In Monday’s Inside Higher Ed, regular contributor Joshua Kim calls out the online publication’s editors for allowing the publication of an op-ed titled “Generals Die in Bed,” written by Jeff Kolnick, a professor of history at Southwest Minnesota State University. Dr. Kim, Director of Online Programs and Strategy at Dartmouth’s Center for the Advancement of Learning (and co-author of Learning Innovation and the Future of Higher Education, which I recently reviewed), states that he does not disagree with Dr. Kolnick’s concerns about the health risks of face-to-face instruction during the COVID-19 pandemic. As a matter of fact, Dr. Kim shares the same concerns.
The month of July triggers many memories. When I was younger, the month kicked off with the Fourth of July holiday festivities of picnics and fireworks, all of which were fascinating to me, my siblings, cousins, and friends. July 4 was also my grandfather’s birthday, an occasion that we were fortunate to celebrate with him through his 95th.
With cases of the coronavirus on the rise around the U.S., colleges leaders that made the early call to go online for the fall appear more prescient every day as we get closer to the anticipated start date. While the safety of students, faculty, and staff has to be at the forefront of any decision to return to campus, there are some who have asked if the decision to return has been driven primarily by financial considerations.
Opportunity America, a Washington, DC think tank and policy shop, issued a report last week that reimagines the role of community colleges. The JPMorgan Chase Foundation and the Lumina Foundation sponsored the initiative, which included assembling a group of educators and policy makers across the U.S. in 2019. The group met with guest speakers to discuss the current status of community colleges and how they might adapt in line with the future changes in the workforce due to technology innovations.
During the COVID-19 crisis, Inside Higher Education and Hanover Research have regularly surveyed college and university presidents, asking questions about their actions during the crisis. More recently, these presidents have been asked about their expectations of when campus life will return to normal.
Earlier this week, I received my copy of Wes Moore’s latest book, Five Days. Co-authored with journalist Erica Green, Five Days depicts the unrest in the city of Baltimore after the death of Freddie Gray, a black man whose “rough ride” in a Baltimore City Police Department (BCPD) van led to his death. The authors tell the story as the events unfold through the eyes of Moore and eight other Baltimoreans.
On June 2nd, the virtual world exploded into an armada of black squares, and the hashtag #BlackoutTuesday dominated social media feeds. The murder of George Floyd, as with countless others before him, cast a harsh spotlight on our country’s painful racial divides. For some, the decision whether or not to participate in social media activism is based on personal beliefs about the movement itself and the many nuances surrounding the issue of racial injustice in America.
The National Collegiate Athletic Association (NCAA) leadership and institutional members partnered with the Gallup organization to examine the long-term life outcomes of NCAA athletes post-graduation from college. Through the Gallup Alumni Survey, the largest national study of U.S. college graduates, responses from 4,889 student-athletes who graduated from college between 1975 and 2019 were compared to responses from non-athletes.
As a parent of Division I athletes, I found the points in the Forbes article “Has Higher Education Lost Its Mind?" written by Donna Lopiano and Andrew Zimbalist to be more than interesting. The authors opened their article with news about the suspension of voluntary summer workouts at the University of Houston, when six players tested positive for COVID-19 less than two weeks after their return to campus.
Recently, the American Council on Education (ACE) released its findings from a six-month study on the use of blockchain technology in education.