Blog

  • 10 Top Hat Tips for a More Engaging Semester

    10 Top Hat Tips for a More Engaging Semester

    What does the future of higher education look like? At Top Hat, we believe engagement, affordability and equity are at the heart of a great classroom experience. That’s why we’re excited to highlight a number of features in our platform and content solutions to empower students and faculty alike. Take a look at these unique capabilities in Top Hat and get ready to level up your lectures, assessments and grading strategy.

    → Free Toolkit: Get strategies, templates and videos for a successful new term

    1. Add AI-generated questions to every lecture

    Top Hat Ace, our AI-powered assistant, is the latest milestone in our mission to make education more effective, inclusive and accessible. Instructors can use Ace’s Lecture Enhancer to instantly generate assessment questions based on their lecture content. Doing so will spark engagement in class and help educators assess comprehension in the moment. Faculty can even edit generated questions as they see fit, maintaining control over the questions generated. Learn more about our AI-powered Lecture Enhancer here. In addition, educators can save time designing assignments and readings in Top Hat Pages by adding questions automatically generated by Ace.

    2. Assign homework to specific students

    Shore up learning gaps sooner rather than later. With personalized data delivered to your inbox every week, identify which students didn’t answer discussion or poll questions in your lecture and re-assign your PowerPoint slides to this group as homework. This will give students a chance to refresh themselves on your material, which may prove especially beneficial for those who weren’t able to join your class live. Learn more about assigning homework to specific students here. You can also watch the video below as we explore the difference between homework and review mode.

    3. Make your discussion and poll questions media-rich

    Give students an interactive assessment experience. You may know how to add videos or simulations to your Pages, but you can also directly embed media into your quiz questions. Not only will students get a more dynamic, immersive learning experience, they’ll get an opportunity to consume your course material in a different medium. Plus, using videos in your quiz questions makes for a more engaging alternative to the static Scantron or multiple-choice test. Learn more about using videos in questions or discussions here.

    4. Offer line-by-line feedback on document submissions

    Enjoy feedback functionality that will be familiar to those who regularly use Google Docs. Using our file submission question, students are able to upload PDFs, lab templates or spreadsheets to Top Hat. Take your feedback to another level by offering annotated comments at various points in PDF or image submissions. This level of detailed commentary allows students to fully understand their own learning gaps, while giving you an opportunity to flag specific areas for improvement in advance of a high-stakes assessment. Learn more about how to leave detailed feedback in PDF file submissions here.

    5. Measure comprehension of the same concept over time

    If you’re preparing students for an exam and want to check their understanding of tricky concepts multiple times, this feature is for you. Compare student comprehension over a period of your choosing by keeping a record of responses to the same question asked more than once. After enabling this feature, you’ll be able to compare responses submitted on date X with date Y, seeing what percentage of students answered a particular way and letting you adapt your instruction accordingly. Explore how to create multiple question report sessions for your next quiz here. You can also watch our video below to see how to segment question results over time.

    6. Annotate your slideshow with whiteboard sketches

    Sometimes, visually explaining a new concept can be easier than describing it in words. Top Hat’s Whiteboard Sketch tool allows you to insert blank slides into your slideshow, which you can then draw on in real time. For instance, complement a presentation on mitosis by drawing out the various stages live, answering student questions along the way. This tool doesn’t just allow for richer, more detailed discussions, it ensures students get a visual depiction of challenging concepts before moving on to your next topic. Learn how to embed interactive elements into your slides here.

    7. Embed iFrames to create a truly interactive learning experience

    Tailor your learning materials to the needs of Generation Z. When creating assessments, homework or customizing chapter readings in Pages, use iFrames to link to media such as podcasts, websites, simulations and GIFs. Open the interactive toolbar in your page, select the iFrame option and paste your desired link in the field. Learn how to embed iFrames in your course content here. You can also watch our video below for guidance on creating course materials using Pages.

    8. Use Presenter View to view personal notes and real-time responses

    In a single view, get all the information you need to deliver a high-quality presentation. Use Presenter View to get a second screen that’s only accessible to you. View lecture notes that you added into your slide deck and get a live report of students’ responses as they answer questions live. Plus, preview which slide is next—and shift your conversation with students accordingly. Explore the power of Presenter View in helping you deliver an impactful slideshow here.

    9. Keep your course textbook fresh and relevant with in-app content updates

    Give students a learning experience that mirrors the world around them. Incorporate the latest content updates without losing any customizations in your interactive Top Hat textbook. You’ll be alerted whenever new author-created content is available for your text and will be given a chance to review all updates before accepting or rejecting them. This functionality ensures that educators have access to the latest content when it becomes available, on their own terms. In-app content updates are currently available in beta format for select Top Hat textbooks. Discover how our content enhancements make it easy to keep any textbook up-to-date here.

