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  • Factors for Choosing the Best

    Factors for Choosing the Best

    Every educational institution relies on students, and data management is essential to their success. The appropriate Student Database Management System can alter the game for colleges and institutions as they adapt to new technology. With more and more institutions using digital solutions for student data management, as decision makers, it’s necessary to know what aspects matter the most! We recommend you consider these five factors while choosing the optimal system for your higher ed campus! 

     

    Five Important Factors to Keep in Mind When Selecting a Student Database Management System

     

     

    You simply can’t miss taking your institution’s demands into account while selecting a Student Database Management System. Integrating with your current infrastructure saves time, lowers mistakes, and enhances student outcomes. Let’s talk about the five most important factors that will assist you in making a smart decision for the success of your organization.

     

    Cloud Automation 

    A survey from Educause states that 80% of institutions of higher education have transitioned at least a portion of their services to the cloud. Institutions can be assured that their student data is safe and secured and in an accessbile format with cloud-based student database management systems. This transition to cloud automation guarantees real-time updates and more efficient operations, improving the entire experience for both students and staff. (Source: Educause Horizon Report, 2020)

    Locking Down Data Security

    A 2023 IBM study found that 60% of higher education institutions faced significant data breaches. The next big thing to consider when choosing the right student database management system is hence data security! University management systems with high data security help prevent incidents with their role-based access controls. By limiting data access to authorized personnel—whether students, staff, or parents—institutions can safeguard sensitive information, mitigate risks, and maintain compliance with data protection regulations like GDPR.  

     

    Better Insights, Decisions

    Inside Higher Ed found that data analytics improves student retention by 25%. The right student database management system can help administrators spot at-risk students and intervene quickly with real-time performance dashboards. Trust us, predictive analytics improve policymaking and student results by predicting future trends! 

     

    Notifications in a Flash 

    The majority of students (70%) say they are more involved when they are notified about upcoming activities and deadlines promptly highlights Gallup’s study. In order to improve communication and organizational efficiency, automated messages and notifications are put in place to make sure that administrators, students, and teachers never miss any essential information, such as when exams are scheduled or when assignments are due. So this is a never-miss-out when it comes to the right student database management system.

     

    Mobile – All You Need in Your Pocket

    PwC study indicated that over 50% of students prefer mobile apps for academic content. Mobile access keeps students and faculty linked for attendance, grade updates, and fee payments. Trust us, a smooth mobile experience boosts student engagement and satisfaction.

     

    Transform Student Management with Creatrix Campus

    A revolutionary student management system, Creatrix Campus simplifies every element of student life for institutions and students. Our technology connects across the web and mobile, making attendance, grading, and communication easy. Technology and student success combine at Creatrix Campus—the future of education management. Contact us now.

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  • Hoke’s Notes – The Plight of Small Colleges – Edu Alliance Journal

    Hoke’s Notes – The Plight of Small Colleges – Edu Alliance Journal

    January 27, 2025

    It has been two years since I last wrote a blog post for the Edu Alliance Journal. During that time, I took on the role of President/CEO of the American Association of University Administrators (AAUA) and dedicated myself fully to the organization. I set ambitious goals, including:

    1. Launching a marketing and branding campaign to elevate AAUA’s visibility,
    2. Increasing institutional and individual membership,
    3. Establishing a high-profile multi-day conference, and
    4. Stabilizing the organization’s finances to allow the hiring of a paid executive director.

    While I initially anticipated achieving these milestones within three years, the board and I managed to accomplish them in just 18 months.

    Reaching these goals was a significant achievement, and it signaled to me that it was time to focus on other priorities. As such, I submitted my resignation, effective January 1st, and “retired” from my leadership role at AAUA. However, I’ve always felt that retirement, in the traditional sense, isn’t for me. At 74, I still have ideas to share and contributions to make in the field of higher education.

    I aim to address several projects and issues moving forward, such as returning to my work as an international higher education consultant and re-launching two podcast series. However, one other area is especially close to my heart: the plight of small colleges.


    The Plight of Small Colleges

    If you’ve followed my journey, you know that I earned my undergraduate degree from Urbana University, a small private college in Urbana, Ohio—a city with a current population of 11,161. In 1975, I designed my own major in College Administration, combining courses in business, history/political science, and psychology. During my senior year, I also completed a year-long internship in admissions.

    As a nontraditional student (having started at the University of Dayton in 1968), it took me 6 ½ years and over 30 part-time jobs to complete my degree. Urbana gave me the opportunity to figure out what I wanted to do and how I could contribute to the world. It taught me adaptability and the goodness in people, which led me to the field I love—higher education.

    Unfortunately, Urbana University didn’t survive. After being acquired by Franklin College in 2014, it closed its doors in May 2020 due to challenges brought on by the coronavirus pandemic and years of low enrollment.

