Tag: UVAs

  • Virginia lawmakers call for audit of UVA’s Justice Department deal

    Virginia lawmakers call for audit of UVA’s Justice Department deal

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    Dive Brief:

    • Two Democratic leaders in the Virginia Legislature are questioning the legality of the University of Virginia’s recent deal with the U.S. Department of Justice and calling for an independent review of its constitutionality.
    • In an eight-page letter this week, state Sens. Scott Surovell and L. Louise Lucas said the agreement “directly conflicts with state law, commits the University to eliminate legislatively mandated programs, subjects the University President to personal certification requirements and potentially places UVA in violation of its statutory obligations.”
    • The pair requested UVA Interim President Paul Mahoney and Rachel Sheridan, the head of UVA’s board, to formally respond by Nov. 7. UVA did not immediately respond to questions Thursday.

    Dive Insight:

    On Oct. 22, Mahoney signed a four-page agreement with the DOJ to eventually close five investigations into UVA. In exchange, the public university agreed to adhere to the DOJ’s sweeping July guidance against diversity, equity and inclusion efforts and provide the agency with quarterly compliance reports.

    In their letter, Surovell and Lucas lambasted Mahoney and Sheridan for “a fundamental breach of the governance relationship” between the university and the state.

    “This agreement was disturbingly executed with zero consultation with the General Assembly, despite the fact that the General Assembly controls the University and provides the bulk of its government funding,” they said, arguing the lack of legislative involvement could violate state statute.

    When announcing the deal, UVA said Mahoney struck the deal with input from the university’s governing board, whose members were “kept apprised of the negotiations and briefed on the final terms before signature.” Since the agreement doesn’t include a financial penalty, it did not require a formal vote from the board, the university said in an FAQ.

    Along with the board, Mahoney has said he struck the deal with input from the university’s leadership and internal and external legal counsel.

    Surovell and Lucas questioned if Jason Miyares, Virginia’s Republican Attorney General and an ally of President Donald Trump, had counseled the university about the deal. 

    Miyares — who fired UVA’s longtime legal counsel upon taking office in 2022 — is up for reelection in November with Trump’s endorsement, a backing Lucas and Surovell cast as an “inherent conflict of interest.” 

    It is unclear, they said, if Virginia’s top lawyer is “competent and capable of providing truly independent legal advice to Virginia’s public universities in this area of the law.”

    Virginia public colleges “need legal counsel who will zealously defend state sovereignty and institutional autonomy — not counsel whose political fortunes are tied to the very administration applying the pressure,” they said.

    The two lawmakers, along with Democratic state Sen. Mamie Locke, previously threatened UVA’s state funding if the university agreed to the Trump administration’s separate higher education compact, which offered preferential access to grant funding in exchange for unprecedented federal oversight. UVA turned it down five days before announcing its deal with the DOJ.

    Lucas and Surovell aren’t the only Virginia legislators to question the integrity of the UVA-DOJ deal. State Del. Katrina Callsen and Sen. R. Creigh Deeds, Democrats who represent UVA’s district, condemned it as subjecting the university “to unprecedented federal control.”

    In an Oct. 23 letter, the pair told Mahoney and the board that their approval of the agreement calls “into grave question your ability to adequately protect the interests and resources entrusted to you by the Virginia General Assembly.”

    “Your actions fail to leave the University free and unafraid to combat that which is untrue or in error,” they said. “By agreeing to these terms, UVA risks betraying the very principles you espouse in your letter: academic freedom, ideological diversity, and free expression.”

    Callsen and Deeds called on UVA leadership to reverse the deal and “reject further federal interference.”

    When asked on Thursday if Mahoney or the board had responded, Deed’s office referred to a story published by The Cavalier Daily, the university’s independent student newspaper.

    In a letter shared with The Daily, Mahoney and Sheridan said that they “respectfully disagree” with Deeds and Callsen’s assessment, adding that the deal is the “culmination of months of engagement” with the DOJ and other federal agencies over multiple civil rights investigations.

    They also said the institution’s deal with the federal government differs significantly from the “lengthy lists of specific obligations” agreed to by Columbia and Brown universities.

    “Our agreement is different — if the United States believes we are not in compliance, its only remedy is to terminate the agreement,” they said.

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  • Three questions for UVA’s Anne Trumbore

    Three questions for UVA’s Anne Trumbore

    The Teacher in the Machine: A Human History of Education Technology (Princeton University Press) will be published this May. I was lucky enough to receive an advance copy. It is too early to interview the author, the University of Virginia’s Anne Trumbore, about the book, as you will not be able to get your hands on it for a few months. I can’t help myself, though.

