Tag: Resources

  • Resources for Addressing Workplace Conflict

    Resources for Addressing Workplace Conflict

    by Christy Williams | March 5, 2025

    As your institution processes its response to recent executive orders and the reactions of employees and students across campus, increasing workplace tensions may make it more challenging for your HR team to maintain a positive and collaborative environment.

    These challenges are not novel for higher ed HR, but they can be used as a springboard to examine the approaches you’ve used in the past and reimagine how they should — or could — evolve now. So, how can we support each other in our collective need for respectful discourse and civil disagreement? Here are some valuable insights and resources to help you along the way.

    Develop Conflict-Savvy Leaders

    Conflict is an inevitable part of any workplace, and higher ed institutions are no exception. Erica Hines, chief human resources and personnel success officer at Community College of Aurora, recommends that rather than attempting to avoid conflict altogether, we recognize the importance of embracing conflict as an opportunity for growth. And creating a conflict-savvy culture like that begins at the top.

    It’s important for leaders not only to be prepared to address conflict, but also to model that behavior for everyone in your institution — administration, faculty, staff and students.

    As Hines details in her webinar, Developing Conflict-Savvy Leaders, when your institution’s leadership is prepared for conflict, a culture of trust can be built. When leaders are willing to face conflict head-on and focus on finding win-win solutions, fewer issues escalate.

    Train for Conflict Resolution

    It’s not enough, however, for only administration to be conflict-savvy and model civil conversations. Managers and employees should be provided with strategies for de-escalating workplace tensions.

    Tulane University’s conflict resolution program supports its employees with a variety of conflict resolution services, including consultations to learn about their program, coaching to help employees with specific challenges, mediation to help employees through a disagreement, and facilitated conversations led by a professionally trained specialist. Tulane’s HR team believes that “conflict can be a tool for positive change when employees have the resources to build upon their conflict competence.”

    Establish Clear Norms Around Communication and Feedback

    In the Developing Conflict-Savvy Leaders webinar, Erica Hines stresses that employees at all levels need to understand how to give and receive input in a constructive way. One norm she suggests is to use “I” or “my” when offering feedback. For example, “Here’s what I noticed…” or “Here’s what I felt when…” A norm you might establish for receiving feedback could focus on active listening, summarizing what you just heard, and then asking how you can reach a win-win solution. For example, “What would you prefer I do in that situation?” Or “What ideas do you have for managing this situation in the future?”

    When teams have a shared understanding of how to navigate difficult conversations, they can address issues proactively instead of letting them escalate. By integrating these practices into daily interactions, you can cultivate an environment where open dialogue and mutual respect thrive.

    Prioritize Professionalism and Civility

    Creating a culture of professionalism is the foundation of a kinder campus. As Jennifer Parker, assistant director of HR operations at the Colorado Community College System, highlights in her article, A Kinder Campus, professionalism is more than just following policies. Professionalism is how faculty, staff and administrators treat one another daily. Respect, integrity and ethical conduct should guide every interaction, ensuring that civility remains a cornerstone of your culture.

    Beyond professionalism, Parker emphasized the role of active listening and empathy in conflict resolution. When employees take the time to truly listen and seek to understand different perspectives, they’re not just resolving disputes — they’re “building bridges of trust.” Demonstrating empathy during difficult conversations helps diffuse tension and encourages constructive dialogue. When you prioritize professionalism, you create an environment where trust and collaboration flourish.

    From Conflict to Meaningful Conversations

    Addressing workplace conflict isn’t just about resolving disputes — it’s about creating an environment where open dialogue is encouraged, and employees feel heard and supported. Because of this, conflict resolution training shouldn’t be a one-time event, but an ongoing practice woven into workplace culture. While difficult conversations may never be easy, the more everyone practices, the more natural those conversations become. By setting clear expectations, proactively guiding discussions, and championing a culture of respect, you can help transform workplace tensions into opportunities for growth and collaboration.

    Related CUPA-HR Resources

    Developing Conflict-Savvy Leaders — This CUPA-HR webinar explores how HR can help leaders address conflict head-on, thus minimizing the need for HR intervention down the line.