    Urbana had been an integral part of the community since 1850, serving as a significant economic engine. A 2017 study by the Southwestern Ohio Council for Higher Education estimated that Urbana contributed over $60 million annually to the economies of Champaign and Logan counties and employed 111 full-time staff during the 2015-2016 academic year. Its closure was devastating—not only for the university but also for the local businesses that depended on the foot traffic of students, visitors, and sports spectators.

    Rural colleges like Urbana serve as vital economic and social hubs for their communities. However, the increasing trend of college closures poses significant risks, including economic downturns, reduced social engagement, and the loss of cultural identity.


    Moving Forward

    To address this issue, I’m developing a funding proposal to analyze the multifaceted impacts of struggling colleges in rural areas. My goal is to propose actionable solutions and share findings that empower policymakers and community leaders. By combining innovative research, advocacy, and problem-solving, this initiative seeks to provide practical tools for fostering resilient rural communities.

    The research will focus on rural communities in Indiana, Ohio, and Pennsylvania. I’ve already received encouragement from regional leaders and am optimistic about finding partners to support this initiative. I’m seeking foundations, corporations, and government agencies to help fund this project, which aims to mitigate the ripple effects of college closures in rural America.

    If you have thoughts or suggestions on this topic—or know of potential funders—please feel free to contact me at [email protected].

    Stay tuned for updates on this and other projects I’m passionate about.


    Dean Hoke is Co-Founder and Managing Partner of Edu Alliance, an international higher education consultancy and podcast co-host of Higher Ed Without Borders and Small College America. He recently served as President/CEO of the American Association of University Administrators.

    Dean began his professional career in 1975 with Bellarmine University, working in a variety of roles, including Admissions and External Relations. In 1983, he entered the broadcasting field, serving as a senior executive for Public Broadcasting System stations and a cable network. In 1998, he co-founded The Connected Learning Network, a full-service online learning company. In 2009, he accepted an invitation to move to the United Arab Emirates, serving in senior positions at Higher Colleges of Technology and Khalifa University before co-founding Edu Alliance in Abu Dhabi in 2014.

    Hoke is passionate about advancing academic excellence and innovation worldwide.  He participates in numerous advisory and consulting projects on international branch campuses, marketing/branding, and business intelligence. Dean has consulted, presented, and written on leadership, higher education, and distance learning in the United States, Bahrain, Kazakhstan, Lebanon, Oman, Nigeria, Spain, and the United Arab Emirates.

    Hoke has a B.A. from Urbana University, an M.S. from the University of Louisville, and a Certificate in Executive Management from the University of Pennsylvania Wharton School. Dean currently resides in Bloomington, Indiana.

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  • OfS with their heads: is Cromwell to blame?

    OfS with their heads: is Cromwell to blame?

    by Paul Temple

    If you’ve been watching the BBC adaptation of Hilary Mantel’s Wolf Hall: The Mirror and the Light, you may like me have been surprised by how little higher education featured in the story. (All right, they couldn’t cover every aspect of sixteenth-century English life, but still.) England’s two universities at that time (Scotland of course had four by the end of the sixteenth century) had essential roles as the principal providers of the skilled workforces that expanding commercial, administrative, and legal functions needed – although where Thomas Cromwell himself (played by Mark Rylance) gained his legal and administrative skills remains a mystery: presumably they were picked up during his travels as a young man around Europe. As a study covering a slightly earlier period put it, the medieval university professionalized knowledge, with increasingly specialised courses fitting students for careers in secular professions (Leff, 1968). Religious instruction, sometimes assumed to be the main function of the pre-modern university, was largely undertaken in separate monastic and cathedral schools. These might have developed into universities with secular roles, but instead in England largely faded away.

    The significance of England’s two universities is indicated by the powers that Cromwell took to control them in his ascent through English government in the 1530s. At Oxford, he saved the institution that his patron Cardinal Wolsey had established as Cardinal College and turned it into Christ Church College; and in 1534 “wrested the Visitorship of New College [by then 155 years old] from its customary holder as Bishop of Winchester, Stephen Gardiner” (MacCulloch, 2018: 275) – Cromwell’s implacable enemy, played creepily in the series by Mark Gatiss. This created another grudge that Gardiner held against Cromwell, and which he would repay with interest. Tensions surrounding what we would now call the governance of higher education had surprisingly important ramifications in the politics of the Tudor court. (Wolsey also established in 1528 a college in Ipswich, his place of birth, but for a number of complicated reasons it was short-lived, and so never, as it presumably might have done, became England’s third university.)

    Medieval and early-modern Oxford University was continually engaged in disputes, sometimes violent ones, with the city, and Cromwell was apparently regularly called in to arbitrate. This was the man at the very centre of the administration of the English state: if the Cabinet Secretary dropped in to help your University sort out a planning problem with the local council, it would indicate, I think, that we were looking at a big deal nationally. (We may gain a sense of the scale of these town vs gown disputes by referring to what are known as the St Scholastica’s Day riots of 1354 which led to the deaths of 62 Oxford scholars. As Oxford student numbers have been estimated at around 1,500 at this time, this implies a remarkable death toll of about 4% of the student population. Not for the last time in troubles involving university students, drink seems to have been implicated.)

