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.
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.
The events of this past week are mind-boggling to many of us. All of a sudden, colleges are asking their students to not return from spring break, cancelling face-to-face classes, cancelling athletic events, and completing the semester by asking faculty to teach out their classes online.