    Ushering in the New Wave of Conflict Resolution: Tulane University’s Restorative Approach — This article details the launch of Tulane University’s conflict-resolution program.

    A Kinder Campus: Building an AI-Powered, Repeatable and Fun Civility Training Program — This magazine article outlines how the Colorado Community College System created a campaign to address incivility on their campuses.

    Civility in the Workplace Toolkit — This HR toolkit provides practical strategies for fostering respectful communications and managing workplace conflicts.

    Managing Difficult Conversations Toolkit — This HR toolkit provides basic strategies that can be widely used as starting points for many challenging conversations.

    Next Steps: A Practical Guide for Ensuring Access and Opportunity for All Employees — This CUPA-HR blog post offers considerations for ensuring that you are providing equal access and opportunity for all.

    Resilience and Psychological Safety: Navigating Uncertainty — This blog post explores how resilience and psychological safety can be particularly useful in times of change and uncertainty.



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  • Counslr Launches in New Mexico and Illinois; Expands Footprint in New York to Increase Access to Mental Health Support

    Counslr Launches in New Mexico and Illinois; Expands Footprint in New York to Increase Access to Mental Health Support

    NEW YORK, NY – Counslr, a leading B2B mental health and wellness platform, announced today that it has expanded its footprint into the State of New Mexico starting with a partnership with Vista Nueva High School, Aztec, NM; and into the State of Illinois starting with a partnership with Big Hollow School District, Ingleside, IL. These initial partnerships will empower students and staff to prioritize their mental health by enabling them to access unlimited wellness resources and live texting sessions with Counslr’s licensed and vetted mental health support professionals, who are available on-demand, 24/7/365. By increasing accessibility to Counslr’s round-the-clock support, Vista Nueva and Big Hollow aim to bridge gaps in mental health support for students and staff, enabling those who previously did not or could not access care, whether due to cost, inconvenience, or stigma, to receive the support they desire.

    1 in 6 youth suffer from a mental illness, but the majority do not receive mental health support due to substantial obstacles to care. Additionally, mental health is even a bigger challenge in rural America due to unique barriers, including fewer providers resulting in longer wait times or insufficient access to crucial mental health services. This resource scarcity underscores the urgency for additional resources and innovative solutions to bridge this critical gap in mental health care for school communities.

    “We are happy to be able to offer students another tool that they can use to support their mental well-being. Knowing that students have been able to speak with a professional outside of school hours helps us know this app was needed and is useful,” states Rebekah Deane, Professional School Counselor, Vista Nueva High School. “We hope this tool also assists students in learning how to navigate systems so that when they graduate high school they know these options exist and they can continue to seek out support when necessary.”

    As factors such as academic pressures, social media influence, burnout and world events contribute to heightened stress levels and mental health challenges, schools throughout the country are recognizing the growing need to offer more accessible resources and preventative mental health services to both students and staff.

    “Counslr provides an extremely easy-to-access platform for those who otherwise may not seek the help they need, and we are very excited to join Counslr in this partnership. We are all very well aware of the impact that technology has had on the mental health of our students and we feel that Counslr can meet our students in a setting they are comfortable with,” states Bob Gold, Big Hollow School District Superintendent. “Outside of our students, we are thrilled to be able to offer this service to the amazing adults who work with our students every day. There are so many families dealing with some sort of trauma, and the life of an educator is no different.  These adults tend to give so much of themselves to their students, so we strongly feel that our efforts here to join with Counslr is our way of providing an opportunity for our educators to focus on their own mental health.”

    In addition to the geographic expansion,Counslr has also expanded its existing footprint in states like New York, most recently partnering with the Silver Creek Central School District to support its students and staff.  

    “We know mental health needs are on the rise, for students and adults.  To me, Counslr is a resource our students and staff both deserve,” states Dr. Katie Ralston, Superintendent, Silver Creek Central. “In the beginning stages at Silver Creek Central, it has proven to be an asset, as it offers access to everyone on the spot, any day, for any situation.”