    It seems that Cambridge University felt that they were getting a bit left out, and so in 1534 offered Cromwell the position of High Steward and a year later elected him Chancellor, in place of Bishop John Fisher, who was executed that year – although not, it seems, as a result of any failures in university leadership (MacCulloch, 2018: 276); so unfortunately we cannot properly read this as a warning about the risks involved in university management. It seems that Cromwell’s first job at Cambridge was to deal with the town vs gown hostilities centred around the annual fair held on Stourbridge Common: presumably he was by now something of an expert in managing these conflicts. He was also, it seems, interested in what we would now call curriculum reform, despite having no personal experience of university study: as MacCulloch remarks, under Cromwell’s direction, this was the first time “government had intruded on the internal affairs of Oxford and Cambridge, an interference that has never thereafter ceased” (306). Some of the blame for the activities of the Office for Students must therefore be traceable back to Thomas Cromwell: how did Hilary Mantel miss this plot angle?

    References

    Leff, G (1968) Paris and Oxford Universities in the Thirteenth and Fourteenth Centuries New York, NY: Wiley

    MacCulloch, D (2018) Thomas Cromwell: A Life London: Allen Lane

    Dr Paul Temple is Honorary Associate Professor in the Centre for Higher Education Studies, UCL Institute of Education.

    Author: SRHE News Blog

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

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  • want-to-build-a-robot- The Cengage Blog

    want-to-build-a-robot- The Cengage Blog

    Reading Time: 2 minutes

    Welcome to “System Dynamics and Controls,” 1e by Dr. S. Graham Kelly — a new first edition and comprehensive guide to understanding and controlling interdisciplinary engineering systems. The goal of this text is to provide the reader with a general understanding of how to mathematically model a linear engineering system and how to control it effectively.

    The fundamentals

    Engineering is inherently interdisciplinary, and successful engineers often navigate and work in multi-disciplinary teams. Whether you’re a mechanical engineer learning about electrical systems or an electrical engineer diving into chemical processes, understanding diverse disciplines is key. All engineers should have some familiarity with the modeling of physical systems of any kind, as well as with the time-dependent responses of these systems. This knowledge isn’t just theoretical, it’s integral to designing control systems that guide these systems’ operations.

    Take robotics, for example. Designing a robot requires expertise in both mechanical and electrical systems. A control system for the robot, usually an electrical controller, is designed to make the robot respond appropriately to certain inputs.

    The prerequisites

    Before diving in, it’s important to come prepared. This text is meant for those with a background in:

    • Single-variable calculus, including ordinary differential equations
    • Engineering physics, with a focus on mechanics, electromagnetism, and thermal systems
    • Core concepts from statics and dynamics, especially rigid body dynamics in planar motion

    For more advanced sections, knowledge of multi-variable calculus will be helpful. Additionally, while not essential, prior or concurrent study in chemistry, circuit analysis, fluid mechanics, and thermodynamics will enrich your understanding of specific topics and examples.

    MATLAB and Simulink

    This text frequently uses MATLAB as a tool for the determination of the response of a dynamic system. MATLAB is used as a computational tool, a programming tool, and a graphical tool. From determining dynamic system responses to programming and graphical analysis, MATLAB is used extensively throughout the text. Some specific applications include:

    Simulink, a MATLAB-developed simulation and modeling tool, is also integrated throughout this text. Simulink allows development of models, using either the transfer function or the state-space formulation, without the programming required for MATLAB.

    This text’s comprehensive approach, combining theory with practical tools like MATLAB and Simulink, equips students to tackle the complexities of interdisciplinary engineering systems.

    Written by Dr. S. Graham Kelly, Ph.D., Professor Emeritus, University of Akron and author of “System Dynamics and Controls,” 1e.

     

    Interested in this title? Dr. Kelly’s new first edition text is available for your engineering course now.

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  • A Shocking Case of Academic Misconduct at Universite Libre de Bruxelles (Emmanuel Legeard)

    A Shocking Case of Academic Misconduct at Universite Libre de Bruxelles (Emmanuel Legeard)

    A Flagrant and Repeated Breach of Academic Ethics (Université Libre de Bruxelles and European Journal of Applied Physiology)

    For
    several years now, Jacques Duchâteau and his team at the Université Libre de Bruxelles (ULB) have sought to misappropriate the 3/7 Method, a
    strength-training protocol I independently developed more than 20 years
    ago. Jean-Pierre Egger revealed the method — while respecting its
    intellectual property — during seminars and university lectures in 2012.
    Regardless of this elementary fact, ULB’s claims are contradicted by
    ample evidence proving my authorship, such as correspondence with Egger
    dating back to 2008, his documented public presentation at the
    University of Lausanne in 2012 within the ISSUL Master’s program, and
    Duchâteau’s recorded presentations at the French National Institute of
    Sport (INSEP).

