems, gone is the decades-long approach of lifetime civil servants advancing copperplate notes on papyrus through governmental machines designed to sustain flow and augment harmony. In the era of 24-hour deliberation, reporting and muddling through, it may seem that conceptually rooted analysis of policy and policymaking is on the nose or has been replaced by political expediency.

    Nothing could be further from the truth. There has never been a more important time to analyse, design, evaluate, critique, integrate, compare and innovate higher education policy. Fast policy invokes a swift need for imaginative reflection. Light policy demands counterbalancing shovel loads of intellectual backfilling. Comparative analysis is solvent for parochial policy. Policy stasis, when it stalks, must be cured by ingenious, ironic, and incisive admonition.

    Governments worldwide expect research to provide leaders and policymakers with evidence that will improve the quality of teaching and education, learning outcomes and skills development, regional innovation and knowledge diffusion, and help solve society’s problems. Yet, efforts to enhance the research-policy-practice nexus fall far short of this ambition.

    Policy influencers are more likely to be ministerial advisory boards and commissioned reports than journal articles and monographs, exactly opposite to what incentivizes academics. Rankings haven’t helped, measuring ‘impact’ in terms of discredited citation scores despite lots of research and efforts to the contrary.

    Academics continue to argue the purpose of academic research is to produce ‘pure’ fundamental research, rather than undertake public-funded research. And despite universities promoting impactful research of public value, scholars complain of many barriers to entry.

    The policy reviews solution

    Policy Reviews in Higher Education (PRiHE) aims to push out the boundaries and encourage scholars to explore a wide range of policy themes. Despite higher education sitting within a complex knowledge-research-innovation ecosystem, touching on all elements from macro-economic to foreign policy to environmental policy, our research lens and interests are far too narrow. We seem to be asking the same questions. But the policy and public lens is changing.

    Concerns are less about elites and building ‘world-class universities’ for a tiny minority, and much more about pressing social issues such as: regional disparities and ‘left-behind communities’, technical and vocational education and training, non-university pathways, skills and skills mismatch, flexible learning opportunities given new demographies, sustainable regional development, funding and efficiency, and technological capability and artificial intelligence. Of course, all of this carries implications for governance and system design, an area in which much more evidence-based research is required.

    As joint editors we are especially keen to encourage submissions which can help address such issues, and to draw on research to produce solutions rather than simply critique. We encourage potential authors to ask questions outside the box, and explore how these different issues play out in different countries, and accordingly discuss the experiences, the lessons, and the implications from which others can learn.

    Solutions for policy reviews

    Coming into its ninth year, PRiHE is platform for people in and around government to learn about the sector they govern, for professionals in the sector to keep abreast of genuinely relevant developments, and for interested people around the world to learn about what is often (including for insiders!) a genuinely opaque and complex and certainly sui generis environment.

    As our above remarks contend, the nature of contemporary higher education politics, policy and practice cannot be simplified or taken for granted. Journal topics, contributions, and interlocutors must also change and keep pace. Indeed, the very idea of an ‘academic journal’ must itself be reconsidered within a truly global and fully online education and research environment. Rightly, therefore, PRiHE keeps moving.

    With renewed vim and vigour, the Society for Research into Higher Education (SRHE) has refreshed the Editorial Office and Editorial Board, and charged PRiHE to grow even more into a world-leading journal of mark and impact. Many further improvements have been made. For instance, the Editorial Office has worked with SRHE and the publisher Taylor and Francis to make several enhancements to editorial and journal processes and content.

    We encourage people to submit research articles or proposals for an article – which will be reviewed by the Editors and feedback provided in return. We also encourage people to submit commentary and book reviews – where the authors have sought to interrogate and discuss a key issue through a policy-oriented lens. See the ‘instructions for authors’ for details.

    Read, engage, and contribute

    This second bumper 2024 issue provides six intellectual slices into ideas, data and practices relevant to higher education policy. We smartly and optimistically advise that you download and perhaps even print out all papers, power off computers and phones, and spend a few hours reading these wonderful contributions. We particularly recommend this to aspiring policy researchers, researchers and consultants in the midst of their careers, and perhaps most especially to civil servants and related experts embedded in the world of policy itself.

    SRHE and the Editorial Office are looking ahead to a vibrant and strong future period of growth for PRiHE. A raft of direct and public promotion activities are planned. PRiHE is a journal designed to make a difference to policy and practice. The most important forms of academic engagement, of course, include reading, writing and reviewing. We welcome your contribution in these and other ways to the global PRiHE community.

    This blog is based on the editorial published in Policy Reviews in Higher Education (online 16 November 2024) A new mission for higher education policy reviews

    Professor Ellen Hazelkorn is Joint Managing Partner, BH Associates. She is Professor Emeritus, Technological University Dublin.

    Hamish Coates is professor of public policy, director of the Higher Education Futures Lab, and global tertiary education expert.

    Hans de Wit is Professor Emeritus and Distinguished Fellow of the Boston College Center for International Higher Education, Senior Fellow of the international Association of Universities.

    Tessa DeLaquil is postdoctoral research fellow at the School of Education at University College Dublin.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

    Source link