    10. Provide AI-powered study support 

    Make sure every student has in-the-moment study support. Students can use our AI-powered study assistant to clarify challenging concepts, generate examples of specific topics and quiz themselves in advance of a test. Ace delivers relevant responses built from the context of your uploaded materials, making it easy for students to review lectures and study notes in one place. Read more about our personalized study assistance here. You can also watch the video below for a closer look at our AI-powered study tools.

    → Free Toolkit: Get the Most Out of Top Hat

    Source link

  • Biden Administration Releases Spring 2024 Regulatory Agenda – CUPA-HR

    Biden Administration Releases Spring 2024 Regulatory Agenda – CUPA-HR

    by CUPA-HR | July 11, 2024

    On July 5, the Biden administration released the Spring 2024 Unified Agenda of Regulatory and Deregulatory Action (Regulatory Agenda), providing insights on regulatory and deregulatory activity under development across more than 60 federal departments, agencies and commissions. The Spring 2024 Regulatory Agenda is the first of two that will be released during the calendar year, and it sets target dates for regulatory actions in the coming months.

    CUPA-HR’s government relations team reviews each Regulatory Agenda that is released and has put together the following list of noteworthy regulations included in the current edition.

    Department of Education

    Office for Civil Rights – Discrimination Based on Shared Ancestry or Ethnicity in Response to EO 13899 on Combating Anti-Semitism and EO 13985 on Advancing Racial Equity and Support for Underserved Communities

    The Department of Education’s Office for Civil Rights (OCR) is targeting December 2024 for the release of a Notice of Proposed Rulemaking (NPRM) to amend Title VI of the Civil Rights Act of 1964 and OCR’s enforcement responsibilities for cases involving discrimination based on shared ancestry or ethnic characteristics. OCR is issuing this NPRM in response to a 2019 Trump Executive Order (EO) and a 2021 Biden EO.

    The NPRM has become a higher priority for OCR, given the recent political activity on campus related to the war in Gaza and related scrutiny from Congressional Republicans of higher education’s response to protests on campus. In the Regulatory Agenda announcement, OCR explains the need for this rulemaking by stating that they have “received complaints of harassment and assaults directed at Jewish, Muslim, Hindu and other students based on their shared ancestry or ethnicity.”

    Office for Civil Rights – Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance: Sex-Related Eligibility Criteria for Male and Female Athletic Teams

    According to the Regulatory Agenda, the Biden administration has pushed its final rule on transgender students’ participation in athletic programs to its “long-term actions,” with an undetermined date for when the final rule will be published. In the Fall 2023 Regulatory Agenda, the final rule was previously targeted for March 2024.

    OCR released an NPRM on this topic in April 2023. Under the NPRM, schools that receive federal funding would not be permitted to adopt or apply a one-size-fits-all ban on transgender students participating on teams consistent with their gender identity. Instead, the proposal allows schools the flexibility to develop team eligibility criteria that serves important educational objectives, such as fairness in competition and preventing sports-related injuries. The department further explained that the eligibility criteria must take into account the sport, level of competition, and grade or education level of students participating, and the criteria would have to minimize harm to students whose opportunity to participate on a team consistent with their gender identity would be limited or denied.

    The move to push the final rule to “long-term actions” with an undetermined publication date is likely a result of recent challenges to the Biden administration’s Title IX final rule and the upcoming election. Shortly after the Title IX rule was published, over two dozen states joined lawsuits challenging the regulations, with many citing the inclusion of protections for gender identity and sexual orientation as top concerns with the final rule. Since then, the Title IX final rule has been blocked from going into effect on August 1 in 14 states.

    Federal Acquisition Regulation (FAR)

    Pay Equity and Transparency in Federal Contracting

    In December 2024, the Department of Defense (DOD), General Services Administration (GSA), and National Aeronautics and Space Administration (NASA) anticipate releasing a final rule to amend the Federal Acquisition Regulation (FAR) on pay equity and transparency in federal contracting.

    The joint agencies published a pay equity and transparency NPRM in January 2024. In the NPRM, the agencies propose to amend the FAR to implement a government-wide policy that would:

    1. prohibit contractors and subcontractors from seeking and considering job applicants’ previous compensation when making employment decisions about personnel working on or in connection with a government contract (“salary history ban”), and
    2. require these contractors and subcontractors to disclose on job announcements the compensation to be offered (“compensation disclosure” or “pay transparency”).

    As part of its justification for publishing the NPRM, the proposal noted that 21 states, 22 localities, and Washington, D.C., have put bans into place that prohibit employers from asking job applicants for their salary, and 10 states have pay transparency laws in place, with several other states working toward implementing such laws.

    Department of Homeland Security

    U.S. Citizenship and Immigration Services – Modernizing H-1B Requirements and Oversight and Providing Flexibility in the F-1 Program, and Program Improvements Affecting Other Nonimmigrant Workers

    According to the Regulatory Agenda, the Department of Homeland Security’s U.S. Citizenship and Immigration Services (USCIS) anticipates releasing at least one more final rule to modernize the H-1B and F-1 visa programs in December 2024.