    THE 3/7 METHOD, ALSO KNOWN AS THE LEGEARD PROTOCOL (Presented by Jean-Pierre Egger at the University of Lausanne in 2012)

    (You can download the full .pdf here: (PDF) Emmanuel Legeard Le 3–7 Master en sciences du sport, Université de Lausanne)

    Initially,
    Jacques Duchâteau organized conferences about me — curiously, without
    my involvement or consent — where the 3/7 Method was even referred to as
    “Legeard’s Method”. Gradually, Duchâteau resorted to insinuating that
    the method might not solely be my creation, a claim he knew was false.
    My method has never been modified by anyone. At the time, I dismissed
    these rumors as baseless. However, it became clear that this was a
    calculated strategy to dilute my rights and claim ownership of my work.

    2014: DUCHÂTEAU PRESENTS THE “LEGEARD’S METHOD” AT INSEP

    Subsequently, Duchâteau’s team — including Séverine Stragier, Stéphane Baudry, and Alain Carpentier — published a 12-page article in the European Journal of Applied Physiology about my method. Shockingly, my name, Emmanuel Legeard, WAS ENTIRELY OMITTED
    ! This publication, titled “Efficacy of a new strength training design:
    the 3/7 method”, audaciously describes the method as “new”, a blatant
    misrepresentation given its development over two decades ago and its
    public introduction in 2012 by Egger.

    European
    Journal of Applied Physiology’s predatory publishing — Predatory publishing, also write-only publishing or deceptive publishing, is an
    exploitative academic publishing business model, where the journal or
    publisher prioritizes self-interest at the expense of scholarship. It is
    characterized by misleading information, deviates from the standard
    peer-review process, and is highly opaque.

    The
    misrepresentation has not gone unnoticed. T.C. Luoma, a renowned
    American sports journalist and editor of T-Nation — a site with over
    three million monthly visitors — highlighted the issue, stating:

    “That’s
    why reading about the 3/7 method aroused my interest. It’s a set-rep
    scheme developed by French strength coach Emmanuel Legeard in the early
    2000s.”

    (Source: T-Nation Forums)

    2023: THE DUCHÂTEAU TEAM’S UNABASHED IDEA THEFT

    Last year, Grigoraș Diaconescu, an international rugby player, shared his outrage after discovering a post by Gaël Deboeck, identified as the head of Physical Therapy and Rehabilitation at ULB. Deboeck congratulated Alexis Gillet,
    a doctoral student, for using the 3/7 Method to “prove” what I
    demonstrated 20 years ago. Unsurprisingly, the publication made no
    mention of the method’s original creator. It is now evident that ULB
    intends to mislead the public into believing that their laboratory
    developed the 3/7 Method. These unethical actions demand accountability.

    2023: THE DUCHÂTEAU TEAM’S UNABASHED IDEA THEFT


    CONSEQUENCES OF THIS ACADEMIC MISCONDUCT

    If
    the Université Libre de Bruxelles believes I will quietly accept the
    theft of my work, they are mistaken. This scandal, indicative of
    dishonesty incompatible with academic integrity, must result in
    sanctions. Public funding cannot continue to
    support crooked research where my work is falsely attributed to
    impostors like Jacques Duchâteau, Séverine Stragier
    , Stéphane Baudry, Alain Carpentier, Gael Deboeck or Alexis Gillet. I
    have been lenient for years, but my patience as the rightful creator
    has reached its limit. I have begun publicly correcting this falsehood
    online, as seen in similar cases — such as one involving the University
    of Zurich — which have led to severe consequences for academic dishonesty.

    Dr Emmanuel Legeard, Ph.D. — Creator, among quite a few others, of the 3/7 Method, also known as the “Legeard Method”.

    This article originally appeared on Medium.

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  • Study Reveals Key Factors Driving Student College Choice in 2025

    Study Reveals Key Factors Driving Student College Choice in 2025

    A comprehensive new study by education research firm EAB has identified the most influential factors shaping how students choose colleges, with academic program variety, campus safety, and student organizations emerging as the top three drivers of student attraction.

    The research, analyzing data from U.S. four-year colleges, found that schools offering a wider range of majors see significantly higher student interest, with each additional program contributing to increased application and enrollment rates. Campus safety measures and the number of available student organizations were also found to be major factors in students’ decision-making process.

    “What’s particularly interesting is how these factors play out differently across institution types,” said Dr. Ryan Gardner-Cook, the project director. “For example, smaller schools gain more from incremental improvements in campus amenities and academic offerings compared to larger institutions.”

    The study also revealed that affordability remains a critical factor, especially for first-generation and low-income students. Schools with lower net prices and stronger financial aid packages showed notably higher attraction rates among these demographics.