    “Supporting diverse populations of students and faculty across the country clearly illustrates that mental health knows no boundaries,” said Josh Liss, Counslr CEO. Adding that, “With 86% of Counslr’s users being first-time care seekers, we strive to reach these silent sufferers who need help, but do not or cannot access it, no matter where they are located.”

    ABOUT COUNSLR

    Counslr is a text-based mental health support application that provides unlimited access to robust wellness resources and live texting sessions with licensed professionals, 24/7/365. Users can access support on-demand within two minutes of opening the app, or by scheduled appointment. Through real-time texting, users enjoy one-on-one, private communication with a licensed counselor that can be conducted anytime, anywhere. Counslr was designed to help individuals deal with life’s day-to-day issues, empowering individuals to address concerns while they are “small” to help ensure that they stay “small”. Counslr partners with organizations of all shapes and sizes (companies, unions, nonprofits, universities/colleges, high schools, etc) so that these entities can provide Counslr’s services to their employees/members/students at no direct cost. For more information, please visit www.counslr.com.

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  • Revolutionizing storytelling with AI: Empowering ELLs

    Revolutionizing storytelling with AI: Empowering ELLs

    Key points:

    Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

    As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

    Getting started: Using AI to spark creativity

    A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

    ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

    Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

    To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

    The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

    How AI enhances storytelling

    AI tools offer unique opportunities to support ELLs in their storytelling journey. When
    students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

    In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

    For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

    Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

    Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

    Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

    Classroom example: AI in action

    In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

    By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

    Making storytelling accessible and engaging

    Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

    Guiding responsible AI use

    While AI opens doors to creativity, teaching students to use these tools responsibly is
    essential.

    Students need to understand the concept of AI “hallucinations,” where AI generates
    inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

    Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

    Modeling this process helps students see how precise wording yields better results.
    Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

    Students should also learn that AI is a partner in creativity, not a replacement for their
    original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

    Conclusion

    Storytelling is a cornerstone of language learning, offering ELLs opportunities to build
    vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

    By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

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  • Higher Education Inquirer : HEI Resources 2025

    Higher Education Inquirer : HEI Resources 2025

    [Editor’s Note: Please let us know of any additions or corrections.]

    Books

    • Alexander, Bryan (2020). Academia Next: The Futures of Higher Education. Johns Hopkins Press.  
    • Alexander, Bryan (2023).  Universities on Fire. Johns Hopkins Press.  
    • Angulo,
      A. (2016). Diploma Mills: How For-profit Colleges Stiffed Students,
      Taxpayers, and the American Dream. Johns Hopkins University Press.
    • Archibald, R. and Feldman, D. (2017). The Road Ahead for America’s Colleges & Universities. Oxford University Press.
    • Armstrong, E. and Hamilton, L. (2015). Paying for the Party: How College Maintains Inequality. Harvard University Press.
    • Arum, R. and Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses. University of Chicago Press. 
    • Baldwin, Davarian (2021). In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities. Bold Type Books.  
    • Bennett, W. and Wilezol, D. (2013). Is
      College Worth It?: A Former United States Secretary of Education and a
      Liberal Arts Graduate Expose the Broken Promise of Higher Education.
      Thomas Nelson.
    • Berg, I. (1970). “The Great Training Robbery: Education and Jobs.” Praeger.
    • Berman, Elizabeth P. (2012). Creating the Market University.  Princeton University Press. 
    • Berry, J. (2005). Reclaiming the Ivory Tower: Organizing Adjuncts to Change Higher Education. Monthly Review Press.
    • Best, J. and Best, E. (2014) The Student Loan Mess: How Good
      Intentions Created a Trillion-Dollar Problem. Atkinson Family
      Foundation.
    • Bledstein, Burton J. (1976). The Culture of Professionalism: The Middle Class and the Development of Higher Education in America. Norton.

