Tag: national

  • UNSW purchases six state-of-the-art aircraft for School of Aviation amid national pilot shortage

    UNSW purchases six state-of-the-art aircraft for School of Aviation amid national pilot shortage

    Flight instructor Arjun Jogia with one of his young trainees Ariane Fouracre. Picture: Richard Dobson

    As Australia stares down the barrel of a looming pilot shortage, more than 100 NSW university students are taking to the skies in brand new state-of-the-art training aircraft.

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  • Another way of thinking about the national assessment of people, culture, and environment

    Another way of thinking about the national assessment of people, culture, and environment

    There is a multi-directional relationship between research culture and research assessment.

    Poor research assessment can lead to poor research cultures. The Wellcome Trust survey in 2020 made this very clear.

    Assessing the wrong things (such as a narrow focus on publication indicators), or the right things in the wrong way (such as societal impact rankings based on bibliometrics) is having a catalogue of negative effects on the scholarly enterprise.

    Assessing the assessment

    In a similar way, too much research assessment can also lead to poor research cultures. Researchers are one of the most heavily assessed professions in the world. They are assessed for promotion, recruitment, probation, appraisal, tenure, grant proposals, fellowships, and output peer review. Their lives and work are constantly under scrutiny, creating competitive and high-stress environments.

    But there is also a logic (Campbell’s Law) that tells us that if we assess research culture it can lead to greater investment into improving it. And it is this logic that the UK Joint HE funding bodies have drawn on in their drive to increase the weighting given to the assessment of People, Culture & Environment in REF 2029. This makes perfect sense: given the evidence that positive and healthy research cultures are a thriving element of Research Excellence, it would be remiss of any Research Excellence Framework not to attempt to assess, and therefore incentivise them.

    The challenge we have comes back to my first two points. Even assessing the right things, but in the wrong way, can be counterproductive, as may increasing the volume of assessment. Given research culture is such a multi-faceted concept, the worry is that the assessment job will become so huge that it quickly becomes burdensome, thus having a negative impact on those research cultures we want to improve.

    It ain’t what you do, it’s the way that you do it

    Just as research culture is not so much about the research that you do but the way that you do it, so research culture assessment should concern itself not so much with the outcomes of that assessment but with the way the assessment takes place.

    This is really important to get right.

    I’ve argued before that research culture is a hygiene factor. Most dimensions of culture relate to standards that it’s critically important we all get right: enabling open research, dealing with misconduct, building community, supporting collaboration, and giving researchers the time to actually do research. These aren’t things for which we should offer gold stars but basic thresholds we all should meet. And to my mind they should be assessed as such.

    Indeed this is exactly how the REF assessed open research in 2021 (and will do so again in 2029). They set an expectation that 95 per cent of qualifying outputs should be open access, and if you failed to hit the threshold, excess closed outputs were simply unclassified. End of. There were no GPAs for open access.

    In the tender for the PCE indicator project, the nature of research culture as a hygiene factor was recognised by proposing “barrier to entry” measures. The expectation seemed to be that for some research culture elements institutions would be expected to meet a certain threshold, and if they failed they would be ineligible to even submit to REF.

    Better use of codes of practice

    This proposal did not make it into the current PCE assessment pilot. However, the REF already has a “barrier to entry” mechanism, of course, which is the completion of an acceptable REF Code of Practice (CoP).

    An institution’s REF CoP is about how they propose to deliver their REF, not how they deliver their research (although there are obvious crossovers). And REF have distinguished between the two in their latest CoP Policy module governing the writing of these codes.

    But given that REF Codes of Practice are now supposed to be ongoing, living documents, I don’t see why they shouldn’t take the form of more research-focussed (rather than REF-focussed) codes. It certainly wouldn’t harm research culture if all research performing organisations had a thorough research code of practice (most do of course) and one that covers a uniform range of topics that we all agree are critical to good research culture. This could be a step beyond the current Terms & Conditions associated with QR funding in England. And it would be a means of incentivising positive research cultures without ‘grading’ them. With your REF CoP, it’s pass or fail. And if you don’t pass first time, you get another attempt.

    Enhanced use of culture and environment data

    The other way of assessing culture to incentivise behaviours without it leading to any particular rating or ranking is to simply start collecting & surfacing data on things we care about. For example, the requirement to share gender pay gap data and to report misconduct cases, has focussed institutional minds on those things without there being any associated assessment mechanism. If you check out the Higher Education Statistics Agency (HESA) data on proportion of male:female professors, in most UK institutions you can see the ratio heading in the right direction year on year. This is the power of sharing data, even when there’s no gold or glory on offer for doing so.

    And of course, the REF already has a mechanism to share data to inform, but not directly make an assessment, in the form of ’Environment Data’. In REF 2021, Section 4 of an institution’s submission was essentially completed for them by the REF team by extracting from the HESA data, the number of doctoral degrees awarded (4a) and the volume of research income (4b); and from the Research Councils, the volume of research income in kind (4c).