    Environmental factors like climate and location also play a significant role. Schools in temperate climates and growing urban areas generally showed stronger appeal to prospective students. State-level political environments were found to increasingly influence student choice as well.

    The research identified nine distinct “institutional personas” ranging from “Accessible Education Anchors” to “Rigorous Academic Giants,” each with unique characteristics and challenges in attracting students. This classification system aims to help institutions better understand their competitive position and develop more effective recruitment strategies.

    For institutions looking to improve their student attraction, the study recommends focusing on controllable factors like admissions processes, student life offerings, and academic programs while finding ways to mitigate challenges related to location or cost.

    The findings come at a crucial time as higher education institutions face evolving student preferences and increasing competition for enrollment.

     

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  • Mercury in retrograde: How UT Dallas tried to roll back student press rights

    Mercury in retrograde: How UT Dallas tried to roll back student press rights

    At the University of Texas at Dallas, a new independent newspaper is bearing witness to an authoritarian streak undermining student rights on campus. Last week, The Retrograde published its first print edition — cementing its status as the successor to The Mercury, the historic student newspaper that administrators silenced last spring for expressing dissenting opinions. 

    The new paper’s name — a reference to the astrological phenomenon of “Mercury in retrograde” — also references student journalists’ perception that the university is “going in reverse” on important issues like free speech.

    “We are seeing the school backslide and we want to make sure that each step backwards is criticized and documented,” said Gregorio Olivares Gutierrez, former editor-in-chief of The Mercury and current editor of The Retrograde.

    Concerns about academic freedom on college campuses spurred an interest in journalism for Gutierrez, a UT Dallas sophomore studying political science and philosophy. In an interview with FIRE, Gutierrez explained that he joined The Mercury in October 2023, “mainly because I was hearing a lot of commotion around the removal of DEI from the classroom.” 

    Although Senate Bill 17 — which Texas passed in 2023 to ban DEI offices, training, and statements at public universities — included exceptions for teaching and research, headlines revealed in November 2024 that administrators were, in fact, subjecting teaching and research to “intense scrutiny” under the law.

    As Gutierrez tells it, he saw warning signs at the University of North Texas, UT Dallas’ closest neighbor in the statewide system, where administrators unilaterally removed references to concepts like diversity and critical race theory from course titles and syllabi. “Despite these being higher-ed concepts, you couldn’t even talk about them,” Gutierrez said. FIRE wrote a letter to North Texas on Dec. 6, 2024, urging administrators “to refrain from unlawfully ordering changes to faculty’s pedagogical material as part of UNT’s overreaching compliance with state law.”

    We are seeing the school backslide and we want to make sure that each step backwards is criticized and documented.

    At UT Dallas, Gutierrez describes the emergence of a similar climate, where faculty “are scared that what they’re going to say isn’t allowed or that it will get them in trouble,” or might be “a mark against them” in tenure review.

    Gutierrez says The Mercury was a watchdog not just at UT Dallas, but within the statewide system. 

    Retrograde editor Gregorio Olivares Gutierrez

    “Anytime [Governor] Greg Abbott wants to crack down on higher ed,” Gutierrez told FIRE, “he usually starts with UT Austin, and then the other presidents in the UT system will either . . . do the same themselves or . . . get the consequences thrown their way.” And these changes affect UT Dallas. As Gutierrez explains it, “if there’s something’s going on in one Texas school, it’s very likely that our administration is going to like what they see and try to incorporate that into our campus policy.”

    It was exactly this watchdog role that got Gutierrez and The Mercury into trouble. Last spring, after a police crackdown on First Amendment-protected protests at UT Austin, Gutierrez recalls asking, “If encampments form at UT Dallas, what will we do? How do we protect our student journalists if there are police there? Can we make sure that we’re not getting arrested while doing this important coverage?” 

    The Mercury’s journalists were not arrested by the state troopers that UT Dallas deployed to break up pro-Palestinian protests, but the newspaper’s relationship with the administration deteriorated after its coverage criticized the university for quashing peaceful protests. In the end, administrators forced Gutierrez out, firing him as editor-in-chief and then firing more staff when they went on strike in protest. To make it worse, administrators completed these terminations without following official policy on the removal of editors — denying due process to Gutierrez and his colleagues.

    It would have been very easy for us to just roll over and let the campus administration do whatever they wanted with the student newspaper. But that would be a failure on our part to do proper journalism. It would be a huge dereliction of our duty as student journalists.

    Over a thousand people signed The Mercury’s solidarity petition after Gutierrez was fired. Not only that, as Gutierrez recounted to FIRE, “The student government passed multiple resolutions denouncing the actions from campus administration and then supporting our new endeavors with The Retrograde, officially recognizing it as the student newspaper. And the faculty’s academic senate has also been in support of us. They passed a resolution, which was just like — We’ll support the student government’s decision.”

