Monthly Archives: February 2016

Plagiarism is Dead; Long Live the Retweet: Unpacking an Identity Crisis in Digital Content

“What oft was thought but ne’er so well express’d” Alexander Pope’s eighteenth century advice to writers — now known as content producers — has a new relevance for the Internet Age, although in the discussion that follows, a more exact phrasing match might be, “It’s already a meme, but (driven by FOMO) I need to…

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from Hybrid Pedagogy

The Victorian MOOC

It is 1873. Something unique is about to happen. A steam-train gathers speed in the background. Carriages on cobbled streets. In a dark room children sleep. In another room, a man reads a newspaper. In the kitchen a woman sits. She takes out a notebook, envelope, stamp and a package of brown paper containing a…

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from Hybrid Pedagogy

Who’s Regulating Troubled For-Profit Institutions? Executives at Other Troubled For-Profit Institutions

Most accreditors have connections to institutions similar to the ones they oversee. Here’s how those connections play out in the for-profit sector, where regulators have come under intense scrutiny.

from The Chronicle of Higher Education | News

10 Revealing Details in the Melissa Click Investigation

A report commissioned by the university’s board sheds light on what happened before and after the professor’s infamous confrontation at a protest on the flagship’s quad.

from The Chronicle of Higher Education | News

Accreditor demands answers from Mount St. Mary’s on numerous standards

In June, Mount St. Mary’s University received reaffirmation of its accreditation, with strong reviews, from the Middle States Commission on Higher Education.

But after a month of controversy at the Maryland institution, Middle States may be having second thoughts. It has told the university that it must provide answers by March 15 to questions about how “recent developments” may “have implications for continued compliance” with one requirement and four standards that are crucial to being accredited. And the standards in question aren’t minor technical issues, but core requirements on issues such as integrity, admissions and the way faculty members are treated.

The Mount St. Mary’s campus has been in turmoil since word leaked last month through The Mountain Echo, the student newspaper, that President Simon Newman had compared struggling students to bunnies that need to be drowned or killed with a Glock. The metaphor grabbed attention, but educators said the underlying debate was what really mattered.

Newman had proposed to use a survey — on which freshmen would be told there were no wrong answers — to identify those at risk of dropping out and to encourage them to do so in the first weeks of the semester. The idea was to raise the university’s retention rate, since those who leave very early in the semester don’t count in the total enrollment figures. Many professors and some administrators protested the plan, saying that the university has an obligation to try to educate those it admits.

For those just catching up on the controversy, here is an article about the initial report on the now infamous bunnies metaphor, an article on the firing of two faculty members who opposed Newman (and whom he subsequently reinstated), and another piece on growing national outrage. Throughout the furor, many have asked who has the authority to stop what they view as a deeply flawed president who has the backing (at least to date) of his board.

The answer may well be the Middle States accreditor. While Simon can ignore a request by the faculty that he resign (as he appears to be doing), he can’t ignore any subsequent finding from Middle States that some of his actions raise questions about institutional eligibility for accreditation.

A spokesman for the university released the following statement on the inquiry from the accreditor: "We are in receipt of an inquiry from Middle States and will be providing a reply according to their timeline. In June of 2015, Mount St. Mary’s University received the highest accolades when our accreditor reaffirmed our accreditation with no concerns. We welcome their recent request and are addressing it through the appropriate university channels."

Middle States has (in public on its website) only specified the standards on which it wants answers from Mount St. Mary’s; it hasn’t said that various actions specifically violate those standards. But reading the standards, there are phrases and provisions that appear to faculty members to be relevant to what has happened at the university. While faculty members continue to fear talking with their names quoted, given the recent firings, they say that they are encouraged that the accreditor is asking questions.

Here are some of the provisions about which Middle States has asked for a report from Mount St. Mary’s and why they could be significant:

  • Integrity. The integrity standards say: “In all its activities, whether internal or external, an institution should keep its promises, honor its contracts and commitments, and represent itself truthfully.” Faculty members say that this was violated when the college gave new students a survey without explaining its use, when faculty members were fired in violations of their contracts and when administrators said faculty members had broken university rules. The integrity provision also states that faculty members have the right “to question assumptions,” something faculty members say the university violated by criticizing professors for disagreeing with the president and not showing sufficient loyalty.
  • Admissions and retention. The standards state that colleges must have “programs and services to ensure that admitted students who marginally meet or do not meet the institution’s qualifications achieve expected learning goals and higher education outcomes at appropriate points.” Critics say that planning to weed out such students with a survey given before they started class violates that standard. Faculty members also note that the Middle States standards invite colleges to provide “evidence that support programs and services for low-achieving students are effective in helping students to persist and to achieve learning goals and higher education outcomes.” The implication of this language, professors say, is that the college is supposed to be committed to helping students persist, not trying to get them to leave.
  • Faculty. The standards require colleges to have “published and implemented standards and procedures for all faculty and other professionals, for actions such as appointment, promotion, tenure, grievance, discipline and dismissal, based on principles of fairness with due regard for the rights of all persons.” Faculty members said that while “published” rules at the colleges may provide for a faculty role in evaluating faculty members, Simon fired people without any faculty role or without any fair rationale. Further, they note that while the president rehired the faculty members, he cited “mercy” as the reason for doing so, suggesting there was nothing wrong with the dismissals.
  • Leadership and governance. The standards say that colleges must have “a climate of shared collegial governance in which all constituencies (such as faculty, administration, staff, students and governing board members, as determined by each institution) involved in carrying out the institution’s mission and goals participate in the governance function in a manner appropriate to that institution. Institutions should seek to create a governance environment in which issues concerning mission, vision, program planning, resource allocation and others, as appropriate, can be discussed openly by those who are responsible for each activity.” Faculty members say this has been violated by firing faculty members who disagree with the president, and by removing administrators and faculty members who don’t share the president’s apparent vision of a lesser emphasis on the liberal arts in the curriculum.
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from Inside Higher Ed

Helping Students Memorize: Tips from Cognitive Science

I was wrapping up a presentation on memory and learning when a colleague asked, “How do we help students learn in courses where there’s a lot of memorization?” He explained that he taught introductory-level human anatomy, and although the course wasn’t all memorization, it did challenge students’ capacity to retain dozens of new terms and concepts.

The post Helping Students Memorize: Tips from Cognitive Science appeared first on Faculty Focus.

from Faculty Focus