    In October 2023, USCIS issued an NPRM to simplify the application process for H-1B visas, increase the program’s efficiency, and strengthen the program’s integrity measures. In February 2024, USCIS issued a final rule to implement a new beneficiary-centric selection process for H-1B registrations, but it did not finalize all of the provisions that were originally included in the NPRM. When publishing the February 2024 final rule, DHS indicated that it planned to publish a separate final rule to address the remaining aspects from October’s proposed rule. The separate final action listed in the Spring Regulatory Agenda will likely be the remainder of the provisions from the NPRM.

    CUPA-HR will keep members apprised of updates to these regulations and additional policies as they are introduced.



    Source link

  • Top 12 Marketing Project Ideas

    Top 12 Marketing Project Ideas

    What are the benefits of working on MBA marketing projects?

    MBA marketing projects let students use their book knowledge in real business situations. They learn skills like market research, data analysis, and strategy making. Plus, they make professional contacts that could help their careers later.

    What are some popular topics for MBA marketing projects related to branding and positioning strategies?

    Popular topics include checking brand value and making strategies for changing or refreshing a brand. Students also work on creating marketing plans to improve a brand’s image and stand out in the market.

    How can MBA marketing projects help students understand consumer behavior and develop effective retention strategies?

    These projects look into what makes customers loyal and how they make buying decisions. They focus on managing customer relationships, improving customer happiness, and making a brand stand out from others.

    What are some emerging trends and innovative strategies that MBA marketing projects might explore?

    Projects might look into digital marketing, using artificial intelligence in marketing, and how social media fits into marketing plans. They also cover using games in marketing and how data changes marketing strategies.

    Where can MBA students find inspiration for their marketing project topics?

    Students can get ideas by looking at industry trends, studying case studies, and doing market research. Talking to professors, industry experts, or going to marketing events can also give them new ideas and insights.

     

    Source link

  • Dr. James Lang’s 4 Tips for a Great First Day of Class

    Dr. James Lang’s 4 Tips for a Great First Day of Class

    What goes into a great first lecture? Ask any educator and they’ll highlight three resounding themes: prioritize community, foster connection and build excitement. The good news is that designing a high-impact first lecture doesn’t involve a complete rewrite of your existing lesson plan. Rather, it’s about making simple adjustments to help students form a great first impression.

    Dr. James Lang, acclaimed author of Small Teaching and featured speaker at Top Hat Summer Camp 2024, shares actionable strategies to deepen engagement during week one of your course. We’ve rounded up his ideas below.

    → Student Engagement Toolkit: Enjoy FREE teaching tips, templates and more!

    1. Focus on community building

    Set the table for long-term success by getting to know students and in turn, help them get to know you. Consider sharing what made you want to teach your specific subject and the most rewarding part of teaching. Dr. Lang also suggests intentionally forging personal ties with students. Simple practices could involve showing up to class early and greeting students as they file in. You might also use your first lecture to stream a relevant TED talk, podcast snippet or music video that relates to your course material. Helping students see that there’s more to the first day than reviewing the syllabus will surely leave them feeling inspired and primed to learn. What better feeling could there be as an educator?

    2. Ensure activities model your course structure

    The early stages of your course represent an important opportunity to instill the right behaviors. Dr. Lang’s advice? Begin as you intend to continue by modeling the kind of learning environment you seek. For instance, if your course revolves around peer-to-peer discussions, consider including a collaborative exercise during your opening session. If active learning is important, give students a problem to solve or have them respond to a series of polling questions. Dr. Lang shares other discipline-specific examples of how to break the ice between students.

    History English Math
    Take a page out of Dr. Cate Denial’s book. The Bright Distinguished Professor of American History at Knox College, who teaches a problem-based course, randomly places students in small groups. She then provides each group with a document package about a specific event. Students then work together to develop stories about what occurred during the event. Finally, they share their stories with the wider group. The purpose of the exercise is to demonstrate that in the pursuit of truth there are often numerous ways historical events can be interpreted.  Any English instructor can vouch for the importance of discussion and critical analysis. Consider holding a prior knowledge brainstorm to spark conversation among students. For example, if your course covers 21st Century British literature and culture, you might ask students to respond to the following prompts: a) what do we mean by the word ‘British?,’ b) what are your impressions of British culture and c) are you familiar with any British writers? This is a great way to surface prior knowledge, clarify common misconceptions, and get students thinking about the journey ahead.  You might also use your opening class to get students reflecting on their past experiences in your subject. Dr. Robert Talbert, Professor in the Department of Mathematics at Grand Valley State University, uses open-ended questions to encourage students to reflect on their learning. He shares the following prompts: a) what is something that you are good at doing? And b) how did you get good at the thing you are good at doing? Math is a challenging subject. This exercise gets students thinking about their approach to learning while sending a subtle message that you are invested in their success. 