    This data was provided to add context to environment assessments, but not to replace them. And it would seem entirely sensible to me that we identify a range of additional data – such as the gender & ethnicity of research-performing staff groups at various grades – to better contextualise the assessment of PCE, and to get matters other than the volume of research funding up the agendas of senior university committees.

    Context-sensitive research culture assessment

    That is not to say that Codes of Practice and data sharing should be the only means of incentivising research culture of course. Culture was a significant element of REF Environment statements in 2021, and we shouldn’t row back on it now. Indeed, given that healthy research cultures are an integral part of research excellence, it would be remiss not to allocate some credit to those who do this well.

    Of course there are significant challenges to making such assessments robust and fair in the current climate. The first of these is the complex nature of research culture – and the fact that no framework is going to cover every aspect that might matter to individual institutions. Placing boundaries around what counts as research culture could mean institutions cease working on agendas that are important to them, because they ostensibly don’t matter to REF.

    The second challenge is the severe and uncertain financial constraints currently faced by the majority of UK HEIs. Making the case for a happy and collaborative workforce when half are facing redundancy is a tough ask. A related issue here is the hugely varying levels of research (culture) capital across the sector as I’ve argued before. Those in receipt of a £1 million ‘Enhancing Research Culture’ fund from Research England, are likely to make a much better showing than those doing research culture on a shoe-string.

    The third is that we are already half-way through this assessment period and we’re only expected to get the final guidance in 2026 – two years prior to submission. And given the financial challenges outlined above, this is going to make this new element of our submission especially difficult. It was partly for this reason that some early work to consider the assessment of research culture was clear that this should celebrate the ‘journey travelled’, rather than a ‘destination achieved’.

    For this reason, to my mind, the only thing we can reasonably expect all HEIs to do right now with regards to research culture is to:

    • Identify the strengths and challenges inherent within your existing research culture;
    • Develop a strategy and action plan(s) by which to celebrate those strengths and address those challenges;
    • Agree a set of measures by which to monitor your progress against your research culture ambitions. These could be inspired by some of the suggestions resulting from the Vitae & Technopolis PCE workshops & Pilot exercise;
    • Describe your progress against those ambitions and measures. This could be demonstrated both qualitatively and quantitatively, through data and narratives.

    Once again, there is an existing REF assessment mechanism open to us here, and that is the use of the case study. We assess research impact by effectively asking HEIs to tell us their best stories – I don’t see why we shouldn’t make the same ask of PCE, at least for this REF.

    Stepping stone REF

    The UK joint funding bodies have made a bold and sector-leading move to focus research performing organisations’ attention on the people and cultures that make for world-leading research endeavours through the mechanism of assessment. Given the challenges we face as a society, ensuring we attract, train, and retain high quality research talent is critical to our success. However, the assessment of research culture has the power both to make things better or worse: to incentivise positive research cultures or to increase burdensome and competitive cultures that don’t tackle all the issues that really matter to institutions.

    To my mind, given the broad range of topics that are being worked on by institutions in the name of improving research culture, and where we are in the REF cycle, and the financial constraints facing the sector, we might benefit from a shift in the mechanisms proposed to assess research culture in 2029 and to see this as a stepping stone REF.

    Making better use of existing mechanisms such as a Codes of Practice and Environment and Culture data would assess the “hygiene factor” elements of culture without unhelpfully associating any star ratings to them. Ratings should be better applied to the efforts taken by institutions to understand, plan, monitor, and demonstrate progress against their own, mission-driven research culture ambitions. This is where the real work is and where real differentiations between institutions can be made, when contextually assessed. Then, in 2036, when we can hope that the sector will be in a financially more stable place, and with ten years of research culture improvement time behind us, we can assess institutions against their own ambitions, as to whether they are starting to move the dial on this important work.

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  • From Small-Town Roots to National Honor: SC Native Receives State’s Highest Award

    From Small-Town Roots to National Honor: SC Native Receives State’s Highest Award

    From the small town of Lyman, South Carolina, Dr. James L. Moore’s journey to success is one he attributes to the steadfast support of his mother and the historical Dr. James L. Moore IIItrailblazers whose influence shaped his path to distinction.

    On Saturday, Jan. 25, Moore—a Distinguished Professor of Urban Education at The Ohio State University (OSU) and executive director of the Todd Anthony Bell National Resource Center—was awarded the Order of the Palmetto—South Carolina’s highest civilian honor established in 1971. The prestigious award is presented by the governor to individuals who have demonstrated extraordinary lifetime achievement, service, and contributions of national or statewide significance.

    “To be honored and to receive the highest honor to a civilian of South Carolina is so humbling,” said Moore in an interview with Diverse. “Service to humanity is the hallmark of philosophy, and in many ways, it shaped who I am and what I’m about in my day to day. All that I am and that I hope to be, has been shaped by my experience growing up in South Carolina.”