    Like Anne, I am also a practitioner-scholar, working in and writing about the intersection of technology, learning and higher education change. While The Teacher and the Machine covers much of the same ground as my first co-authored book, Learning Innovation and the Future of Higher Education (JHUP, 2020), I learned much of what I didn’t know from reading Anne’s book.

    As the publication of The Teacher in the Machine approaches, I’ll share a full (highly positive) review. Until then, to help build anticipation about the book’s launch and also get to know its author better, I thought the best place to start is a Q&A.

    Q: Tell us about your current role at Darden (UVA) and the education and career path that you have followed.

    A: I’m currently the chief digital learning officer, where I lead a team that designs, develops and delivers education that enables career mobility for learners at all ages and stages. I arrived at this stage through a pretty circuitous path that included time as a journalist and obituary writer, a copywriter for motion picture advertising, a writing teacher at SFSU and Stanford, and then a lateral hop into ed tech. My education path was somewhat more straightforward: straight to undergrad from high school. But my graduate degrees were driven by career aspirations and occurred decades apart. (I resemble a lot of the learners we are helping now in that regard.)

    Oddly enough, my “unmarketable” undergrad degree in semiotics and my graduate work in writing and teaching writing got me hired full-time at Stanford, working on an adaptive grammar program that provided asynchronous personalized instruction and creating curriculum for and teaching at Stanford Online High School. That led to a role on the early team at Coursera, with a focus on working with university professors using (and developing) online peer review, which morphed into a role on the founding team at NovoEd, developing designs for social and project-based learning at scale. Then I pivoted back to higher ed with a role at Wharton, where I established Wharton Online.

    The questions I was trying to answer there, most of which revolved around maximizing the effectiveness of, and revenue for, online education in business topics, led me to UVA. Its Darden School of Business had just received a transformational gift to establish the Sands Institute for Lifelong Learning, which is where I saw the puck going at the intersection of higher education and technology. I earned an education doctorate at Penn GSE during my time at Wharton because the questions I began asking about what we were doing and why were not easily answered within the confines of the business school.

    Q: In The Teacher and the Machine, you tell the story of the birth and evolution of massive open online courses within the context of the history of educational technology. What are the lessons from the history of ed tech that we in higher education should absorb as we make decisions about the future of online education and AI for teaching and learning?

    A: The main takeaway is that innovation in ed tech is particularly reliant upon ignorance of its history for a couple of main reasons: Innovation drives adoption (no one wants to invest in an “old” idea), and the idea of using technology to make education both more efficient and democratic consolidates power in the hands of the disrupters, who are almost always businessmen and scientists educated at the most elite universities in the world.

    I believe that once you understand the history of ed tech and its intertwined beginnings with artificial intelligence, universities can be more clear-eyed about their business partnerships with ed-tech companies and their purchasing decisions, which are usually not driven by evidence-backed research. We also have the opportunity to be more thoughtful about our motives in distributing education “to the masses” and ask ourselves who this strategy benefits and why it is attractive to venture capital.

    Finally—and this is a point you and a few others have made extremely well—it’s incumbent upon higher ed institutions to be informed about the innovation narrative that gets circulated, which enriches the same set of people and institutions over and over again. I have to believe that if we have a greater understanding of the history and the motives of the major players in ed tech, we can also ask better questions of our ed-tech providers and partners so that we can create educational experiences that provide more returns to learners than ed-tech investors.

    Q: You are not only a student of higher education and digital learning, you are also a practitioner. How did your role throughout your career as a participant in the creation and development of MOOCs and other online learning initiatives impact how you write about that history in The Teacher in the Machine?

    A: The closest metaphor I can think of is that it felt like putting together a 2,000-piece puzzle of a photograph I was in: I knew what it would look like, but I had to break down and examine all the pieces and then reassemble. The questions I asked of the events were less about what happened and more about why did it happen that particular way? What were the conditions that produced our actions? Living the history also provided opportunities to fill in the gaps that some more traditional records leave out.

    I’m thinking especially of the daily minor decisions that were made under pressure that drove the history in unplanned directions, as well as the personalities of the main players. Experiencing these elements of the story and being able to report firsthand is one of the benefits to being in the circus ring instead of in the seats. Another is that you can directly see the audience, which provides a different lens than a more traditional history. Hopefully, the narrative benefited from the inside-out point of view.

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