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  • Research Lab Websites, for Principal Investigators

    Research Lab Websites, for Principal Investigators

    What should go on my research lab website? Hi everyone! My name is Jennifer van Alstyne. Welcome to The Social Academic, my blog/podcast about managing your online presence in academia.

    Today I want to talk about what is a research lab website? And, why should I have one?

    This is a question that I’m asked often. Now that I’ve been doing this for 6 years, I have some new perspectives I’d like to share with you. So the 1st thing you need to know is that a research lab website is kind of a lot of work, and if you’re not willing to listen to this idea that it’s a lot of work, you probably aren’t going to be able to enjoy the benefits, and I promise you that the hard work is worth it.

    The conversation today is going to be about structure, like what goes on a website. We’re going to talk about whether you need help, whether you want to hire professional support to make your website happen and what you need to consider before you actually take that step. We’ll get into all of the details.

    Before we get into your research lab website, I want to give a shout out to my friend Dr. Sheena Howard, whose new book Academic Branding: A Step-by-Step Guide to Increased Visibility, Authority, and Income for Academics is out February 27, 2024.

    Professor Sheena C. Howard stands by a poster of her book, Academic Branding: A Step-by-Step Guide to Increased Visibility, Authority, and Income in her office. On the wall is a poster for her award-winning book Why Wakanda Matters. There's also a logo for her company, Power Your Research.

    Dr. Howard was a featured interview guest on The Social Academic where we talked about how to get media attention for your research. I highly recommend her and her new book. Get your copy of Academic Branding on the Penguin Random House website.

    Let’s talk about the structure of a research lab website. There are so many more pages that you could have on your website than people might expect, so I’m going to go through some ideas today and you can use whatever you find helpful and just not create pages for anything that you don’t.

    Jump to the list of page ideas

    Everyone needs a Homepage, a main landing page for your research lab website. That’s going to be the only page if you have a one page website, but a lot of people want more.

    They want to be able to highlight the people who are involved in their lab, like their team. So you can have a Team page.

    You could also have a page that really specifically focuses on your Research Impact and the people who your research is most trying to help: that end user that you’re trying to reach.

    Definitely include a page for Publications. Your lab probably has a number of publications that come out every year, and while the individuals who work on those publications, it would be great for them to share them online. Having a research lab share those publications in one place makes it easy for anyone who cares deeply about the research that you’re doing. And helps people, find collaborators.

    I love having a News page for research labs because it shows people all of the new things that you have going on, any events, conferences, meetings. This is a great place to curate that for people who are curious.

    Speaking Engagements is a page that a lot of research labs don’t think about, to be honest. It’s not a common page on research lab websites, but it’s highly recommended. The people who are in your lab are going out and presenting research. They’re going to conferences. They’re spending money on that travel, whether it’s funded through the lab or self-funded beyond whatever professional development budget there is for that year. I want to make sure that if you have a research lab and the people who are in it are going out and presenting work that they’re doing associated with the lab, that people can still engage and come back and learn about the rest of the research that you’re doing through that Speaking Engagements page. Even though it’s not a common page, I do recommend it.

    I highly recommend that the P.I., the principal investigator of the lab, has their own page, something that includes a bio, a photo, how people can get in touch with them, and the research topics that they care most about.

    If you have a personal academic website that is separate from this page, your research lab should still have this page even if you have your own website. That’s because people really want to understand why you do the work that you do, what kind of impact that you hope to create in the world, and the values that you care about. If you can share that in your bio on your website, it makes a massive difference. Each co-P.I. should get their own page. So if there are multiple P.I.s in your lab, make sure that each person has their own page with their bio, headshot, and any links like contact information that they should have.

    Some people really consider whether they want a Team page that has a bunch of bios on it or photos on it. Some people actually like to create an individual Bios pages for each member of their lab, more like a faculty profile. This is more work, but it can really help create an online presence for people who might not have one otherwise. And it’s a wonderful way to highlight staff and other supporters in your lab who may be there more permanently.

    I want to make sure that you know that you can have a Team page with a number of bios on it, but each person could also have their own page if you’d find it helpful. This is particularly helpful if you are at a research center or have a larger group with multiple teams of researchers or multiple teams of P.I.s. The more people there are in a research lab, the better it is to have that information out there so people can better understand the person that they’re most closely collaborating with.

    Anywhere on the website is a great place to have contact information, whether you’re on an individual bio for someone or on the homepage of the website. You want to make sure that that contact information is easy to find. Some people like having a form on their website, but I found that forms don’t always function correctly across different devices. Sometimes in different areas of the world. Having an email address at minimum is super helpful. Where you include that contact information? Definitely include it on the homepage. Include contact information on any bios. I like to have a contact button or a contact space in the upper menu in the heading. Even having contact information in the site footer. Basically, if you want people to be able to contact your lab, get in touch with you, if you want media to be interested in your research and be able to actually reach out to talk about it, having that contact information easy to find is super important.