    Moore follows in the footsteps of other legendary leaders from South Carolina who’ve received the honor, many of whom broke down barriers throughout history, paving the way for him and others to succeed. Moore said that it’s not lost on him that he’s in the tradition of a long line of South Carolina humanitarians.

    “The state has a complex history, some of which is painful to reflect on, but it is where my family, some of whom arrived as enslaved Africans, created community from the most difficult of circumstances,” he said. “They built opportunities for people like me. South Carolina is special to me, not only for its rich and sometimes painful history, but because 10% to 15% of all Black Americans can trace their roots here.” 

    The state, he said, has produced a legacy of excellence, from singer James Brown and tennis great Althea Gibson to educator Mary McLeod Bethune. 

    “I just want to make sure that I forever acknowledge and recognize the contributions and the giants that I stand on their shoulders,” said Moore, who pointed to the late Dr. Benjamin Elijah Mays—the former president of Morehouse College—as a model for educational and humanitarian excellence.

    A nationally recognized education expert and leader, Moore has had a distinguished career in higher education and has been applauded for his work promoting educational excellence and access for all. Throughout his fabulous career, he has won numerous international and national accolades. 

    His research spans multiple disciplines, including school counseling, urban education, and STEM education. He has co-authored seven books and more than 160 publications, secured nearly $40 million in funding, and delivered more than 200 scholarly presentations globally. Moore’s contributions to education have earned him recognition, including being named one of Education Week’s 200 most influential scholars in the U.S. since 2018.

    Dr. Jerlando F.L. Jackson, Dean of the College of Education and Foundation Professor of Education at Michigan State University, praised Moore’s impact, citing the ripple effect his leadership has created within the American education system.

    “Dr. Moore’s influence extends far beyond his own accomplishments,” said Jackson, who has known Moore since their days as graduate students and have collaborated with him on a number of initiatives and projects, including the International Colloquium on Black Males in Education. “Through his leadership, he is empowering educators, policymakers, and community leaders to reimagine what is possible with South Carolina in mind,” Jackson said.  

    Moore’s focus on education access, preparation, innovation, and opportunities “has not only improved outcomes for today’s students but has also laid the foundation for a brighter future for generations to come,” Jackson added. “He is the kind of leader who sees potential in everyone, and he works tirelessly to help others realize their dreams, regardless of their backgrounds. Whether mentoring a young scholar or speaking at a community event, Dr. Moore connects with people in ways that are deeply inspiring and transformative.”

    Moore’s work has focused on closing opportunity gaps, increasing access to quality education, and addressing disparities that disproportionately affect educational vulnerable student populations. Through his research and leadership, Jackson said that Moore has not only informed policy, but also directly influenced educational practices that all have benefited from, including South Carolina.

    Dr. Eric Tucker, President & CEO of The Study Group, agrees.

    “His tireless dedication to inclusive excellence proves that one visionary can unite and uplift entire communities, sparking transformative educational change at the secondary and postsecondary levels,” said Tucker, who lauded Moore’s efforts to help undergraduate scholars secure prestigious fellowships, including the Rhodes and Truman Scholarships. As executive director of the Todd Anthony Bell National Resource Center on the African American Male, he reimagined OSU’s Early Arrival Program, offering mentorship and leadership opportunities to support young Black men and boys in their pursuit of higher education.

    “From a small-town upbringing to a national and international stage, Dr. Moore has used his expertise to bring fresh opportunities and shape educational transformation across the United States and other parts of the globe,” said Tucker. “His leadership and forward-thinking approaches demonstrate how determination can unite communities and open new doors for students in all zip codes, regions, and jurisdictions,” he added.

    And no matter how many times you ask Moore about his own influences and success, he never forgets his family and the village who raised him. As one of three siblings, he remembers his late mother Edna, whose sacrifices and love shaped her children’s lives in South Carolina.

    “My mother did everything for her three kids, and my mother was an inspiration to not only me, but for those who knew her,” Moore said. “And even though she’s not here with me, she lives inside me, and she always told me that ‘family lives inside of you, and everywhere you go, son, take family with you,’ So I can hear her. She was the best coach I ever had. This is for her,” he said.

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  • National Advisory Committee on Institutional Quality and Integrity Meets February 19-20. (US Department of Education)

    National Advisory Committee on Institutional Quality and Integrity Meets February 19-20. (US Department of Education)

     

    Education Department

    Hearings, Meetings, Proceedings, etc.:

    National Advisory Committee on Institutional Quality and Integrity

    FR Document: 2025-01459
    Citation: 90 FR 7677 PDF Pages 7677-7679 (3 pages)
    Permalink
    Abstract: This notice sets forth the agenda, time, and instructions to access or participate in the February 19-20, 2025 meeting of NACIQI, and provides information to members of the public regarding the meeting, including requesting to make written or oral comments. Committee members will meet in-person while accrediting agency representatives and public attendees will participate virtually.