    For the student journalists behind The Mercury, the administration’s attempt to silence them marked the beginning of a new chapter for independent student expression. 

    Gutierrez told FIRE that The Retrograde is working to get 501(c)(3) status and is currently registered as a nonprofit in the state of Texas. This move would give the newspaper full control over its operations — unlike The Mercury, which was beholden to administrators and faculty on the university-sponsored Student Media Oversight Board. 

    Front page of the first issue of The Retrograde independent student newspaper at UT Dallas Jan 21 2025

    The first issue of The Retrograde independent student newspaper at UT Dallas published on Jan. 21, 2025.

    But this new era of editorial freedom has not come without challenges. Gutierrez told FIRE that although “we do what we want as student journalists and we don’t have to fear campus reprisal when it comes to our actions, the administration has been very insistent that they don’t want this structure to exist at all.” While The Retrograde is free from direct retaliation, the university has engaged in what Gutierrez calls a “subtle form of censorship” by directing inquiries to PR officials, ensuring that the official university response is the only one that gets heard.

    Administrators at UT Dallas have a lengthy history of suppressing transparency and keeping student voices under their control. During Gutierrez’s freshman year, he recalls a cat torturer being exposed in a front page article in The Mercury as an employee of the university. Although the investigation was thorough and newsworthy, Gutierrez says, “The university didn’t like that we were talking about it . . . They were like, oh, we’re dealing with this internally, so you don’t need to make it public.” And in the spring of 2020, when the paper covered a series of suicides on campus, administrators allegedly removed copies of the paper from campus kiosks.

    For Gutierrez, reporting on matters of public concern is often a question of safety. 

    “Students want to know that the people at the testing center [like the cat torturer] might not all be the safest individuals in that very specific circumstance,” he says, “and yet campus administrators don’t talk about stuff like that.” 

    Despite these challenges, Gutierrez believes student journalists have a sacred obligation to uphold the freedoms promised by the Constitution. “It would have been very easy for us to just roll over and let the campus administration do whatever they wanted with the student newspaper. But that would be a failure on our part to do proper journalism. It would be a huge dereliction of our duty as student journalists,” he added, “to allow this huge infringement upon the First Amendment to occur on campus.” 

    FIRE to University of Texas at Dallas: Stop censoring the student press

    News

    Join FIRE in demanding UT Dallas compensate journalists, protect student media from interference.


    Read More

    Gutierrez credits FIRE, the Student Press Law Center, and the Society of Professional Journalists for stepping in with support, resources, and advice. He encourages other student journalists to reach out to these groups if censorship comes their way. 

    “I think it’s really important for student journalists facing censorship to reach out to others, work together and fight back against the current regime of censorship that a lot of universities are so fond of,” he concluded.

    The Retrograde’s plans to hold UT Dallas administrators accountable are as ambitious as ever. After the May 1, 2024 police raid on a peaceful protest at UT Dallas, Gutierrez and his fellow journalists filed a public records request. 

    “Right now, we’re working through over 1,500 pages of emails that we’ve gotten from our FOIA request,” said Gutierrez, “and a lot of the information in there is damning.” 

    You can take action to remind President Richard Benson that UT Dallas is a public institution that must abide by the First Amendment and uphold freedom of the press, even when the administration disagrees with student reporting. As Gutierrez says, “I hope it will shame our university administrators into acting normally for once.”

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  • Student Debt by Ethnicity | HESA

    Student Debt by Ethnicity | HESA

    Hi all. Just a quick one today, this time on some data I recently got from StatsCan.

    We know a fair a bit about student debt in Canada, especially with respect to distribution by gender, type of institution, province, etc. (Chapter 6 of The State of Postsecondary Education in Canada is just chock full of this kind of data if you’re minded to take a deeper dive). But to my knowledge no one has ever pulled and published the data on debt by ethnicity, even though this data has been collected for quite some time through the National Graduates Survey (NGS). So I ordered the data, and here’s what I discovered.

    Figure 1 shows incidence of borrowing for the graduating class of 2020, combined for all graduates of universities and graduates, for the eight largest ethnicities covered by the NGS (and before anyone asks, “indigeneity” is not considered an ethnicity so anyone indicating an indigenous ethnicity is unfortunately excluded from this data… there’s more below on the challenges of getting additional data). And the picture it shows is…a bit complex.

    Figure 1: Incidence of Borrowing, College and University Graduates Combined, Class of 2020

    If you just look at the data on government loan programs (the orange bars), we see that only Arab students have borrowing rates in excess of 1 in 2. But for certain ethnicities, the borrowing rate is much lower. For Latin American and Chinese students, the borrowing rate is below 1 in 3, and among South Asian students the borrowing rate is barely 1 in 5. Evidence of big differences in attitudes towards borrowing!