    Another question you want to consider is, do you want an email list? A lot of labs already have some kind of internal email list of members of the lab, people that they’re already communicating with. Would you like people to be able to subscribe to a larger email list or maybe a newsletter that you’re planning on having? That’s something to consider when you have a website because there are legal permissions and requirements that are involved when making that decision.

    You want to make sure that you think about that when you’re starting that website project. So if you work with a developer, they know to make sure that you have all of the permissions correct. Basically, you want to protect people’s privacy and make sure that they’re legally opting in to receiving email from you. You’re not just sending it without permission.

    I always recommend having a Research Funders page somewhere where you can thank the people who are helping fund your research and helping it really make an impact. So if you can have a Research Funders page to thank people? That is wonderful.

    You might also consider a Partnerships page, especially if you partner with corporations or organizations.

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    The next question is with all of these pages in mind…and you don’t need all of these pages! You definitely can start with a 1, 2, or even 3 page website. You can grow it over time. So don’t feel like even though I just listed 15 pages or something that you have to have all of those.

    But when you think about the website that you want and dream about for your research lab, or your research group, or your research center, are you like, “Oh yeah, we could do this ourselves! We actually, we have a communications person on staff or at the university who can support this project. I actually think that we can do this in house.”

    Well hey, that’s great! Now you have a bunch of page ideas. You can start putting together a document that actually will support that person in making changes to your website.

    But if you think about that question, “Can I do this myself?” And your answer is like, “Oh, I don’t think so. I definitely need to hire help with that.”

    Let’s talk about what that looks like.

    When people ask me questions like, “Can I do this myself?” I often turn that around and say, “Do you want to do this yourself? Is that something you want for yourself? Because the question of can I is of course. I mean you’re a professor, you’re likely a PhD. You can learn this. You can totally learn to build a website and develop those skills if you want to. And now you have a list of website pages that you might consider including on your research lab website. So not only can you develop the skills, you know what to put on the website.”

    A question is, do you want to develop those skills? Because a lot of people that I talk to are like, “No, I’m busy doing my research. I’m busy being a mentor and doing these leadership positions on campus. I don’t have time. I don’t have time to develop these skills even if I wanted to.” And to be honest, most people that I talk to, they just don’t want to.

    Now, if you want to develop the skills, I promise this is possible. You can create a personal academic website. And if you want a research lab website that doesn’t involve a lot of decision making, you just want to be able to add these pages? I highly recommend Owlstown. It is an academic website builder from my friend Dr. Ian Li. He knows that research labs need websites. He’s created a free service to help you create one yourself. Please know there are options for you if you want to do-it-yourself.

    Another question that I typically have for people who come to me and say, “Can I do this myself? Do I need to hire help?” is, “Do you have time to do this?”

    Because you might not have the time. You’re already doing a lot. You’re already adding value to the world. You might not have the capacity to build another skillset.

    And even though you can create your website yourself, it may not be the best use of your time. You are someone who prioritizes your time very well. That’s why you’re in academia and being successful at it. But that also means knowing when to say no. So if you don’t want to do it yourself, but you want a website, hire help. If you don’t have the time or capacity to do it yourself, but you want a website, hire help. I mean, that is my goal, is to help you get help whether it’s working with me or whether I can direct you to someone else who’s better suited to help you.

    Let’s talk about how to hire help. Most developers don’t know how to make a research lab website unless you know what you’re looking for, like the pages you want and the content that you want to share on those pages. These are also things that you need to build yourself. If you want to D.I.Y., your research lab website, so know what pages that you want to have and what you’d like to be included on each of those pages. Either way, that’s the step you’re going to need to take.

    Actually, that is even a block for people like what to put on your website? You don’t know what goes on the page, what to say. There’s so many things to think about like photos or links or buttons.
    Sometimes it becomes hard to communicate with a website developer if you’ve not already thought about some of those things in advance.

    I highly recommend that you create a Word Doc or any kind of document processor that you use, something that you can share with your website developer. If you already know your bio and you know what you want to link, like publications, now you have a Publications page. If you want to highlight team members and their bios, you got to gather all of that stuff. Put it into a document. That’s some work that you do have to do upfront. But once you have those things, the developer can make you a great website.

    You need the vision and hopes for your website before you start talking to the website developer. That’s something that becomes surprising for a lot of people. And I want to tell you this because I’m trying to save you money.

    The cost of a website can range wildly depending on the skill level of the developer, what country they’re located in. It can range from about $1,500 USD to over $65,000. A P.I. reached out to me at the end of 2023 who had been given a quote by a website design agency for their research lab website of $65,000. This is a huge range for professional websites that are specific like a research lab, research group, research center, or other grant-funded initiative.

    But if you don’t know what you want on the website, the quote that a developer gives you is not going to be specific to your needs. They’re going to quote you what they think you need. Having things prepared in terms of what you want to be on your website in advance will result in a more accurate quote.

    Your website will be launched quicker and you’ll be celebrating your new website. That’s what I want for you.