    3. Pose ‘big’ questions to students (and yourself)

    Framing your course as a BIG question to explore over the term is a powerful way to pique curiosity, build excitement, and communicate the value of what students will learn. Starting your course with a BIG question is also a great opportunity to engage students right away in a meaningful discussion. Here’s an example from a course on science fiction:

    “Can you be confident that the person sitting next to you on the bus is really a human rather than some remarkable replica conjured up by a mad scientist or, perhaps, an alien from another planet? What evidence is needed to conclude that the person casually looking at her mobile device is human? How have we constructed the conceptual boundary between what we qualify as human and what we categorize as robotic, animal, android, or alien? What, in the end, makes the human “human”?”

    If you’re struggling to craft a big question for your course, Dr. Lang suggests thinking through the following prompts:

    • What deep questions drove the development of my discipline?
    • What questions drove the creation of my course?
    • What intriguing questions have arisen over time?
    • What questions remain unanswered in my field?

    To drive a first day discussion around your big question, you might ask your students to pair up and answer the following: What do you know about this subject? How might this relate to other things you’ve studied? How would you answer this question? What other questions does this bring to mind?  Once students have had an opportunity to discuss, regroup as a class and ask a handful of pairs to share their insights.

    4. Try out the Annotated Syllabus method

    Your course syllabus serves as the roadmap for the term. While important to review, Dr. Lang advises it shouldn’t be your first priority and counsels against simply reciting each section. Instead, he suggests using the Annotated Syllabus methodology. Conceptualized by Dr. Remi Kalir, Assistant Professor of Learning Design and Technology at the University of Colorado Denver, the Annotated Syllabus is a tool to generate a broader conversation about your course.

    Prior to the next class, ask students to work through the following prompts: What do students feel needs further clarification? What are their sentiments around your course policies? What are their opinions about readings and assignments? What advice do you have in order to be successful in the course? The goal is to strive for commentary that is “inquisitive and constructive.” Above all, an Annotated Syllabus invites feedback that may otherwise go unheard. Students are made active participants from the get-go and are more accountable for reading the document before coming to class.

    Source link

  • HR and the Courts — July 2024 – CUPA-HR

    HR and the Courts — July 2024 – CUPA-HR

    by CUPA-HR | July 10, 2024

    Each month, CUPA-HR General Counsel Ira Shepard provides an overview of several labor and employment law cases and regulatory actions with implications for the higher ed workplace. Here’s the latest from Ira.

    University of California and UAW Agree to End Grad Student Strike

    The rolling strike of University of California graduate students at several campuses, protesting the university’s handling of Israel-Hamas war protests is formally over as a result of the university and union agreement to extend the injunction granted by a California state court at the university’s request. The university successfully argued that the rolling strike violated the collective bargaining agreement’s no-strike provision. The UAW represents 38,000 grad students at several University of California campuses.

    UC student workers walked off their jobs at six campuses in May and continued a rolling strike until the court enjoined the strike activity. The university breach-of-contract litigation continues, as there remain issues to be decided by the court as to the breadth of the no-strike provisions and the university’s claim for damages resulting from the breach of the no-strike provisions.

    University Prevails in Title IX Lawsuit Alleging Student Sex Harassment at a Private Party Off Campus

    A federal judge recent ruled that a plaintiff student failed to provide evidence that the university had substantial control over the context in which the assault or sex harassment occurred to make the university liable under Title IX. The judge concluded that even though the university had control over the alleged harasser because of an alleged student code violation, this was not enough to substantiate jurisdiction under Title IX (Roe V. Marshall University Board of Governors (2024 BL 215044, S.D. W. Va. No. 3:22-cv-00532, 6/24/24)).

    When the harassment occurs off campus, the judge ruled that the court must find some nexus between the “out of school conduct and the school.” The court concluded that the incident in question took place at a private party at a private residence and the party was not sanctioned, hosted or sponsored by the university or an entity affiliated with the university. Moreover, permission for the party was not sought from the university, and the university was unaware of the party until it was over.

    The university’s Title IX office determined, four days after the incident, that the matter should be handled by the university’s Office of Student Conduct, which the judge concluded was consistent with Title IX regulations at the time. The student conduct office immediately issued an no-contact order between the student and the alleged harasser and conducted a six-week investigation.

    The male student (alleged harasser) was ultimately placed on probation and required to participate in an alcohol education program, do 20 hours of community service, and accept responsibility for violation of the student code. The plaintiff (alleged victim) was also put on probation and required to participate in an alcohol education program and complete 10 hours of community service, after admitting to underage drinking. In dismissing the case against the university, the judge also concluded that the male student (alleged harasser) also faced possible independent criminal penalties.