    Except…well when you add in borrowing from private sources (e.g. from banks and family) so as to take a look at overall rates of borrowing incidence, the differences in borrowing rates are a lot narrower. Briefly, Asian and Latin American students borrow a lot more money from private sources (mainly family) than do Arab students, whites, and Blacks. These probably come with slightly easier repayment terms, but it’s hard to know for sure. An area almost certainly worthy of further research.

    There is a similarly nuanced picture when we look at median levels of indebtedness among graduates who had debt. This is shown below in Figure 2.

    Figure 2: Median Borrowing, College and University Graduates Combined, Class of 2020

    Now, there isn’t a huge amount of difference in exiting debt levels by ethnicity: the gap is only about $6,000 between the lowest total debt levels (Filipinos) and the highest (Chinese). But part of the problem here is that we can’t distinguish the reason for the various debt levels. Based on what we know about ethnic patterns of postsecondary education, we can probably guess that Filipino students have low debt levels not because they are especially wealthy and can afford to go to post-secondary without financial assistance. But rather because they are more likely to go to college and this spend less time, on average, in school paying fees and accumulating debt. Similarly, Chinese students don’t have the highest debt because they have low incomes; they have higher debt because they are the ethnic group the most likely to attend university and spend more time paying (higher) fees.

    (Could we get the data separately for universities and colleges to clear up the confound? Yes, we could. But it cost me $3K just to get this data. Drilling down a level adds costs, as would getting data based on indigenous identity, and this is a free email, and so for the moment what we have above will have to do. If anyone wants to pitch in a couple of grand to do more drilling-down, let me know and I would be happy to coordinate some data liberation).

    It is also possible to use NGS data to look at post-graduate income by debt. I obtained the data by in fairly large ranges (e.g. $0-20K, $20-60K, etc.), but it’s possible on the basis of that to estimate roughly what median incomes are (put it this way: the exact numbers are not exactly right, but the ordinal rank of income of the various ethnicities are probably accurate). My estimations of median 2023 income of 2020 graduates—which includes those graduates who are not in the labour market full-time, if you’re wondering why the numbers look a little low—are shown below in Figure 3.

    Figure 3: Estimate Median 2023 Income, College and University Graduates Combined, Class of 2020

    Are there differences in income here? Yes, but they aren’t huge. Most ethnic groups have median post-graduate incomes between $44 and $46,000. The two lowest-earning groups (Latin Americans and Filipinos) re both disproportionately enrolled in community colleges, which is part of what is going on in this data (if you want disaggregated data, see above).

    Now, the data from the previous graphs can be combined to look at debt-to-income ratios, both for students with debt, and all students (that is, including those that do not borrow). This is shown below in Figure 4.

    Figure 4: Estimated Median 2023 Debt-to-Income Ratios, College and University Graduates Combined, Class of 2020

    If you’re just dividing indebtedness by income (the blue bars), you get a picture that looks a lot like Figure 2 in debt, because differences in income are pretty small. But if you are looking at debt-to-income ratios across all students (including those that do not borrow) you get a very different picture because as we saw in Figure 1, there are some pretty significant differences in overall borrowing rates. So, for instance, Chinese students go from having the worst debt-to-income ratio on one measure to being middle of the pack on another because they have relatively low incidence of borrowing; similarly, students of Latin American origin go from being middle-of-the-pack to nearly the lowest debt-to-income ratios because they are a lot less likely to borrow than others. Black students end up having among the highest debt-to-income ratios not because they earn significantly less than other graduates, but because both the incidence and amount of their borrowing is relatively high.

    But I think the story to go with here is that while there are differences between ethnic groups in terms of borrowing, debt, and repayment ratios, and that it’s worth trying to do something to narrow them, the difference in these rates is not enormous. Overall, it appears that as a country we are achieving reasonably good things here, with the caveat that if this data were disaggregated by university/ college, the story might not be quite as promising.

    And so ends the first-ever analysis of student debt and repayment by ethnic background. Hope you found it moderately enlightening.

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  • How to Find the Perfect College for You

    How to Find the Perfect College for You




    College Search: How to Find the Perfect College for You



















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  • Bite of the Big Four: India’s deadly snakebite crisis

    Bite of the Big Four: India’s deadly snakebite crisis

    Every year, an estimated 5.4 million people worldwide are bitten by snakes, resulting in as many as 138,000 deaths and three times as many cases of permanent disability.

    The World Health Organization classified snakebite as a neglected tropical disease in 2017 and set a target to halve related deaths by 2030.

    India, home to over 300 snake species, is at the heart of this global health issue, accounting for half of all snakebite-related deaths.

    While 95% of Indian snakes are non-venomous, it’s “The Big Four” species — the Indian cobra, common krait, Russell’s viper and saw-scaled viper — that cause the most harm said Dr. Sushil John, a public health doctor and amateur herpetologist from Vellore.

    “These snakes cohabit in the same spaces as humans, thriving in India’s agricultural fields, forests and urban outskirts,” said John. “So, they often come into close contact with people and might bite them.”