    Doing this work, thinking about this, being a little introspective about what you want on your website upfront? Really helps set expectations for you and the website developer or designer on this project. I want to avoid any miscommunication. Having that information upfront will help you both know what to expect.

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    Okay, so what are the benefits now that we’ve gone through all the things you can have on your website, and if you need to hire help. Now you’re really like, “Oh, this is kind of tangible now. How is this going to affect my life?”

    Well, a research lab website is great. It highlights the research that your lab does. Research can go on your Homepage, News, Research Impact pages. I mean, it shows visitors how they can actually engage with your research. And, with you, as a researcher and a person to potentially collaborate with in the future.

    It really helps people invite you for speaking engagements that are really specific to your topic, because I know that there are things you have to say no to, that aren’t going to fit into your schedule.

    I want to make sure that when people are reaching out to you, it’s even closer aligned to what you hope for that relationship in the future. Again, not everyone cares about that Speaking Engagements page, but that’s where you’re out talking with people who are in your research field and who already care about it. That’s why they’re coming to the talk. So having that page is something I highly recommend. I hope that maybe this podcast and blog makes an impact on research centers out there. I think that this is a page more people should have.

    The impact of the hard work that you do for your research is apparent on each page of your website, but people can’t really explore that in any way now. When you don’t have a website, people are probably engaging with your research when they come across your publication, if they’re searching for it. When they see you on Twitter or LinkedIn, these are all kind of momentary.

    Even meeting at a conference, it’s great to see the people that you care about, but you don’t always catch up on all the cool things that they’re doing. There’s just not time. And oftentimes that’s not the main topic of conversation.

    When people can explore that in advance before they even come and meet you at the conference? Your lab website gives something for the conversation to be informed by. And it can really prompt new relationships, new collaborations, and help people better refer you or recommend you to the people who care about your research, whether it’s their students, their research funders, or other potential collaborators for you. I think it’s so great when you can highlight your research, media mentions, publications, collaborators, funders, events, speaking engagements. Gosh, there’s so much you can include on a research lab website, and it’s all really exciting.

    Please know that when you do this work, it is really attractive to your research funders. It invites people to understand how they can get involved and how they can reach out to you. I encourage you to check out my interview with Dr. Julia Barzyk, who was featured on The Social Academic in 2023. We talk all about how online presence is awesome for getting your research funded by people who actually care.

    Your website works for you even when you’re sleeping, even when you’re traveling, or going to conferences and meeting people in person. Your research lab website is a tool. It’s a boost to every in-person interaction that you’ll have in the future.

    When people meet you or consider going to your talk, I mean they Google you, they just do, and they look at your research lab and sometimes they decided if they wanted to go to your panel or they want to go to someone else’s. Your website really helps them make that decision. And gets people excited to be in your audience.

    Two black women sit on a sofa in an office space talking with each other.

    A lot of P.I.s are specifically looking for a research lab website, like, “This isn’t about me, it’s about my research or my team.”

    I get it. They want ‘to remove the ego’ from their website. But a good research lab website is direct and clear about how you help people, and it actually helps people because it’s clear. And that includes sharing a bit about yourself as the P.I.

    Be a little bit more open than you might be comfortable with.

    Be proud of the research that your lab does and your team. Your website can proudly stand behind your work for you.

    The labs, research centers, and grant funded initiatives that I work with care deeply about their team and their collaborators. They want their people, their staff, postdoctoral researchers, students, and sometimes the people that their research supports to actually inform the plan for their website. It gets everyone excited about the project.

    My strategic website planning service starts with in-depth interviews with the principal investigators and members of your team. It’s my favorite part of the process because I get to discover all the amazing things you do. Especially the things that aren’t being communicated with your online presence. I’d love to help you with your research lab, research center, or grant funded initiative website.

    If you want support, and you just want help thinking through what to include on your website before meeting with a local website developer? Let’s do a one hour website consultation to get you started on your website project so that when you approach the project yourself or you approach a developer, you have the next steps.

    Research Lab Website by Jennifer van Alstyne. This website is for The SHEER Lab at the University of Central Florida

    Schedule a no pressure Zoom call to chat about working with me 1-on-1 on your research lab, research group, or research center website. I promise to help you in the right direction, even if it isn’t working with me.

    I’m Jennifer van Alstyne. You can find me on social media @HigherEdPR. Thanks for listening to this episode of The Social Academic podcast. Please share it with a friend or a colleague who might find it helpful.

    Subscribe to The Social Academic so you don’t miss the next one.

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    Pages in this article

    Homepage

    Team page

    Research Impact page

    Publications page

    News page

    Speaking Engagements page

    Photo Gallery

    Principal Investigator page(s)

    Bio pages

    Contact

    Research Funders page

    Partnerships page

    Page ideas not detailed in this article you might consider

    About our Lab page

    Research Facilities page

    Our Story page

    Mission page

    Research Values page

    Methodology page

    Research Project pages

    Get Involved page

    Recruitment page

    For Students page

    Videos page

    In the Media page

    Resources page

    Email list

    Do you want an email list or newsletter?