    Two Conservative Groups Are Bringing Court Challenges to Large Employers’ Workplace DEI Programs

    America First Legal, led by former Trump adviser Stephen Miller, has filed at least 15 lawsuits alleging that employer DEI programs are illegal under Title VII and has sent more than 30 letters asking the EEOC to probe employer DEI programs at large employers, including Morgan Stanley and IBM Corp. Academic institutions could be their next target.

    The second organization, American Alliance for Equal Rights, led by conservative activist Edward Blum, has claimed that these DEI programs violate Section 1981 of the Civil Rights Act of 1866, which affirms that all citizens are equally protected by the law. The organization has used the 1866 statute in challenging DEI programs at law firms, including Winston and Strawn, Morrison Foerster, and Perkins Coe. The 1866 statute is broader than Title VII. Plaintiffs suing under the 1866 statute avoid the Title VII damage cap and the requirement that a charge be filed with the EEOC before filing suit.

    Transgender Woman Reaches Settlement of Claim That She Was Wrongly Denied Medical Coverage

    A transgender woman plaintiff sued her employer’s group insurance plan, alleging that she was wrongly denied medical coverage for facial hair removal, which she claimed is an extremely important part of gender-affirming care. The plaintiff alleged that the care is deemed medically necessary for treating gender dysphoria by the World Professional Association for Transgender Health. The lawsuit claimed that the denial, based on the conclusion that the surgery was cosmetic and unnecessary, was inconsistent with the evidence presented that the treatment was medically necessary (Cox V. WSP USA Inc. Group Insurance Plan (N.D. Cal. No. 3-24-cv-01312, 6/6/24)).

    The plaintiff sought $5,000 in out-of-pocket expenses plus $20,000 for future services. The case was dismissed after the parties stipulated to the judge that they had reached an undisclosed settlement.

    Supreme Court Raises the Bar for the NLRB to Obtain an Adverse Injunction Against an Employer for Unfair Labor Practices

    The U.S. Supreme Court concluded that the federal courts should give no more weight to an NLRB request for injunctive relief against employers allegedly violating the NLRA unfair labor practice provisions than it would give other litigants in injunction cases (Starbucks Corp, V. McKinney (U.S. No. 23-367, 6/13/24)). The Supreme Court essentially held that a defending employer is entitled to discovery over the NLRB’s alleged evidence before the court can issue an injunction. In the past, the NLRB has been able to maintain secrecy over this information when seeking extraordinary relief (e.g. an injunction requiring reinstatement of employees allegedly terminated for supporting a union).

    Supreme Court to Determine Employer Burden of Proof to Obtain an Exemption From FLSA Minimum Wage and Overtime Provisions

    The Supreme Court has granted certiorari to resolve the split in appellate courts on the precise evidentiary burden applicable to employers attempting to justify an exemption to the application of the FLSA’s minimum wage and overtime provisions. Right now the circuits are split over whether an employer must prove an exemption by “clear and convincing evidence” rather than the lesser standard of “preponderance of the evidence.” The Supreme Court will resolve this split and decide which standard is applicable to employers going forward (E.M.D. Sales Inc. V. Carrera (U.S. No. 23-217, petition granted 6/17/24)).

    The issue involves whether the defendant firm’s sales personnel fall inside the “outside sales exemption.”  The company lost the case at trial, where the federal court held that it did not meet the “clear and convincing” standard, while numerous other appellate courts have applied the less stringent “preponderance of the evidence” standard.



    Source link

  • Changes in AP Scores, 2022 to 2024

    Changes in AP Scores, 2022 to 2024

    Used to be, with a little work, you could download very detailed data on AP results from the College Board website: For every state, and for every course, you could see performance by ethnicity.  And, if you wanted to dig really deep, you could break out details by private and public schools, and by grade level.  I used to publish the data every couple of years.

    Those days are gone.  The transparency The College Board touts as a value seems to have its limits, and I understand this to some extent: Racists loved to twist the data using single-factor analysis, and that’s not good for a company who is trying to make business inroads with under-represented communities as they cloak their pursuit of revenue as an altruistic push toward access.

    They still publish data, but as I wrote about in my last post, it’s far less detailed; what’s more, what is easily accessible is fairly sterile, and what’s more detailed seems to be structured in a way that suggests the company doesn’t want you digging down into it.

    But based on a series of tweets by Marco Learning, based on research by its founder John Moscatiello, I set about scraping the data off the website, as on this page for 2024, this page for 2023, and this page for 2022. After first making a mistake because of the way the data are formatted and laid out, I’ve done manual checks and double-checks on this, especially on the exams where the results look way out of whack with what you would expect.

    Marco Learning’s take was that this was intentional on the part of the College Board, and that it would continue on other exams in the future.

    They also pointed out that this would save students a lot of money in college tuition, and of course, that’s true; if the tests were correctly designed, and students did better, that would be good news.  But the question is really: Should they be getting credit for these results?  Do the changes in performance mean that students are more qualified, or that the tests are easier?  And in some subjects, does giving credit for some courses actually set students up for failure in subsequent classes?