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  • Q&A with retiring National Student Clearinghouse CEO

    Q&A with retiring National Student Clearinghouse CEO

    Ricardo Torres, the CEO of the National Student Clearinghouse, is retiring next month after 17 years at the helm. His last few weeks on the job have not been quiet.

    On Jan. 13, the clearinghouse’s research team announced they had found a significant error in their October enrollment report: Instead of freshman enrollment falling by 5 percent, it actually seemed to have increased; the clearinghouse is releasing its more complete enrollment report tomorrow. In the meantime, researchers, college officials and policymakers are re-evaluating their understanding of how 2024’s marquee events, like the bungled FAFSA rollout, influenced enrollment; some are questioning their reliance on clearinghouse research.

    It’s come as a difficult setback at the end of Torres’s tenure. He established the research center in 2010, two years after becoming CEO, and helped guide it to prominence as one of the most widely used and trusted sources of postsecondary student data.

    The clearinghouse only began releasing the preliminary enrollment report, called the “Stay Informed” report, in 2020 as a kind of “emergency measure” to gauge the pandemic’s impact on enrollment, Torres told Inside Higher Ed. The methodological error in October’s report, which the research team discovered this month, had been present in every iteration since. And a spokesperson for the clearinghouse said that after reviewing the methodology for their “Transfer and Progress” report, which they’ve released every February since 2023, was also affected by the miscounting error; the 2025 report will be corrected, but the last two were skewed.

    Torres said the clearinghouse is exploring discontinuing the “Stay Informed” report entirely.

    Such a consequential snafu would put a damper on anyone’s retirement and threaten to tarnish their legacy. But Torres is used to a little turbulence: He oversaw the clearinghouse through a crucial period of transformation, from an arm of the student lending sector to a research powerhouse. He said the pressure on higher ed researchers is only going to get more intense in the years ahead, given the surging demand for enrollment and outcomes data from anxious college leaders and ambitious lawmakers. Transparency and integrity, he cautioned, will be paramount.

    His conversation with Inside Higher Ed, edited for length and clarity, is below.

    Q: You’ve led the clearinghouse since 2008, when higher ed was a very different sector. How does it feel to be leaving?

    A: It’s a bit bittersweet, but I feel like we’ve accomplished something during my tenure that can be built upon. I came into the job not really knowing about higher ed; it was a small company, a $13 million operation serving the student lending industry. We were designed to support their fundamental need to understand who’s enrolled and who isn’t, for the purposes of monitoring student loans. As a matter of fact, the original name of the organization was the National Student Loan Clearinghouse. When you think about what happened when things began to evolve and opportunities began to present themselves, we’ve done a lot.

    Q: Tell me more about how the organization has changed since the days of the Student Loan Clearinghouse.

    A: Frankly, the role and purpose of the clearinghouse and its main activities have not changed in about 15 years. The need was to have a trusted, centralized location where schools could send their information that then could be used to validate loan status based on enrollments. The process, prior to the clearinghouse, was loaded with paperwork. The registrars that are out there now get this almost PTSD effect when they go back in time before the clearinghouse. If a student was enrolled in School A, transferred to School B and had a loan, by the time everybody figured out that you were enrolled someplace else, you were in default on your loan. We were set up to fix that problem.

    What made our database unique at that time was that when a school sent us enrollment data, they had to send all of the learners because they actually didn’t know who had a previous loan and who didn’t. That allowed us to build a holistic, comprehensive view of the whole lending environment. So we began experimenting with what else we could do with the data.

    Our first observation was how great a need there was for this data. Policy formulation at almost every level—federal, state, regional—for improving learner outcomes lacked the real-time data to figure out what was going on. Still, democratizing the data alone was insufficient because you need to convert that insight into action of some kind that is meaningful. What I found as I was meeting schools and individuals was that the ability and the skill sets required to convert data to action were mostly available in the wealthiest institutions. They had all the analysts in the world to figure out what the hell was going on, and the small publics were just scraping by. That was the second observation, the inequity.

    The third came around 2009 to 2012, when there was an extensive effort to make data an important part of decision-making across the country. The side effect of that, though, was that not all the data sets were created equal, which made answering questions about what works and what doesn’t that much more difficult.

    The fourth observation, and I think it’s still very relevant today, is that the majority of our postsecondary constituencies are struggling to work with the increasing demands they’re getting from regulators: from the feds, from the states, from their accreditors, the demand for reports is increasing. The demand for feedback is increasing. Your big institutions, your flagships, might see this as a pain in the neck, but I would suggest that your smaller publics and smaller private schools are asking, “Oh my gosh, how are we even going to do this?” Our data helps.

    Q: What was the clearinghouse doing differently in terms of data collection?

    A: From the postsecondary standpoint, our first set of reports that we released in 2011 focused on two types of learners that at most were anecdotally referred to: transfer students and part-time students. The fact that we included part-time students, which [the Integrated Postsecondary Education Data System] did not, was a huge change. And our first completion report, I believe, said that over 50 percent of baccalaureate recipients had some community college in their background. That was eye-popping for the country to see and really catalyzed a lot of thinking about transfer pathways.