    For more page ideas and tips for your academic lab website, check out this episode of the Beyond Your Science Podcast from my friend Brittany Trinh. I love her tip about updating your website content before recruitment season. Brittany and I love collaborating to create your website for you in as little as a single Team VIP Day.

    Get inspired with the award winning lab websites from the 2023 Best Personal Academic Websites Contest which Brittany and I judged along with Dr. Ian Li from free academic website builder, Owlstown.

    View examples of lab websites Jennifer has worked on.

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    Guides and Advice Articles Personal Website How To’s Share Your Research The Social Academic

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  • Federal Agencies Issue Proposed Rule on Pay Equity and Transparency for Federal Contractors – CUPA-HR

    Federal Agencies Issue Proposed Rule on Pay Equity and Transparency for Federal Contractors – CUPA-HR

    by CUPA-HR | February 14, 2024

    On January 30, the Department of Defense, General Services Administration, and NASA issued a proposed rule to amend the Federal Acquisition Regulation (FAR) to create a salary history ban and require pay transparency during the hiring process for federal contractors and subcontractors. The proposed rule aligns with the Biden administration’s 2022 Executive Order, “Advancing Economy, Efficiency, and Effectiveness in Federal Contracting by Promoting Pay Equity and Transparency.”

    According to the proposed rule, the FAR would be amended 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”).

    The proposed rule comes as many states and localities have recently implemented salary history bans and pay transparency laws. As the Notice of Proposed Rulemaking notes, 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.

    The agencies have provided a 70-day comment period for the proposed rule, closing on April 1. Stakeholders are invited to submit comments on their support for or opposition to the provisions of the proposed rule. CUPA-HR will monitor for additional updates on this proposed rule and other policy initiatives at the federal level as they relate to pay transparency and salary history bans.



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

    HR and the Courts — February 2024 – CUPA-HR

    by CUPA-HR | February 14, 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.

    Basketball Players Are Employees of Dartmouth, NLRB Concludes—Union Vote Scheduled for March 5

    Student-athletes on the Dartmouth College men’s basketball team will vote March 5 on whether to join a union in an election supervised by the National Labor Relations Board. The applicable NLRB regional director issued a decision on February 5, holding that the basketball players are employees of Dartmouth, as the institution provides compensation to the athletes and exerts control over them (NLRB Reg’l Dir., No. 01-RC-325633, 2/5/24, 2/9/24).

    The basketball players filed a petition to be represented by the Service Employees International Union, Local 560, in September. Dartmouth has indicated that it will appeal the regional director’s decision to the full NLRB after the March 5 election.

    The regional director decided that the basketball players meet the definition of employees under the National Labor Relations Act because “Dartmouth has the right to control the work performed by the Dartmouth men’s basketball team.” The regional director further held that the athletes receive compensation in the form of equipment totaling nearly $3,000 an athlete per season, tickets to events, and travel and lodging from the institution.

    This is the first time that the NLRB has ruled that student-athletes are employees under the NLRA. In 2014, the NLRB declined to take jurisdiction over Northwestern University football players in denying an election in that case. The regional director in the Dartmouth case concluded that nothing in the Northwestern case precluded a later decision that student-athletes are employees under the NLRA.

    This issue is also being litigated by the NLRB on the West Coast in unfair labor practice proceedings alleging that student-athlete basketball and football players have been improperly classified as students and not employees of the University of Southern California, the NCAA and the PAC-12 Conference.

    SpaceX Challenges Constitutionality of NLRA

    SpaceX filed a formal complaint in federal district court in response to a complaint the NLRB issued. The NLRB’s complaint concerned SpaceX firing eight employees over a letter they filed within the company’s internal distribution network. The letter called into question SpaceX CEO Elon Musk’s public comments and called for the organization to distance itself from Musk. The employees were fired, and the NLRB issued a complaint alleging that they were fired in violation of the NLRA as a result of engaging in concerted activities protected by the NLRA.

    SpaceX alleges that the NLRA is unconstitutional because it violates the separation of powers and deprives the employer the right to a jury trial (Space Exploration Technologies v. NLRB et al (Case No. 1:24:00001 S.D. Tx. 1/4/24)). The lawsuit specifically alleges that the NLRB’s structure of requiring complaints to be heard and initially adjudicated by administrative law judges, with appeal rights to the NLRB and eventually to the U.S. Court of Appeals, deprives employers their right to a jury trial. SpaceX alleges that the NLRB’s administrative structure violates its Sixth Amendment right to a jury trial on criminal matters.

    NLRB Seeks to Bring More Higher Ed Religious Institutions Under Its Jurisdiction

    In a recent hearing over a case primarily involving whether the NLRB should have jurisdiction over student-athletes, the NLRB attorneys also asked the administrative law judge (ALJ) to reverse the Trump-era, 2020 decision in the Bethany College case, which broadly exempted religiously affiliated, non-profit, higher ed institutions that hold themselves out publicly as religious institutions.