    This is problematic because College Board has spent a lot of money lobbying state legislatures to pass laws requiring public universities grant credit for AP exams (usually a 3 or above).  The assumption on college campuses is that–despite some mistrust of the College Board and their methods–they have good psychometricians who ensure test design meets rigorous standards that ensure a grade of 4, for instance, means the same thing today as it did five years ago.

    But the incentive to enforce that rigor is gone, since states have effectively endorsed the outcomes of these exams as valid and worthy.  College Board can now shift to growing market penetration, as they do when they encourage school districts to push AP, and encourage even students who might not be prepared to take AP classes.

    And, of course, as always seems to be the case, there is some measure of hypocrisy in the current statements of College Board compared to things they’ve said in the past. Remember the book “Measuring Success” which was written in large part by College Board staff members and fans, and railed against grade inflation, using data that suggested otherwise? (College Board disavows any formal connection to the book, but their Communications Staff Members were thanked in the foreword.)

    Paul Tough, in his book “The Years that Matter Most” pointed out that College Board’s own conclusions contradict the evidence they published:

    The data are below, in three views: And before I allow you to leap to conclusions, there are a lot of things that might explain why scores in some exams are swinging so wildly in a year, but College Board’s refusal to publish this data in an easily, machine-readable format makes that insight really hard to get at (and they won’t do it themselves, as they never respond publicly to criticism like this.)

    At a bare minimum, when College Board exam results show wild swings like this (especially if they are intentional) I think they owe it to actively notify every university that accepts scores, and every state legislature they’ve lobbied to approve the tests, of the changes.

    View one (using the tabs across the top) shows thermometer charts: Choose any class using the drop down box.  You’ll find big changes in some of the classes, and some that seem perfectly tuned over time.

    View two shows the same data in a format some might find easier.

    View three shows all exams that have three years of data (thus, excluding African-American Studies and Pre-Calc) for a wider view of the program.

    Source link

  • I Did a Boo Boo

    I Did a Boo Boo

    Last night, I looked at a chart that had been tweeted out by Marco Learning, a terrific source for information about The College Board’s AP Program.  It showed the percentage of all scores graded 4 and 5 over time by subject, and there were some glaring points: Lots of big increases in certain subjects that didn’t seem to make sense.  Turns out, their data was correct.

    Wanting to dive down a little deeper, I went to the College Board website to look at the data myself, and to “download” it for some additional analysis.  I put the word download in quotation marks on purpose.

    I have a history with College Board, of course.  I used to download the very rich AP data by state, exam, and ethnicity they’d post on their site and put it into an interactive format that pulled out insight better than the large, text-exclusive spreadsheets they’d post.  Then–despite the organization’s oft-cited commitment to transparency–they stopped.  

    In an example of Newspeak worthy of the novel 1984 that they might want to use in a future AP English Literature Exam, College Board said they were going to implement a “streamlined” reporting protocol for the data.  Less data, and less insight, in other words, was better. (They also announced that their “Landscape” product was being pulled down while they were saying they were making it more transparent, by the way, and no high school person has access to it today.)

    Anyway, this chart shows incorrect data for AP Psych, suggesting that the percentage of 4 and 5 scores increased by 42 percentage points between 2022 and 2024.  Let me explain how it found its way into my tweet, and the larger issues it points out.

    You can still download summary data at the subject level (but not more detailed than that) on the College Board website, but it comes in a messy format that makes one think they don’t really want you to do any analysis on it.  It has hidden rows, hidden columns, merged cells, and different formats by row that make anything other than tedious manual extraction almost impossible. It looks like this; the data are clearly intended for casual users who want a quick answer, and not in a way that makes it easy to study in-depth.

    So, after getting frustrated after wrangling this and admitting I’d been foiled by the data people on Vesey Street, I settled not for raw data, but for summaries on their website, on pages like this for 2024 and this for 2022.  I manually copied all the tables, pasted them into Excel, and then set about cleaning them up.  Even that was frustrating:  In some years, College Board calls its exam “AP English Language & Composition,” while in other years, it’s “AP English Language and Composition.”  Similarly, it’s either  “AP 2D Art & Design” or  “AP 2-D Art and Design.” Some years, data are rounded to the nearest whole number; in others, to one decimal point. These are insignificant differences to human readers, but they’re a big deal for computers.  

    All seemed to be going well, although the year-to-year changes in nomenclature and formatting seem capricious and undisciplined from a data standpoint, especially for an organization that prides itself on its research and analysis capabilities.

    And, finally, on the 2024 link, above, guess what? AP Psych is listed twice: First under “History and Social Sciences” 

    and then again under “Sciences.”  So, AP Psych in 2024 (but not the other years) got counted twice.