    We also helped spur the rise of these third-party academic-oriented organizations like Lumina and enabled them to help learners by using our data. One of our obligations as a data aggregator was to find ways to make this data useful for the field, and I think we accomplished that. Now, of course, demand is rising with artificial intelligence; people want to do more. We understand that, but we also think we have a huge responsibility as a data custodian to do that responsibly. People who work with us realize how seriously we take that custodial relationship with the data. That has been one of the hallmarks of our tenure as an organization.

    Q: Speaking of custodial responsibility, people are questioning the clearinghouse’s research credibility after last week’s revelation of the data error in your preliminary enrollment report. Are you worried it will undo the years of trust building you just described? How do you take accountability?

    A: No. 1: The data itself, which we receive from institutions, is reliable, current and accurate. We make best efforts to ensure that it accurately represents what the institutions have within their own systems before any data is merged into the clearinghouse data system.

    When we first formed the Research Center, we had to show how you can get from the IPEDS number to the clearinghouse number and show people our data was something they could count on. We spent 15 years building this reputation. The key to any research-related error like this is, first, you have to take ownership of it and hold yourself accountable. As soon as I found out about this we were already making moves to [make it public]—we’re talking 48 hours. That’s the first step in maintaining trust.

    That being said, there’s an element of risk built into this work. Part of what the clearinghouse brings to the table is the ability to responsibly advance the dialogue of what’s happening in education and student pathways. There are things that are happening out there, such as students stopping out and coming back many years later, that basically defy conventional wisdom. And so the risk in all of this is that you shy away from that work and decide to stick with the knitting. But your obligation is, if you’re going to report those things, to be very transparent. As long as we can thread that needle, I think the clearinghouse will play an important role in helping to advance the dialogue.

    We’re taking this very seriously and understand the importance of the integrity of our reports considering how the field is dependent on the information we provide. Frankly, one of the things we’re going to take a look at is, what is the need for the preliminary report at the end of the day? Or do we need to pair it with more analysis—is it just enough to say that total enrollments are up X or down Y?

    Q: Are you saying you may discontinue the preliminary report entirely?

    A: That’s certainly an option. I think we need to assess the field’s need for an early report—what questions are we trying to answer and why is it important that those questions be answered by a certain time? I’ll be honest; this is the first time something like this has happened, where it’s been that dramatic. That’s where the introspection starts, saying, “Well, this was working before; what the heck happened?”

    When we released the first [preliminary enrollment] report [in 2020], we thought it’d be a one-time thing. Now, we’ve issued other reports that we thought were going to be one-time and ended up being a really big deal, like “Some College, No Credential.” We’re going to continue to look for opportunities to provide those types of insights. But I think any research entity needs to take a look at what you’re producing to make sure there’s still a need or a demand, or maybe what you’re providing needs to pivot slightly. That’s a process that’s going to be undertaken over the next few months as we evaluate this report and other reports we do.

    Q: How did this happen, exactly? Have you found the source of the imputation error?

    A: The research team is looking into it. In order to ensure for this particular report that we don’t extrapolate this to a whole bunch of other things, you just need to make sure that you know you’ve got your bases covered analytically.

    There was an error in how we imputed a particular category of dual-enrolled students versus freshmen. But if you look at the report, the total number of learners wasn’t impacted by that. These preliminary reports were designed to meet a need after COVID, to understand what the impact was going to be. We basically designed a report on an emergency basis, and by default, when you don’t have complete information, there’s imputation. There’s been a lot of pressure on getting the preliminary fall report out. That being said, you learn your lesson—you gotta own it and then you keep going. This was very unfortunate, and you can imagine the amount of soul searching to ensure that this never happens again.

    Q: Do you think demand for more postsecondary data is driving some irresponsible analytic practices?

    A: I can tell you that new types of demands are going to be put out there on student success data, looking at nondegree credentials, looking at microcredentials. And there’s going to be a lot of spitballing. Just look at how ROI is trying to be calculated right now; I could talk for hours about the ins and outs of ROI methodology. For example, if a graduate makes $80,000 after graduating but transferred first from a community college, what kind of attribution does the community college get for that salary outcome versus the four-year school? Hell, it could be due to a third-party boot camp done after earning a degree. Research on these topics is going to be full of outstanding questions.

    Q: What comes next for the clearinghouse’s research after you leave?

    A: I’m excited about where it’s going. I’m very excited about how artificial intelligence can be appropriately leveraged, though I think we’re still trying to figure out how to do that. I can only hope that the clearinghouse will continue its journey of support. Because while we don’t directly impact learner trajectories, we can create the tools that help people who support learners every year impact those trajectories. Looking back on my time here, that’s what I’m most proud of.