    The NLRB attorneys argued that the Bethany case was wrongfully decided and that the ALJ should return to the NLRB’s prior rule laid down in the Pacific Lutheran case. Under the Pacific Lutheran decision, religious higher ed institutions are exempt from NLRB jurisdiction only if the faculty members perform religious functions in addition to lay teaching responsibilities.

    Appeals Court Revives Professor’s Claim That Termination Violated His Contract Without Due Process

    The 5th U.S. Circuit Court of Appeals (covering Louisiana, Mississippi and Texas) reversed a lower court’s dismissal of a tenured biology professor’s contract violation claim stemming from his termination. The appeals court ruled that the trial court erred in concluding that the Jackson State University professor’s claim was barred by the statute of limitations. The professor was terminated for alleged unauthorized research, which stemmed from his use of unauthorized undergraduate students to assist in his research involving the use of human urine.

    The professor was suspended in 2015. The department chair concluded in mid-2015 that he would recommend the professor’s termination based on the reports he heard. In 2018, the faculty personnel committee sided with the professor, but the university president rejected the committee’s reinstatement recommendation in 2018. In March 2019, the board of the Mississippi Institutions of Higher Learning (IHL) terminated the professor per the university president’s decision. The professor sued in 2022, and the trial court dismissed on three-year statute-of-limitations grounds. The appeals court reversed, holding that the IHL decision, which was the final termination decision, was when the statute of limitations would start running and therefore the lawsuit was filed within the three-year statute of limitations and can go forward.

    EEOC on Alert for Workplace Discrimination Resulting From Israel-Hamas War

    At her first press event as the Equal Employment Opportunity Commission’s new general counsel, Karla Gilbride indicated that the EEOC has received reports from workers and advocacy organizations representing the Jewish, Muslim and Arab communities of an increase in workplace discrimination against protected groups resulting from the Israel-Hamas war. The EEOC has signaled interest in pursuing domestic workplace discrimination that may result from “local, national or global events.” The general counsel indicated that it is a priority in the agency’s strategic enforcement plan to be responsive in this area.

    Gilbride concluded, “We’re reviewing that data to get a better handle on whether we at EEOC are recognizing an uptick in discrimination on the basis of religion or national origin affecting Jewish, Muslim and Arab communities or people who might be perceived as belonging to those communities even if they did not actually belong to those communities.” The general counsel indicated that global events in the past, such as 9/11, have led to an increase in domestic workplace discrimination.

    Employee at University of Michigan at Dearborn Has First Amendment, Free Speech Right to Speak to Press

    The 6th Circuit U.S. Court of Appeals (covering Kentucky, Michigan, Ohio and Tennessee) rejected the University of Michigan at Dearborn’s defense of sovereign immunity and allowed a university employee’s claim of First Amendment speech retaliation to proceed (Ashford v. Univ of Michigan (6th Cir., No. 22-02057, 1/9/24)). The appeals court held that the employee’s speaking to the press about the university’s “mishandling” of a student’s sex harassment complaint against a professor was a matter of public concern. Further, this matter was not part of the employee’s job responsibilities or duties. The court held that the employee was speaking as a private citizen on a matter of public concern and is therefore allowing the employee’s request that his 10-day suspension be expunged to move forward.

    The employee is also requesting an injunction against the university barring future retaliation for speech he might engage in. According to the lawsuit, the plaintiff alleged that the local campus police mishandled a student’s sex harassment complaint. The plaintiff alleged that he raised his concerns internally with his supervisor and with campus security before speaking with the press. The employee also alleges that the newspaper came to him for comment and initiated the process, which led to his statement. The court reiterated that the plaintiff was not speaking to further his official duties but was speaking as a private citizen.

    Yale Professor Sues, Claiming Sex Discrimination Against Males

    A federal trial court recently ruled that a Yale University medical school professor’s claim of gender discrimination can proceed to trial. The claims of discrimination result from the university’s additional decision to remove the professor’s endowed chair designation, sometime subsequent to the university’s initial punishment for his sex harassment transgressions (Simons v. Yale University (2024 BL 15344, D. Conn., No. 3:19-cv-01547, 1/17/24)).

    The professor alleged that only men are subject to multiple punishments for the same infraction. The court ruled that losing an honorific title could be an adverse job action even if pay was not reduced in that action. The court concluded that the plaintiff had previously been punished in multiple ways concerning the incident, including losing his positions as chief of the section of cardiovascular medicine and director of the university’s cardiovascular research center.



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  • Three Virtual Offerings to Spark Joy and Encourage Self-Care This Valentine’s Day – CUPA-HR

    Three Virtual Offerings to Spark Joy and Encourage Self-Care This Valentine’s Day – CUPA-HR

    by Julie Burrell | February 13, 2024

    Even though it’s not mentioned in the job description, stress management is no doubt a daily part of your life in higher ed HR. Prioritizing well-being is also at the forefront of strategies to retain and recruit talent. CUPA-HR has found that 56% of higher ed employees are at least somewhat likely to look for a new position in the coming year, and the strongest predictors of retention are factors related to job satisfaction and well-being.