    Had I been successful in just downloading and cleaning the numbers, this would not have happened because I calculate the percentage of the totals of raw numbers.  But because I had to scrape this off a website, this error showed up.  I should have checked this a couple of ways before posting, but I didn’t, and that’s my fault.

    This would normally be where I’d call on College Board to make their data more accessible to the general public in the interest of transparency, but a) they don’t listen, b) they don’t give a crap about the members, and c) they just wait for people to forget how bad they are at the most simple things and keep paying their executives multi-million dollar salaries.  

    And these are the people, I’d remind you, who are being asked to fix the FAFSA, and despite the massive conflict of interest it creates, gleefully and arrogantly agree to do so. 

    All is good.  Carry on.  I’ll post the complete data soon after I do more more auditing. 

    Source link

  • Five Resources to Level Up Supervisor Training and Leadership Development – CUPA-HR

    Five Resources to Level Up Supervisor Training and Leadership Development – CUPA-HR

    by Julie Burrell | July 2, 2024

    Supervisor training and leadership development are top priorities for HR — and it’s no wonder why. Skilled supervisors are critical to increasing employees’ job satisfaction. A solid leadership pipeline ensures that both institutional knowledge and talented employees remain at a college or university. And higher ed employees have a strong desire for professional and leadership development, which affects how they view their jobs.

    How can institutions support supervisors and those who might move into that role? How can HR mitigate supervisor burnout? What about encouraging career development for employees who want a more fulfilling role, but not necessarily as a supervisor? Several higher ed HR practitioners have shared with CUPA-HR how they are tackling these common challenges.

    10 Roadblocks to Supervision (and How to Surpass Them) (Watch Now) and Roadblocks to Supervision: Clearing a Path for Peer-To-Supervisors, New Supervisors and Hybrid Team Supervisors (Read Now)

    While it might be evident that a supervisor is struggling, diagnosing the reason why is more complex. That’s exactly what this pair of valuable resources is designed to help with. Based on supervisor trainings at the University of North Carolina System, this webinar and companion article break down supervisor struggles into an adaptable list of roadblocks that prevent supervisors from flourishing. These range from interpersonal skills (such as misaligned communication styles), to systemic workload issues (supervisors being too busy), to communication across divisions (leaving HR out of the loop when a problem arises).

    Building Leaders From Within: UT Rio Grande Valley Blends Leadership Development With a Master’s in Higher Ed Administration (Read Now)

    The need for an internal talent pipeline at the University of Texas Rio Grande Valley was clear. So was the need to retain valuable employees, who sought career development opportunities. (The desire for promotion or more responsibility is the third most-cited reason for higher ed employees seeking new jobs.) To address both challenges, HR teamed up with administrative and academic leadership to create an innovative — and mostly free — Master of Arts in higher education administration program for current employees. Learn how they built and executed this initiative, which welcomed 100 employees over the past few years.

    BRIGHT Leaders Program at UT Dallas (Watch Now)

    Recipient of the 2023 CUPA-HR Innovation Award, the BRIGHT Leaders program at the University of Texas at Dallas speaks to the needs of today’s employees, who desire flexible professional development programs. This webinar explains how BRIGHT Leaders encourages everyone on campus to lead from where they are. UT Dallas’s “all-access pass” model means any employee can take any leadership training session at any time. No matter their position or leadership level, all staff and faculty (and even students) are welcome to attend, and there’s no selective process that limits participation.

    Investing in People: How to Create a Coaching Culture on Your Campus (Read Now)

    Gone are the days when coaching was either for executives only or a remedy for poor performance. In fact, coaching can increase employee engagement and job satisfaction as well as boost retention and job performance. But coaching looks different from campus to campus. This article delves into how three institutions — Vanderbilt University, the University of Tennessee, Knoxville and the University of California, Berkeley — created cultures of coaching on their campuses. This data-driven resource not only outlines these unique coaching programs, but also offers resources and tips to help you convince leadership that coaching is an essential element of creating future leaders.



    Source link

  • Overtime Rule Blocked for Public Institutions in Texas; House Advances Legislation Aiming to Block Overtime Rule – CUPA-HR

    Overtime Rule Blocked for Public Institutions in Texas; House Advances Legislation Aiming to Block Overtime Rule – CUPA-HR

    by CUPA-HR | July 1, 2024

    Update: On November 8, the federal judge from the Eastern District of Texas is set to hold a hearing on summary judgement in the business community’s challenge to DOL’s overtime final rule. While it is unknown how soon after we could get a decision on the validity of the rule, the judge could rule from the bench or quickly after the hearing. CUPA-HR will send out updates on the rulings as soon as we know.

    On June 28, a federal judge in the Eastern District of Texas Court granted a narrowly scoped preliminary injunction for the overtime rule in the state of Texas, blocking the Department of Labor’s overtime final rule from taking effect on July 1, 2024. The judge only blocked enforcement for employees of the state of Texas (i.e., public institutions), so private institutions in Texas and all other institutions outside of Texas will still need to comply with the overtime rule beginning July 1, 2024.