    • Bogue, E. Grady and Aper, Jeffrey.  (2000). Exploring the Heritage
      of American Higher Education: The Evolution of Philosophy and Policy. 
    • Bok, D. (2003). Universities in the Marketplace : The Commercialization of Higher Education.  Princeton University Press. 
    • Bousquet, M. (2008). How the University Works: Higher Education and the Low Wage Nation. NYU Press.
    • Brennan, J & Magness, P. (2019). Cracks in the Ivory Tower. Oxford University Press. 
    • Brint, S., & Karabel, J. The Diverted Dream: Community colleges
      and the promise of educational opportunity in America, 1900–1985. Oxford
      University Press. (1989).
    • Cabrera, Nolan L. (2024) Whiteness in the Ivory Tower: Why Don’t We Notice the White Students Sitting Together in the Quad? Teachers College Press.
    • Cabrera, Nolan L. (2018). White Guys on Campus: Racism, White Immunity, and the Myth of “Post-Racial” Higher Education. Rutgers University Press.
    • Caplan, B. (2018). The Case Against Education: Why the Education
      System Is a Waste of Time and Money. Princeton University Press.
    • Cappelli, P. (2015). Will College Pay Off?: A Guide to the Most Important Financial Decision You’ll Ever Make. Public Affairs.
    • Carney, Cary Michael (1999). Native American Higher Education in the United States. Transaction.
    • Childress, H. (2019). The Adjunct Underclass: How America’s Colleges
      Betrayed Their Faculty, Their Students, and Their Mission University of
      Chicago Press.
    • Cohen, Arthur M. (1998). The Shaping of American Higher Education:
      Emergence and Growth of the Contemporary System. San Francisco:
      Jossey-Bass.
    • Collins, Randall. (1979/2019) The Credential Society. Academic Press. Columbia University Press. 
    • Cottom, T. (2016). Lower Ed: How For-profit Colleges Deepen Inequality in America
    • Domhoff, G. William (2021). Who Rules America? 8th Edition. Routledge.
    • Donoghue, F. (2008). The Last Professors: The Corporate University and the Fate of the Humanities.
    • Dorn, Charles. (2017) For the Common Good: A New History of Higher Education in America Cornell University Press.
    • Eaton,
      Charlie.  (2022) Bankers in the Ivory Tower: The Troubling Rise of
      Financiers in US Higher Education. University of Chicago Press.
    • Eisenmann, Linda. (2006) Higher Education for Women in Postwar America, 1945–1965. Johns Hopkins U. Press.
    • Espenshade, T., Walton Radford, A.(2009). No Longer Separate, Not
      Yet Equal: Race and Class in Elite College Admission and Campus Life.
      Princeton University Press.
    • Faragher, John Mack and Howe, Florence, ed. (1988). Women and Higher Education in American History. Norton.
    • Farber, Jerry (1972).  The University of Tomorrowland.  Pocket Books. 
    • Freeman, Richard B. (1976). The Overeducated American. Academic Press.
    • Gaston, P. (2014). Higher Education Accreditation. Stylus.
    • Ginsberg, B. (2013). The Fall of the Faculty: The Rise of the All Administrative University and Why It Matters
    • Gleason, Philip. Contending with Modernity: Catholic Higher Education in the Twentieth Century. Oxford U. Press, 1995.
    • Golden, D. (2006). The Price of Admission: How America’s Ruling
      Class Buys its Way into Elite Colleges — and Who Gets Left Outside the
      Gates.
    • Goldrick-Rab, S. (2016). Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream.
    • Graeber, David (2018) Bullshit Jobs: A Theory. Simon and Schuster. 
    • Groeger, Cristina Viviana (2021). The Education Trap: Schools and the Remaking of Inequality in Boston. Harvard Press.

    • Hamilton, Laura T. and Kelly Nielson (2021) Broke: The Racial Consequences of Underfunding Public Universities
    • Hampel, Robert L. (2017). Fast and Curious: A History of Shortcuts in American Education. Rowman & Littlefield.