    You know that attentiveness to mental and physical health helps you and your team thrive, but it may be difficult to find the time and budget to make wellness a daily practice. This Valentine’s Day is an opportunity to treat yourself and your team to the gift of well-being by scheduling time to participate in Well-Being in Higher Education, a week-long virtual event. From February 26 to March 1, CUPA-HR will join with 20+ higher ed associations to help you deepen your knowledge of well-being on your campus and offer moments of connection across the higher ed community.

    CUPA-HR-sponsored sessions include:

    • An Integrated Approach to Fostering Workplace Well-Being
    • Managing Anxiety and Stress in the Workplace
    • Staff Well-Being: Its Role in Creating a Healthy Campus

    You may also want to check out these related CUPA-HR resources:

    Is saying “yes” your love language? Do you struggle to say no even when you don’t have the bandwidth? Learn how to say no with confidence in one of our most popular webinars of 2023, Managing Stress and Self-Care: “No” Is a Complete Sentence, which offers practical tools for minimizing stress and leads participants in creating a self-care plan.

    Help stave off burnout by practicing the skill of resilience. While it may seem like some people are naturally more resilient than others, resilience is a learned skill you can develop and practice in your work and personal life. Learn how in this webinar and accompanying Higher Ed HR Magazine article.



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  • Teaching Skills are Durable Skills with AI –

    Teaching Skills are Durable Skills with AI –

    I recently gave a keynote on AI at the durable skills-themed D2L Ignite conference in Orlando. I took the following positions:

    • Durable skills, unlike so many educational buzzwords, is a genuine civilizational shift that requires our urgent attention. AI does not cause it. It just made the change obvious.
    • AI genuinely will cause profound and unforeseeable changes to the way we live. I gave a highly personal example to make this point vivid.
    • Teaching skills are durable skills that translate quite well to the AI world.
    • Other skills, such as those required to design and test solutions to complex humans, are durable skills.

    As usual, I tried to cram an hour-long talk into 45 minutes, so I rushed some parts and left a few dots unconnected. In this post, I’ll the video and restate the elements of the third bullet point to ensure they’re clear. I’m putting the video at the bottom of the post because I’m hoping you’ll read it before watching the talk and keeping the post short because the idea that you’ll both read a blog post and watch a 45-minute talk is expecting a lot.

    To be clear, I’m not arguing that teaching skills are durable skills because generative AI works like the human mind. It doesn’t. I’ll briefly explain why each teaching skill I discuss transfers to AI. The reasons are different from point to point.

    Here are the skills:

    • Scaffolding: In education, scaffolding is rooted in Vygotsky’s notion of the Zone of Proximal Development (ZPD). We’re helping students stretch beyond what they could learn on their own by providing them with temporary supports or building blocks, progressively removing the support as we go. With AI, we focus the model on the right pieces by providing context and examples. It knows a lot, but it needs context. So, to get good results, we remind it of basic concepts it already knows, similarly to how we teach students of the basic concepts they need to solve complex problems. As with human students, we feed it more complex pieces to put together until it is thinking the way we need it to. The AI has something akin to the ZPD in the sense that it doesn’t always need scaffolding. Some things it can figure out on its own. Other things it can’t figure out even with help. Even though the reasons are entirely different, we get better results when we act as if the AI has a ZPD and apply scaffolding when we find ourselves working within that zone.
    • Formative assessments: Much is made of the fact that the AI is a black box. Little is made of the fact that the human mind is also a black box. We don’t know what students understand. In fact, good teachers probe continuously, in part because we are constantly trying to get a read on what the student understands and because students change. They learn. AIs don’t learn in the same way that students do, but they can change over time. ChatGPT is better at understanding some things than it was six months ago. And some of those improvements aren’t obvious. We have to design probes to test.
    • Worked examples: This one is crucial and goes beyond using generative AIs to actually building or fine-tuning models. With students, we show them how to solve a problem: here’s the question, here’s the answer, and here’s how we got from the question to the answer. If we’re making full use of this technique, we’ll show students a series of subtly but importantly different worked examples so that they can learn nuances. With AI, whether we are writing a prompt or constructing a training data set, the ideal input is a series of examples where we say to the machine, here is the input, here is the desired output, and here is an annotation explaining why this is good output. Particularly with model training, we want to provide a series of subtly but meaningfully different examples so that it can learn to differentiate.
    • Writing: To do almost anything with generative AI, you must be a good, clear, precise writer. We stress out about ChatGPT causing the loss of writing skills, forgetting that the majority of interactions most people have with the technology is, in fact, through writing. And better writing gets better answers or, if you’re training a model, better input data.

    That’s the short but (hopefully) clear version of the third part of the talk.