    A study conducted between 1998 and 2014, called the Million Death Study, found that almost 58,000 people in India died from snakebite each year. Second to India in recorded snakebite deaths is Nigeria, with a reported 1,460 deaths per year. 

    The missing data

    “Though India had a severe snakebite problem, accurate data on snakebite deaths in India was elusive for a long time,” said Dr. Ravikar Ralph, a physician at the Poison Control Centre at CMC Vellore.

    In 2011, the official reported number of snakebite deaths was only 11,000. The deaths reported in the Million Death Study highlighted the severe underreporting of snakebite mortality in the country.

    “This is because most studies available at the time were hospital-based, which led to the gross under-reporting of this issue,” said Ralph. “We knew from grassroots work that most patients were not reaching hospitals on time.”

    “Either people didn’t realize that being bitten by a snake required medical management, or they went to traditional healers, causing fatal delays in hospital-based care,” said Ralph. “The Million Death Study used community-based data collection to circumvent that barrier and document accurate numbers.”

    Harvesting the cure

    Snakebites are unique compared to other health issues. Snake venom, a potent mix of proteins, can destroy tissue, paralyze muscles and impair blood clotting, often leading to severe disability which is most likely loss of limbs which were bitten or death if untreated.

    “Unlike diseases caused by other agents such as viruses or bacteria where one can eliminate the causing agent, a similar approach cannot be taken for snakebites,” Ralph said.

    Antivenom is the only specific treatment that can prevent or reverse many of the effects of snakebite, when given early and in the right dosage.

    To produce antivenom, snake venom must be first collected, or “milked,” from live snakes kept in a specialized facility. Only one facility in India, located in Tamilnadu, harvests venom for anti-venom production in India.

    The venom is then diluted and injected in small doses into animals like horses, prompting their immune systems to produce antibodies. These antibodies are then harvested, purified and processed into antivenom.

    But India’s only anti-snake venom treatment targets only The Big Four snakes.

    “There are over 50 venomous snake species in India,” said Gnaneshwar Ch, project lead of the Snake Conservation and Snakebite Mitigation project at the Madras Crocodile Bank Trust.

    “The anti-snake venom’s limited scope means bites from less common species remain inadequately treated,” he said

    Despite its importance, antivenom is also not widely available, and its cost can be prohibitive for many rural families. The gaps in stocking and distribution further worsen the issue.

    While many countries produce antivenom, they tend to cater to the locally available species of snakes making it impractical to import it from other countries to India in order to solve the availability crisis.

    A national action plan

    The WHO has called for concerted global action to reduce deaths and disability in priority nations. In 2019, the WHO launched an international strategy for preventing and controlling snakebite, which was then regionally adapted for Southeast Asia and published in 2022.

    The Indian Union Health Ministry then launched the National Action Plan for the Prevention and Control of Snakebite Envenoming (NAPSE) in March 2024. The NAPSE aligns strategically with the WHO’s global roadmap and its regional adaptation for Southeast Asia.

    Many stakeholders need to join forces in order to balance snakebite mitigation with snake conservation, experts say.

    “Snakes tend to be very important to every ecosystem they are found in,” said Dr. Sushil John. “If snake numbers fall, we would see an increase in rodents which the snakes keep in check by eating. They would then destroy crops and spread diseases to animals and people.”

    While this strategy appears to be heading in the right direction, some experts caution that there might be barriers to implementation.

    “While public hospitals may adopt the reporting system, many Indians seek private health care,” said Professor Sakthivel Vaiyapuri, a venom pharmacologist at the University of Reading in England. “Mechanisms to ensure private hospitals comply with reporting requirements are essential.”

    Vaiyapuri helped work on the National Action Plan. He said health workers who are to report snakebite must understand the significance of their role which will motivate them to record the data accurately. He also said someone must verify the entered data independently to ensure accuracy. He suggests developing a mobile app to streamline data collection.

    While Vaiyapuri worries about the logistics of implementing such a plan for massive surveillance, there are also other worries about unintended consequences for snakebite victims, according to Dr. Anand Zachariah, a toxicologist at CMC Vellore.

    “When India made maternal deaths notifiable, many private clinics in India stopped treating high-risk pregnancies because they worried about the reporting process getting them in trouble if something went south,” said Zachariah. “I fear snakebite becoming a notifiable disease might trigger such defensive practices among physicians.”

    But he admits that at this point, the fear is only theoretical; what will eventually happen remains to be seen.

    “Despite the challenges, I think [the National Action Plan] is a pivotal initiative in tackling snakebite envenomation in India,” Vaiyapuri said.

    “By fostering accurate data collection, promoting intersectoral collaboration and engaging communities, the plan holds significant potential to drive meaningful change — ensuring effective prevention, timely treatment and a significant reduction in snakebite-related deaths and disabilities,” Vaiyapuri said.

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