    • Johnson, B. et al. (2003). Steal This University: The Rise of the Corporate University and the Academic Labor Movement
    • Keats, John (1965) The Sheepskin Psychosis. Lippincott.
    • Kelchen, R. (2018). Higher Education Accountability. Johns Hopkins University Press.
    • Kezar, A., DePaola, T, and Scott, D. The Gig Academy: Mapping Labor in the Neoliberal University. Johns Hopkins Press. 
    • Kinser, K. (2006). From Main Street to Wall Street: The Transformation of For-profit Higher Education
    • Kozol, Jonathan (2006). The Shame of the Nation: The Restoration of Apartheid Schooling in America. Crown. 
    • Kozol, Jonathan (1992). Savage Inequalities: Children in America’s Schools. Harper Perennial.
    • Labaree,
      David F. (2017). A Perfect Mess: The Unlikely Ascendancy of American Higher
      Education. Chicago: University of Chicago Press.
    • Labaree,
      David (1997) How to Succeed in School without Really Learning: The
      Credentials Race in American Education, Yale University Press.
    • Lafer, Gordon (2004). The Job Training Charade. Cornell University Press.  
    • Loehen, James (1995). Lies My Teacher Told Me. The New Press. 
    • Lohse, Andrew (2014).  Confessions of an Ivy League Frat Boy: A Memoir.  Thomas Dunne Books. 
    • Lucas, C.J. American higher education: A history. (1994).
    • Lukianoff,
      Greg and Jonathan Haidt (2018). The Coddling of the American Mind: How
      Good Intentions and Bad Ideas Are Setting Up a Generation for Failure.
      Penguin Press.
    • Maire, Quentin (2021). Credential Market. Springer.
    • Mandery, Evan (2022) . Poison Ivy: How Elite Colleges Divide Us. New Press. 
    • Marti, Eduardo (2016). America’s Broken Promise: Bridging the Community College Achievement Gap. Excelsior College Press. 
    • Mettler, Suzanne ‘Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream. Basic Books. (2014)
    • Newfeld, C. (2011). Unmaking the Public University.
    • Newfeld, C. (2016). The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them.
    • Paulsen, M. and J.C. Smart (2001). The Finance of Higher Education: Theory, Research, Policy & Practice.  Agathon Press. 
    • Rosen, A.S. (2011). Change.edu. Kaplan Publishing. 
    • Reynolds, G. (2012). The Higher Education Bubble. Encounter Books.
    • Roth, G. (2019) The Educated Underclass: Students and the Promise of Social Mobility. Pluto Press
    • Ruben,
      Julie. The Making of the Modern University: Intellectual Transformation
      and the Marginalization of Morality. University Of Chicago Press.
      (1996).
    • Rudolph, F. (1991) The American College and University: A History.
    • Rushdoony, R. (1972). The Messianic Character of American Education. The Craig Press.
    • Selingo, J. (2013). College Unbound: The Future of Higher Education and What It Means for Students.
    • Shelton, Jon (2023). The Education Myth: How Human Capital Trumped Social Democracy. Cornell University Press.
    • Sinclair, U. (1923). The Goose-Step: A Study of American Education.
    • Stevens, Mitchell L. (2009). Creating a Class: College Admissions and the Education of Elites. Harvard University Press. 
    • Stodghill, R. (2015). Where Everybody Looks Like Me: At the Crossroads of America’s Black Colleges and Culture. 
    • Tamanaha, B. (2012). Failing Law Schools. The University of Chicago Press. 
    • Tatum, Beverly (1997). Why Are All the Black Kids Sitting Together in the Cafeteria. Basic Books
    • Taylor,
      Barret J. and Brendan Cantwell (2019). Unequal Higher Education:
      Wealth, Status and Student Opportunity. Rutgers University Press.
    • Thelin, John R. (2019) A History of American Higher Education. Johns Hopkins U. Press.
    • Tolley, K. (2018). Professors in the Gig Economy: Unionizing Adjunct Faculty in America. Johns Hopkins University Press.
    • Twitchell, James B. (2005). Branded Nation: The Marketing of Megachurch, College Inc., and Museumworld. Simon and Schuster.
    • Vedder, R. (2004). Going Broke By Degree: Why College Costs Too Much.
    • Veysey Lawrence R. (1965).The emergence of the American university.
    • Washburn, J. (2006). University Inc.: The Corporate Corruption of Higher Education
    • Washington,
      Harriet A. (2008). Medical Apartheid: The Dark History of Medical
      Experimentation on Black Americans from Colonial Times to the Present.
      Anchor. 
    • Whitman, David (2021). The Profits of Failure: For-Profit Colleges and the Closing of the Conservative Mind. Cypress House.
    • Wilder, C.D. (2013). Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities. 
    • Woodson, Carter D. (1933). The Mis-Education of the Negro.  
    • Zemsky,
      Robert, Susan Shaman, and Susan Campbell Baldridge (2020). The College
      Stress Test:Tracking Institutional Futures across a Crowded Market.
      Johns Hopkins University Press. 