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  • How five colleges recognize the National Day of Racial Healing

    How five colleges recognize the National Day of Racial Healing

    Racial healing circles, or opportunities for community members to share stories and connect on a human level, are common activities for the National Day of Racial Healing. This year is the ninth observance of the holiday.

    AJ Watt/E+/Getty Images 

    Over the past two decades, higher education has grown exceptionally diverse, enrolling students from all backgrounds and offering opportunities for education and career development for historically underserved populations.

    This diversification of the students, staff and faculty who make up higher education also offers opportunities for institutions to promote justice and racial healing through intentional education and programming. One annual marker of this work is the National Day of Racial Healing.

    The background: The National Day of Racial Healing was established by the W. K. Kellogg Foundation in 2017 as part of the Truth, Racial Healing and Transformation (TRHT) initiative to bring people together and inspire action to build a more just and equitable world.

    The day falls on the Tuesday after Martin Luther King Jr. Day and is marked by events and activities that promote racial healing. Racial healing, as defined by the foundation, is “the experience shared by people when they speak openly and hear the truth about past wrongs and the negative impacts created by individual and systemic racism,” according to the effort’s website.

    On campus: The American Association of Colleges and Universities encourages institutions to “engage in activities, events or strategies to promote healing and foster engagement around the issues of racism, bias, inequity and injustice in our society,” according to a Dec. 18 press release. AAC&U partners with 72 institutions to establish TRHT Campus Centers, with the goal of developing 150 self-sustaining community-integrated centers.

    Some ways institutions can do this is through organizing activities, inviting faculty to connect course material to racial healing during that week, coordinating events or sharing stories on social media, according to AAC&U.

    Here’s how colleges and universities, many that host TRHT Campus Centers, plan to honor the National Day of Racial Healing.

    • Baldwin Wallace University in Ohio will host two Jacket Circles for students to participate in storytelling and deep listening to build empathy and compassion. The University of Louisville, similarly, will host Cardinal Connection Circles.
    • Emory University in Georgia will hold a three-day event, beginning on Jan. 21, that includes a keynote, lunch-and-learn panel discussion, racial healing circles, and a dinner experience.
    • Binghamton University, part of the State University of New York system, will host its first National Day of Racial Healing this year, which includes healing circles, roundtable discussions and art-based initiatives.
    • The TRHT Center at Northern Virginia Community College will partner with the Fairfax County Board of Supervisors to issue a formal proclamation in a public forum, acknowledging the importance of the day, a tradition for the two groups.
    • The University of Hawai‘i at Mānoa will take a pause today to recognize the overthrow of the Hawaiian kingdom, as well as the legacy of Martin Luther King Jr. and the National Day of Racial Healing. The event, Hawai‘i ku‘u home aloha, which “Hawai‘i my beloved home,” honors the past, present and future of the islands.

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  • The value of having a National Learning Framework incorporating school, college and higher education

    The value of having a National Learning Framework incorporating school, college and higher education

    By Michelle Morgan, Dean of Students at the University of East London.

    In the UK, we have a well-established education system across different levels of learning including primary, secondary, further and higher education. For each level, there is a comprehensive structure that is regulated and monitored alongside extensive information. However, at present, they generally function in isolation. 

    The Government’s recent Curriculum and Assessment Review has asked for suggestions to improve the curriculum and assessment system for the 16-19 year study group. This group includes a range of qualifications including GCSEs, A-levels, BTECs, T Levels and apprenticeships. The main purpose of the Review is to

    ensure that the curriculum balances ambition, relevance, flexibility and inclusivity for all children and young people.

    However, as part of this review, could it also look at how the different levels of study build on one another? Could the sectors come together and use their extensive knowledge for their level and type of study, to create an integrated road map across secondary, further and higher education where skills, knowledge, competencies and attributes (and how they translate into employability skills) are clearly articulated? We could call this a National Learning Framework. It could align with the learning gain programme led by the Office for Students (OfS).

    The benefits of a National Learning Framework

    There would be a number of benefits to adopting this approach:

    • It would provide a clear resource for all stakeholders, including students and staff in educational organisations, policymakers, Government bodies, Regulators and Quality Standard bodies (such as Ofsted, the Office for Students and QAA) and business and industry. It would also help manage the general public perception of higher education. 
    • This approach would join up the regulatory bodies responsible for the different sectors. It would help create a collaborative, consistent learning and teaching approach, by setting and explaining the aims and objectives of the various types of education providers.
    • It would explain and articulate the differences in learning, teaching and assessment approaches across the array of secondary and further education qualifications that are available and used as progression qualifications into higher education.  For example, A-Levels are mainly taught in schools and assessed by end-of-year exams. ‘Other’ qualifications such as BTEC, Access and Other Level 3 qualifications taught in college have more diverse assessments.
    • It would help universities more effectively bridge the learning and experience transition into higher education across all entry qualifications.  We know students from the ‘Other’ qualification groups are often from disadvantaged backgrounds, which can affect retention, progression and success at university as research highlights (see also this NEON report).  Students with other qualifications are more likely to withdraw than those with A-Levels. However, as this recent report Prior learning experience, study expectations of A-Level and BTEC students on entry to university highlights, it is not the BTEC qualification per se that is the problem but the transition support into university study that needs improvement.
    • It would also address assumptions about how learning occurs at each level of study. For example, because young people use media technology to live and socialise, it is assumed the same is the case with learning. Accessing teaching and learning material, especially in schools, remains largely traditional: the main sources of information are course textbooks and handwritten notes, although since the Covid-19 Pandemic, the use of coursework submission and basic virtual learning environments (VLEs) is on the increase.
    • If we clearly communicate to students the learning that occurs throughout each level of their study, and what skills, knowledge, competencies and attributes they should obtain as a result, this can help with their confidence levels and their employability opportunities as they can better articulate what they have achieved.

    What could an integrated learning approach across all levels of study via a National Learning  Framework look like?

    The  Employability Skills Pyramid created for levels 4 to 7 in higher education with colleagues in a previous university where I worked could be extended to include Levels 2/3 and apprenticeships to create a National Learning Framework. The language used to construct the knowledge, skills and attribute grids used by course leaders purposely integrated the QAA statements for degrees (see accompanying document Appendix 1) .

    By adding Levels 2 and 3, including apprenticeship qualifications and articulating the differences between each qualification, the education sector could understand what is achieved within and between different levels of study and qualifications (see Figure 1).

    Key stakeholders could come together from across all levels of study to map out and agree on the language to adopt for consistency across the various levels and qualifications.

    Integrated National Learning Framework across Secondary, Further and Higher Education

    Alongside the National Learning Framework, a common transition approach drawing on the same definitions across all levels of study would be valuable. Students and staff could gain the understanding required to foster successful transitions between phases.  An example is provided below.

    Supporting transitions across the National Learning Framework using similar terminology

    The Student Experience Transitions (SET) Model was designed to support courses of various lengths and make the different stages of a course clearer. It was originally designed for higher education but the principles are the same across all levels of study (see Figure 2). Students need to progress through each stage which has general rules of engagement. The definitions of each stage and the mapping of each stage by length of course are in the accompanying document in Appendix 2.

    Figure 2: The Student Experience Transitions Model. Source: Morgan 2012

    The benefits for students are consistency and understanding what is expected for their course. At each key transition stage, students would understand what is expected by reflecting on what they have previously learnt, how the coming year builds on what they already know and what they will achieve at the end.

    Taking the opportunity to integrate

    The Curriculum Review provides a real opportunity to join up each level of study and provide clarity for all stakeholders. Importantly, a National Learning Framework could provide and help with the Government’s aims of balancing ambition, relevance, flexibility and inclusivity for all learners regardless of level of study.

    Appendices

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  • One day after FIRE lawsuit, Congress passes changes to filming permits in national parks

    One day after FIRE lawsuit, Congress passes changes to filming permits in national parks

    On Wednesday, FIRE and the National Press Photographers Association filed lawsuit challenging the arbitrary and unconstitutional laws that require Americans to apply for a permit and pay costly fees before exercising their right to film in national parks. The very next day, the U.S. Senate passed a bill addressing these same issues. The bill now goes to President Biden, who is expected to sign it in a huge victory for filmmakers — and for the First Amendment.

    Currently, filmmakers must obtain a permit and pay a fee if they intend to later profit from their footage in national parks, even if they are using the same handheld camera or phone that a tourist would use. Permits are routinely denied for arbitrary and unpredictable reasons, making it difficult for people like documentary filmmakers, press photographers, and wedding videographers to earn a living. Under the EXPLORE Act, that changes. 


    WATCH VIDEO

    The EXPLORE Act, championed in the Senate by West Virginia Democrat Joe Manchin and Wyoming Republican John Barrasso, does several things to fix the constitutional problems with the permit scheme that FIRE is challenging. First, so long as the filming takes place where the public is allowed, doesn’t impact other visitors or damage parks resources, and involves five or fewer people, no permit is required. Second, no permit is required simply because the filmmaker intends to make a profit. Third, no permit is needed to film activities that are already allowed in the park. And fourth, the EXPLORE Act makes clear that when the National Park Service has already approved an event like a wedding to take place in a national park, no additional permit is needed to film or photograph the special occasion.

    After filing, FIRE and NPPA took the story to the media and to Capitol Hill. FIRE looks forward to seeing this bill become law.

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  • LAWSUIT: Videographers sue to overturn National Parks Service arbitrary permit scheme

    LAWSUIT: Videographers sue to overturn National Parks Service arbitrary permit scheme

    JACKSON HOLE, Wy. Dec. 18, 2024 — Picture three people standing next to each other in Yellowstone National Park. One’s an ordinary tourist, one’s a news reporter, and the third’s a documentary filmmaker. They’re all filming Old Faithful, using the exact same iPhone, and without disturbing anyone around them.

