This week, some data on why students hesitate to participate in certain classroom conversations and a look at new guidelines from Pearson aimed at improving inclusion in their textbooks.
U.S. College students keeping opinions to themselves to steer clear of controversy
Findings from a Heterodox Academy study reveal that college students are wary about discussing certain issues in class due to the perceived potential personal and educational repercussions. The study tracked online survey results from 1,311 students aged 18-24 attending four-year colleges throughout the country and was conducted during the lead-up to the 2020 U.S. election.
This week: an absolutely stunning scandal involving essay mills and hacking of university websites, then a look at teacher training programs and their impact on diversity.
Over 100 universities were hacked to help students cheat
Domains at MIT, Stanford, Columbia, UCLA and over 100 other schools were hacked by companies that help students cheat. The schools’ websites were found to be presenting information from outside sources that offered essays, homework guides, and other illegal materials.
On Thursday, February 18, 2021, from 4:40-5:30pm, three members of the GU College Faculty—Patrick Johnson (Physics), Chandra Manning (History) and Libbie Rifkin (English)—will receive the Dean’s Excellence in Teaching Award. This award is given to “exceptional educators who are deeply committed to enriching the undergraduate experience.” In the words of Interim Dean Soyica Diggs Colbert, “The innovation, dedication, and commitment of these teachers contributes significantly to advancing the mission of Georgetown College.”(more…)
This spring the Doyle Program is excited to be facilitating a second series of conversations that aims to bring students, staff, and faculty together in order to share strategies and tools around anti-racist approaches to our work at Georgetown. Join us for conversations featuring faculty, staff, and students, who will share insights from their experiences doing anti-racist work with colleagues and classmates.(more…)
This week on Higher Ed in the News, a look at the U.S. Department of Education’s new direction and some news impacting diversity and inclusion on college campuses. You can read last week’s edition of this series here.
New-look Department of Education has big ambitions despite small shoes to fill
President Joe Biden has tapped Miguel Cardona, who currently heads K-12 public schools in Connecticut, to lead the Education Department. Cardona was confirmed last week by the Senate.
The Improve with Metacognition blog explores the learning process through a focus on metacognition, or “the use of reflective awareness to make timely adjustments (self-regulation) to behaviors that support a goal-directed process.” In other words, they and their guest bloggers explore the way that thinking about teaching and learning can lead to better teaching and learning. Starting now, that list of guest bloggers includes CNDLS’ Learning Design team, in a mini-series of posts under the title “Learning. Design. Analytics.”(more…)
This week, a look at how schools are approaching as the spring semester starts, and a study that notes increasing comfort for instructors since the start of the pandemic. You can read last week’s edition of this series here.
U.S. Colleges Implementing Varying Spring Semester Strategies
With the spring semester underway, college campuses are once again coming to grips with coronavirus-related uncertainty. College towns are bracing for campus reopenings after CDC findings indicated in-person instruction increased infection rates in surrounding communities.
An insightful piece in the Washington Post examines the strategies institutions are implementing to try to maintain safety while transitioning back to in-person instruction. At Georgetown, almost all classes that were in the hybrid format have been moved to virtual until at least February 15.
One of the core principles undergirding our work at CNDLS is the belief that teaching is partly a community effort. While faculty members may enter their (virtual or physical) classrooms alone, our teaching is at its best when we engage with our fellow teachers outside those classrooms. That’s one of the reasons we’ve facilitated Communities of Practice and Faculty Learning Communities in the past, and it’s one of the reasons we’re launching a number of Teaching Circles this semester.(more…)