     

    Activists, Coalitions, Innovators, and Alternative Voices

     College Choice and Career Planning Tools

    Innovation and Reform

    Higher Education Policy

    Data Sources

    Trade publications

     

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  • Make any Assignment ChatGPT Resistant & Many Other ChatGPT Resources – Sovorel

    Make any Assignment ChatGPT Resistant & Many Other ChatGPT Resources – Sovorel

    The great thing about this #ChatGPT infographic “Make ANY Assignment resistant to ChatGPT,” is that it simply describes a great way to make your course and your assignments, regardless of #AI use, better by being more active and hands-on.

    For specific help regarding essay writing and use of ChatGPT AI see the following infographic:

    Another very important aspect that must always be developed by both instructors and students is AI Literacy:

    For more information and resources dealing with ChatGPT / AI be sure to check out the Sovorel Educational YouTube Channel: https://www.youtube.com/@sovorel-EDU/videos

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  • Three Examples of Interactive Syllabi (Designed with Open Educational Resources from a University Library)

    Three Examples of Interactive Syllabi (Designed with Open Educational Resources from a University Library)

    Last week, I had the opportunity to present at the Open Education Conference. It was virtual and the content was definitely interesting! 

    My session was held on Monday, October 18 • 3:45pm – 4:25pm and it was titled, “Designing an Interactive OER Syllabus as an Equitable Practice”. 

    During the session, I talked about my interactive OER syllabus and I had the opportunity to network with some amazing colleagues. One of the amazing faculty members from my institution attended as well – shout out to Dr. Trina Geye!

    I am passionate about open educational resources and I like fact that OERs can save students money. This is very important for our Texas college students. Open Educational Resources are equitable resources!

    Here are the notes from the presentation:

    I know some of you are wondering WHY I incorporate OERs instead of textbooks for my courses…. This is why…

    • Day-One Access/No-Cost (Equitable)
    • Easier for the Student
    • Mobile Access
    • Linkable to Canvas
    • Easier for the Professor (Updates/Changes)

    I always emphasize partnering with the library to find additional educational resources. Here are some starting points!

    • Podcast Links
    • Guides from Prior Semesters (Student Approved Work)
    • YouTube Videos
    • Database Article Links
    • E-Books
    • Lib Guides

    As you transition from semester-to-semester, I always recommend this checklist for “refreshing” your OER syllabus:

    • Check Your Links
    • Check for More Relevant Resources
    • Develop a Pre and Post Semester Checklist
    • Integrate Your OER Endeavors with Research

    In fact, here’s a copy of my OER syllabi:

    I also design a syllabus and Canvas tour for my students to help them become more familiar with the content.

    Students in my classes (both graduate and undergraduate students) REALLY enjoy the free resources and they are also “more up-to-date” than a traditional textbook.

    Have any questions about OERs? Contact me.

    ***

    Enjoy!

    Check out my book – Retaining College Students Using Technology: A Guidebook for Student Affairs and Academic Affairs Professionals.

    Remember to order copies for your team as well!

    Thanks for visiting! 


    Sincerely,


    Dr. Jennifer T. Edwards
    Professor of Communication

    Executive Director of the Texas Social Media Research Institute & Rural Communication Institute

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