    The example I use for the second part of my talk is how ChatGPT helped me cope with the stream of medical information I was receiving about my little sister, who recently suffered a life-threatening brain hemorrhage. I recorded this video on my iPhone with no intention of sharing it with anyone but my close family. My sister is a teacher. I wanted to show her how the story of her struggle is helping other educators (and to show her a little bit of what I do for a living, which I have trouble explaining). I told her story to the D2L conference audience with her husband’s permission and with no intention of taking it further. I have been urged by a few people who were there that day to share it more widely. And so, with the blessing of my brother-in-law, I am publishing it. (My sister, by the way, is making amazing progress in her recovery. I hope she will be able to watch the video herself soon.) If you watch it and find it valuable, please comment below. She will find it meaningful to know that her story is helping other educators.

    This is for you, Sharon.

    D2L Rise Orlando 2024 Keynote on Durable Skills and Artificial Intelligence: https://youtu.be/ufwEElHcZAs



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  • IHEC Blog a project by David Comp: Rest in Peace Ruth

    IHEC Blog a project by David Comp: Rest in Peace Ruth

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

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  • 10 Budget-Friendly Meal Prep Ideas For Busy College Students

    10 Budget-Friendly Meal Prep Ideas For Busy College Students



    10 Budget-Friendly Meal Prep Ideas For Busy College Students





















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  • What HR Should Know About Tenure and Academic Freedom – CUPA-HR

    What HR Should Know About Tenure and Academic Freedom – CUPA-HR

    by Julie Burrell | February 6, 2024

    From an HR perspective, faculty positions can often look very different from other professional and staff roles on campus, especially when it comes to those faculty on the tenure track. But as HR’s role in academic staffing expands, it’s critical to understand tenure and its role in supporting academic freedom, says Joerg Tiede, the director of the department of research and public policy with the American Association of University Professors (AAUP). In his recent CUPA-HR webinar, Tenure: Past, Present and Future, Tiede explains the nuances of tenure and academic freedom through an HR lens. Here are some key takeaways.

    Tenure and Academic Freedom

    Tenure

    Tenure is an “indefinite appointment that can be terminated only for cause or under extraordinary circumstances such as financial exigency and program discontinuation,” according to the AAUP.

    Tiede notes that this simple definition is often surprising to many in higher ed, because tenure frequently comes with other advantages, such as sabbatical or the ability to vote for or hold a position in faculty senate. But these other benefits are often part of an institution’s culture or a faculty member’s contract, rather than inherent to tenure itself.

    Academic Freedom

    Tiede stresses that tenure exists not as an individual perk, but to protect academic freedom. The AAUP defines academic freedom as “the freedom of a teacher or researcher in higher education to investigate and discuss the issues in his or her academic field, and to teach or publish findings without interference from political figures, boards of trustees, donors, or other entities.” The concept of academic freedom applies to faculty members’ speech and writing on campus as teachers and advisors, in their research, and in their “intramural speech” (e.g., institutional governance) and “extramural speech” (e.g., when speaking as a citizen).

    The AAUP’s 1940 Statement of Principles on Academic Freedom and Tenure is the most widely adopted description of both academic freedom and tenure at institutions of higher education.

    Non-Tenure-Track Faculty

    Not all professors have or are eligible for tenure, including non-tenure-track faculty who may work full time as salaried employees with benefits but are not eligible for tenure. An example of this kind of faculty may be someone whose job functions involve instruction rather than a mix of instruction and research. Other non-tenure-track faculty include adjuncts, who are paid per course and typically do not have a benefits package. The breakdown of who is eligible for tenure differs by institution, with some institutions not having a tenure system at all. See the AAUP’s data on the academic workforce.

    The Future of Tenure and Academic Freedom

    “Tenure is indispensable to the success of an institution,” says Tiede. This is because academic freedom not only strengthens individual institutions by protecting the teaching and research of faculty, but also upholds the public good. The AAUP’s FAQs on academic freedom states: “Those teaching and researching in higher education need academic freedom because the knowledge produced and disseminated in colleges and universities is critical for the development of society and for the health of a democracy, an idea often expressed by the phrase ‘for the common good’ or ‘for the public good.’” In theory, tenure shields faculty from political or religious agendas. It also protects tenured faculty who work in areas that are or may become controversial.

    Tiede notes that academic freedom would be made secure with more broadly inclusive tenure policies. One way this can be accomplished is by converting non-tenure-track positions into tenure-track positions, with the AAUP recommending “only minor changes in job description.” In particular, the conversion of teaching-focused positions from non-tenure-track to tenure-track is recommended. Though tenure is often tied to research accomplishments, Tiede and the AAUP do not view this as inherent to the definition of tenure.

    A more inclusive tenure process also includes reviewing for implicit bias. In breaking down who is tenured or on the tenure track, CUPA-HR has found that more women faculty are represented in non-tenure-track roles than in tenure-track roles. Moreover, with each increase in rank, the proportions of women faculty and faculty of color decrease for both tenure-track and non-tenure-track faculty. Taken together, this means that women are over-represented in the lowest-paying and lowest-ranking positions.

