Today’s industries require college graduates to market their skills well beyond a career resource center. Soft skills such as communication, collaboration, critical thinking, problem solving, leadership, followership, negotiation and specialized training are in high demand. However, graduates possessing these skills must find ways to distinguish themselves from their competitors.
Over the last week, a spate of articles has been published that detail the grim reality of the challenge being faced by higher education as institutions respond to the COVID-19 pandemic. While there are many other articles that touch upon the same points, the following are ones that have made an impact on how I have been thinking about the challenges that higher ed is facing.
Is it any wonder that in times like these, we turn to something as primal, as rhythmic and dare I say, soothing to the soul, like music? There has been research that suggests music makes us feel good.
While the concept of leadership is difficult to define, Robert N. Lussier and Christopher F. Achua, authors of the book Leadership: Theory, Application and Skill Development, present an excellent definition of leadership as “the influencing process between leaders and followers to achieve organizational objectives through change.” But how do we apply such definition to our everyday experiences?
Last month, I wrote about a new book, The College Stress Test, authored by my former professor and dissertation chair Dr. Robert Zemsky, Susan Shaman, and Susan Campbell Baldridge. Using data from the Department of Education institutional reports, the authors constructed a stress test that indicated only 10% of educational institutions face substantial market risk but that another 30% will struggle until they find a way to reduce student costs, change curriculum, and experiment with new modes of instruction.
Much has been written about the coronavirus pandemic and its impact on higher education. At this point in time, most, if not all, colleges and universities have shuttered their campuses and are attempting to continue the semester by teaching online. With the notices to parents (I have two daughters in college) that refunds will be forthcoming for a prorated portion of the semester for room, board, and fees for other services, I became curious about how issuing refunds to students would impact many colleges.
During the coronavirus outbreak, many colleges and universities have transitioned from traditional classroom environments to teaching primarily online. In this podcast, Dr. Bjorn Mercer talks with American Public University System President Dr. Wally Boston about the impact of coronavirus on higher education.
Have you felt overwhelmed, anxious, or confused lately as a result of the coronavirus outbreak? Felt a lack of control or security over what is happening? If you have, you are not alone. It is ok and normal to have these mixed and strong emotions to quickly changing and uncertain times.
In the face of unprecedented closures in the nation and in the California Community College System (CCC), college administrators rally to keep instruction alive by generating hundreds of online class sessions from current on-ground traditional classes. The world as we know it in online education will likely never be the same. What resources are we pulling together, and what will we learn from this experience? It is up to us to collaborate at a previously unimagined level to figure this out.
Jose has been teaching face-to-face for years and is comfortable standing in front of dozens or even hundreds of students every day. He is the sage who imparts knowledge to those sitting in front of him—some are eager to take in what he shares, while others force themselves to stay focused and take notes.