    The motion for a preliminary injunction was filed by the state of Texas alongside a lawsuit challenging the validity of the final rule in its entirety. At least two other lawsuits are currently pending before the Eastern District Court of Texas. The preliminary injunction will block the final rule from taking effect on July 1 for public employers and employees in Texas until a later decision is issued on the lawsuits challenging the validity of the final rule.

    As a reminder, the final rule implemented a two-phase approach to increasing the minimum salary threshold under the Fair Labor Standards Act overtime regulations. The first increase was expected to take effect on July 1, increasing the minimum salary threshold from the current level of $684 per week ($35,568 per year) to $844 per week ($43,888 per year). The second increase is set to take effect on January 1, 2025, and it would increase the minimum salary threshold again to $1,128 per week ($58,656 per year). The final rule also adopted automatic updates to the minimum salary threshold that would occur every three years.

    Given the judge’s narrow decision granting the preliminary injunction, private institutions in Texas and all institutions outside of Texas are still required to implement adjustments to comply with the July 1 minimum salary threshold until a later decision is made on the validity of the rule as a whole. CUPA-HR will be monitoring the pending cases closely.

    House Appropriations Subcommittee Bill

    On June 26, the House Appropriations Subcommittee on Labor, Health and Human Services, and Education released their fiscal year 2025 funding legislation for the Department of Labor (DOL) and other related agencies, which included a provision to prohibit any funding provided to DOL under the bill from administering, implementing or enforcing the overtime final rule. The Subcommittee passed the legislation out of Committee during a markup on June 27. It will now be sent to the floor for a vote, where House Republicans have a slim majority and could pass the bill along partisan lines. The fate of the overtime provision appears uncertain in the Senate, however, as the Democrat-controlled chamber is unlikely to include such language in their appropriations bill. CUPA-HR will continue to keep members apprised of any updates on the status of the overtime final rule.



    Source link

  • Colleges that might close soon

    Colleges that might close soon

    OK, I admit it.  That headline is clickbait.  I have no idea which colleges might close in the near future, but I want to take a look at the problem from 30,000 feet.

    This is prompted by the recent announcement that Eastern Nazarene College in Massachusetts will close. It comes on the heels of several other announcements like this over the past few years.  And of course, because we’ve become accustomed to colleges surviving for long periods even during bad times, the surprise makes people wonder who’s next.

    The meta-answer will surprise you: While we of course feel bad for the people who lose jobs, the students who are displaced, and the community that finds itself dealing with the loss of a respected institution, these trends are small blips in the industry.  In fact, the institutions most likely to close (probably) collectively account for a small fraction of enrollment at America’s colleges and universities.

    Follow along.  

    One of the challenges in talking about this is the graduate/undergraduate split in enrollment (enrollment is complicated, y’all) and the wide range of different types of missions in higher education.  Some small institutions are completely undergraduate, while some are mostly graduate.  Some institutions are heavily supported by outside money from a congregation or donations (think seminaries or other religious institutions), and still others are small by design, often because they have enormous endowments and/or highly focused missions.

    But here is the hypothesis, and the data to give you some perspective on it.  

    Let’s suppose that colleges in danger of closing are very small, in either total enrollment or undergraduate enrollment.  Some of those, as I suggested, aren’t in danger but we’ll leave them in for the sake of simplicity.

    I took all four-year private colleges, since public institutions rarely close purely for financial reasons, and for-profit college closings happen frequently, without much fanfare.  And I grouped them by undergraduate and graduate enrollment in 2022, and arrayed them on a grid.  The values across the top break institutional graduate headcount enrollment into groups and the values down the left-hand column breaks them into undergraduate enrollment by that measure. 

    This is what the grid looks like. Click to expand:

    Let’s get draconian, and say that in the not-too-distant future every college in the second and third row will close: That is, those colleges with undergraduate enrollment of at least one student, but fewer than 1,000, regardless of graduate enrollment. All 687 of them will close. 

    If that happened tomorrow, it would displace about 268,244 undergraduate students, or about 9.5% of all undergrads enrolled in those four-year, not-for-profit institutions.  Not a small number or percentage.  Again, these are real people who feel the results of those decisions.

    But of course, four-year not-for-profit institutions are a small sliver of college students in America. All told, in the Fall of 2022, there were 15,964,998 undergraduate students enrolled across all types of institutions.  If we were to lose all of those 687 institutions and all 268,244 students, it would represent 1.7% of all college students nationwide.

    Again, not insignificant if you’re one the students affected.  But do we believe that we will see 687 closures in the coming years?  I suppose some people do.  I don’t. And if you don’t, you’ll realize the net effect will probably be much, much smaller than you might have anticipated.

    So when you hear about colleges closing, you should feel bad for the people affected.  But take a look at the data before you make rash pronouncements about higher education in general.

    Source link