    Under federal law, the tourist and the reporter are doing nothing wrong. But the documentarian could face heavy fines — even jail time.

    That’s why the Foundation for Individual Rights and Expression today filed a lawsuit on behalf of nature and sports photographers and filmmakers Alexander Rienzie and Connor Burkesmith. FIRE’s suit aims to overturn the National Park Service’s onerous, arbitrary, and unconstitutional permit-and-fee scheme that charges Americans for the right to film in public spaces.

    “The national parks belong to the American public,” said FIRE Chief Counsel Bob Corn-Revere. “If you have a right to be there, you have a right to film there. The federal government can’t tax Americans to exercise their constitutional rights.”

    Joining FIRE’s lawsuit as co-counsel and co-plaintiffs is the National Press Photographers Association, which represents thousands of visual journalists, including Alex and Connor. Although the NPS exempts filming for “news-gathering” from its permit scheme, the NPPA has for years argued that the law imposes an unfair burden on photographers and filmographers, who can’t always know ahead of time who they plan to sell their work to, or even if they plan to sell it at all.

    “For decades, the National Press Photographers Association has been working to support the rights of visual journalists and other photographers to document the beauty of our natural resources and the people who visit and care for them in our national parks,” said NPPA President Carey Wagner. “It is unfortunate that the actions and policies of the National Park Service have never fully respected the First Amendment rights of photographers, and it’s even more disappointing that it has become necessary to take the Park Service to court in order to resolve our members’ concerns. NPPA is enormously grateful to FIRE for taking on this case on behalf of all photographers.”

    Alex and Connor wanted to film in Grand Teton National Park in September to document an attempt by an athlete to break the record for the fastest climb up the Grand Teton. They planned to have only two or three people, using small handheld cameras and tripods, on the 16-mile route for the shoot. In fact, to keep up with the fast pace of the speedrun, they would carry less gear than the typical climber going up the mountain.


    But under current law, whether a filmmaker needs a permit to film in a national park doesn’t depend on the amount of gear they bring or how disruptive filming might be. The only thing that matters is whether their purpose is “commercial.” The rule could apply to filming a big blockbuster movie near the Grand Canyon (where the scale of the project might justify a permit requirement), but also to a small-time YouTuber who posts a video of their jog through the National Mall.

    “Congress wanted to keep big Hollywood productions from taking over the parks and keeping others from enjoying their natural beauty,” said FIRE attorney Daniel Ortner. “But the current law wasn’t written for a world where anyone with a smartphone has a film studio in their pocket.”

    Alex and Connor knew they might use the footage to produce a documentary film, so they filed for a permit and explained how small their impact would be. But NPS employees have wide and unquestioned discretion under the law to deny permits. NPS denied the permit on the grounds that it could turn the speedrun into a “competitive event”— and pocketed the non-refundable $325 application fee.

    “Independent filmmakers don’t have the resources of the big production companies,” said Connor. “It’s a gut punch every time we throw down hundreds of dollars, only to be denied permits for reasons that are vague, arbitrary, and unfair. As someone who needs to film outdoor sports where they happen, it’s a threat to my livelihood.”

    COURTESY PHOTOS OF ALEX AND CONNOR FOR MEDIA USE

    Alex and Connor were forced to choose between risking prosecution, or letting a potentially historic event go undocumented. For dedicated documentarians like themselves, it was an easy choice: They filmed without the permit in September.

    “In the entire time we were up there, we didn’t get in the way of anyone else’s enjoyment of Grand Teton,” said Alex. “To us, the Grand is a very special mountain that we’ve spent countless hours exploring.”

    An NPS spokesperson later announced they had determined that Alex and Connor’s actions didn’t meet all the criteria for charges—but if their work had been featured “in a commercial or a catalog or something like that,” it would be “less of a gray area.” Far from settling the issue, the NPS statement effectively signaled that Alex and Connor could still face charges if they ever sell or use their footage.

    FIRE and the NPPA are seeking an injunction in the United States District Court for the District of Wyoming to prevent that outcome, and to put a permanent end to a system where individual park employees can deny Americans their First Amendment rights on a whim.

    “I chose this line of work because I love the national parks,” said Connor. “Photographers and videographers are the best advocates the parks have; the more people see and understand their unique value, the stronger their desire to protect them. It’s time for the Park Service to stop throwing up roadblocks and work with us, not against us.”


    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; media@thefire.org

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  • National Student Ombudsman legislation passed, leader announced

    National Student Ombudsman legislation passed, leader announced

    The new independent National Student Ombudsman will be led by Sarah Bendall (L), pictured with Jason Clare, in an image posted to social media on November 29, 2024. Picture: Facebook

    A highly experienced lawyer has been appointed to lead the anticipated university watchdog and complaints function, after the legislation passed in the last sitting week of parliament.

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