    Who gets tenured also has implications for pay equity. Faculty pay raises are commonly tied to promotion and tenure, which is often the only time faculty see a significant increase in their salary. When there is bias in promoting women and faculty of color to successive ranks, this results in career earnings gaps.

    Additional Resources

    Watch Tiede’s webinar, Tenure: Past, Present and Future, which covers the origins and history of tenure and answers HR-specific questions, like whether academic freedom applies to provocative posts on social media and how best to nurture a merit-based culture within a tenure system.

    CUPA-HR’s Toolkit on Academic Freedom contains real-world examples of academic freedom policies at various institutions.

    In Opening Doors for Strategic Partnerships With Academic Leadership, Gonzaga University’s HR pros explain how they cultivated the relationship between HR and the campus community, including leveraging the power of HR champions on their campus.

    Check out CUPA-HR’s e-learning courses, including Boot Camp, which offers a higher ed perspective on essential HR topics, and Understanding Higher Education, which is designed to help all employees be more effective in their roles by developing a deeper understanding of institutional structure and culture.

    Ways to support an increasingly contingent faculty workforce are explored in the article The Way Forward: Envisioning New Faculty Models for a Changing Professoriate. The focus is on The Delphi Project, part of the University of Southern California’s Pullias Center for Higher Education, which explores how non-tenure-track faculty working conditions are tied to student success.



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  • Department of Education Moves Forward With Title IX Final Rule – CUPA-HR

    Department of Education Moves Forward With Title IX Final Rule – CUPA-HR

    by CUPA-HR | February 5, 2024

    On February 2, 2024, the Department of Education (ED) sent its highly anticipated Title IX final rule to the White House Office of Information and Regulatory Affairs (OIRA) for review. OIRA review is the final step before the Title IX rule is published. While ED’s final rule is being reviewed, the public is not provided with any specific details on changes to the proposed rule. However, interested stakeholders can request a meeting with the administrator while a rule is under review.

    The Department of Education introduced a Title IX proposed rule in June 2022, under which the department proposed to replace the Trump administration’s 2020 Title IX rule and establish expanded protections against sex-based discrimination to cover sexual orientation, gender identity, and pregnancy or related conditions. CUPA-HR submitted comments in response to the proposed rule, in which we brought attention to the possible impact the proposed regulations could have on how higher education institutions address employment discrimination.

    The Department of Education has been reviewing the 240,000 submitted comments in response to the Title IX proposed rule since the comment period closed in September 2022. The final rule was initially included in the Fall 2022 Regulatory Agenda with a target release date in May 2023, but the department had to further delay that timeline to ensure all comments submitted in response to the proposed rule were reviewed and addressed in the final rule. Most recently, ED indicated a March 2024 release of the final rule in the Fall 2023 Regulatory Agenda.

    OIRA reviews typically last between 30-60 days, though the agency has up to 90 days to review the rule before it is released to the public. As such, the final rule could be released as soon as early March, possibly meeting the Fall 2023 Regulatory Agenda’s target date.

    Once the final rule is published, CUPA-HR will hold a webinar presented by Title IX experts. In the meantime, CUPA-HR will keep members apprised of additional updates on the Title IX final rule, including when the review is completed and the rule is published.



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  • First-year student diversity in American colleges and universities, 2018-2022

    First-year student diversity in American colleges and universities, 2018-2022

    I started this visualization to show how first-year classes at the highly rejective colleges had changed since COVID-19 forced them all to go to a test-optional approach for the Fall of 2021.  But it sort of took on a life of its own after that, as big, beefy data sets often do.

    The original point was to help discount the conventional wisdom, which is propped up by a limited, old study of a small set of colleges that showed test-optional policies didn’t affect diversity.  I did this post last year, after just one year of data made it fairly clear they did at the institutions that had the luxury of selecting and shaping their class. 

    This year I took it a little farther.  The views, using the tabs across the top, show the same trends (now going to 2022) for Public Land Grants, Public Flagships, the Ivy and Ivy+ Institutions.  In each case, choose one using the control.

    Note that I had colored the years by national trends: 2018 and 2019 are pre-test optional, gray is COVID, and blue is post-test optional.  This is not to say that any individual college selected either required tests or went test-optional in those years, but rather shows the national trend.  And remember these show enrolling students, not admitted students, which is why gray is critical; we know COVID changed a lot of plans, and thus 2020 may be an anomalous year. 

    The fourth view shows where students of any selected ethnicity enroll (again, use the dropdown box at the top to make a selection); the fifth view breaks out ethnicity by sector; and the final view allows you to look at diversity by sector and region (to avoid comparing diversity in Idaho, California, and Mississippi, for instance, three states with very different racial and ethnic makeups.)

    On all views, hovering over a data point explains what you’re seeing.

    If you work at a college or university, or for a private company that uses this data in your work, and want to support my time and effort, as well as software and web hosting costs, you can do that by buying me a coffee, here. Note that I won’t accept contributions from students, parents, or high school counselors, or from any company that wants to do business with my employer.

    And, as always, let me know what jumps out at you here. 

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