In 2016, Georgetown increased the required number of hours for Ph.D. students to work on top of their academic duties. This led a group of doctoral students to form the beginnings of what would eventually become GAGE, the Georgetown Alliance of Graduate Employees, a student-worker union that ratified its first contract in May 2020.
“We want a more active and sustained voice in the work that we do at Georgetown and the conditions under which we do it, and an equal say in the impact of these policy changes on graduate work,” said Daniel Solomon, a member of the organizing committee and GAGE vice president.(more…)
Ideally our in-class discussions are a forum where all of our students can contribute and learn—but a recent study by Jennifer J. Lee and Janice M. McCabe (Gender and Society, 2021) found striking and meaningful differences between men and women in their amount and style of participation. Overall the picture is of an ongoing “chilly climate” for women hoping to join the conversation.(more…)
This week on Higher Ed in the News, we profile three emerging stories: rising campus cybersecurity attacks, decreasing faculty positions and pay, and the impact of test-optional applications on diversity.
Readers of this series may recall an earlier hacking scandal where “homework help” websites were posting links on the academic and student support websites of hundreds of schools. A new report by Katherine Mangan in the Chronicle of Higher Education describes attacks on entire university systems, with the hackers looking to steal personal information from faculty and students and even going as far as asking for bribes to stop stealing the data once they’ve made a breach.
This week, we get an inside look on what Asian American student groups are doing to improve inclusion on their campuses and also the latest on vaccine requirements at schools. You can read the last edition of this series here: on generation differences and Title IX.
Hearing from Asian American student leaders
Student groups across the country are rallying for improvements to the academic experience and culture in the interest of Asian American inclusion.
In Episode 3 of our podcast “What We’re Learning About Learning,” CNDLS spoke with faculty and students about experiential assignments in class. These assignments encourage students to step away from their computer, or even outside of their homes, to strengthen their connection to course material as well as their relationships with learning more generally.(more…)
Inclusive Pedagogy means designing the learning environment to be meaningful, relevant, and accessible for every student in your course or program. This approach to teaching is demanded by our Georgetown values and supported by a deep, broad, and ever-growing body of research. But how exactly do you do inclusive pedagogy? CNDLS has created the Inclusive Pedagogy Toolkit to help.(more…)
This week, a new way to bring cultural issues to light in academia and the latest enrollment data offers a look at the post-pandemic future.
Colleges turning to the theatre to tackle major cultural issues
As colleges and universities continue their efforts to improve diversity, equality, and inclusion on college campuses, decision-makers are looking for any way to successfully reach students. A recent Ed Surge article highlighted one of the more inventive solutions. It involves having theatre programs act out “higher ed troubles and tensions through original sketches, shows, and the occasional musical number.”
It’s hard to believe it’s been more than a full year of remote teaching and learning as a result of COVID-19.
While we’re all looking forward to the day when in-person classes can safely resume, higher education has learned a lot through the crisis. In the first two episodes of the new CNDLS podcast “What We Are Learning About Learning,” we’ve been exploring the adaptations and innovations that have developed in pedagogy during this time.(more…)