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ACE Report Underscores Need for Comprehensive Leadership Development

American Council on Education - 4 hours 10 min ago
The report, “Looking Back and Looking Forward: A Review of the ACE Fellows Program,” shares select findings from a comprehensive review of the Council’s signature leadership development program.

Evgeni Govor, Baltic Council for International Education, Latvia

The PIE News - 5 hours 2 min ago
Evgeni Govor is chairman of the board at Baltic Council, an international education agency operating in Latvia, Lithuania and Estonia. He shares his thoughts with The PIE on the future of ELT for students from the Baltic nations, their preferences when it comes to destination, and his hopes for the future of language learning across Europe.

The PIE: How is the demand for English language changing in Latvia around the Baltic states?

EG: The demand for English language I would say today, it is stable. Maybe over the last two years there was a little decrease in the demand for adult language courses. As for the junior market and young adults, it is increasing year on year. This year our company has an increase of about 80%, and for the next year we see the forecast increasing again.

The PIE: What are the specific areas you are hoping to grow?

EG: It is an interesting question, as in our company we have different departments. As the academic department, we are focused on our services. University placement services will be growing, this year we have about 200 students who have used our services to attend UK universities. For next year we forecast more than a 100% rise.

Then as for the boarding schools, the demand is stable. Every year we send about 50 students to UK boarding schools and colleges, and the main courses students choose are GCSE, A-level, the IB program and others. There will definitely be an increase in the executive direction, executive and professional English language courses in the UK and other countries.

“Today, up to 90% of our clients choose the UK as a destination of study”

The PIE: Can you talk to me a little about other countries outside of the UK? Where else does the Baltic Council send students to and how are they changing?

EG: UK educational institutions, the English language courses in universities and colleges, remain the main market for the Baltic students. Today, up to 90% of our clients choose the UK as a destination of study, first of all because of the high quality, because English language came from the UK. And the universities have a very high reputation in the world, for their quality and for future employment opportunities.

This year, we introduced new destinations for our customers because in the past it was 90% UK, but this year we are seeing the demand increasing for Canada and Malta. We forecast other languages than English will be popular as well, because of the high level of English language among the young people in the Baltic states. We forecast that they will be interested in learning other languages as well, German and French will come soon.

The PIE: Why are Canada and Malta popular with Baltic students?

EG: Malta, I would say it is because of the weather. If you promote UK as a study destination for the English language, we say that if you go to the UK, you can study English plus culture and entertainment.

[But] we say that if you like to have very good holidays, culture, history, plus English, please go to Malta.

Canada’s attraction is that it’s something new. People would like to see other countries outside of Europe to learn more about this history, the culture, the people. That is why this year we tried the first group to Canada and it was so successful. The group to travel in July was full by the end of February.

The PIE: There is hope that Brexit might not affect European students’ wish to come to the UK. Is it the same in the Baltics?

“For our people, the Baltic people, it is not so important whether visas will be introduced”

EG: Since the procedure of Brexit was announced I would say the Baltic people do not often think about Brexit and its impact.

People will still go to the UK to study, parents still choose UK institutions for their children to study, and today it is very difficult to forecast how it will influence our industry and people in the Baltics.

But talking again about the high quality of UK institutions, like in a luxury shop, if it is quality, it will not disappear. It’s the same for UK institutions, even taking into account the worst scenario of Brexit, we will have demand from clients thinking about high quality education for their children for their future.

The PIE: If Baltic people lose the right to stay and work, do you think this will have an effect? Or do your clients usually come straight home after studying?

EG: I would like to mention the statistics that announced 97% of students graduating from universities in the UK return to their home countries.

What we see as an example in our students is that more and more young people graduating from universities in the UK, in reality they are coming home.

For our people, the Baltic people, it is not so important whether visas will be introduced or there will be no possibility to find a good job, because the majority of people choose the UK to get high quality education and to use this education not just in the UK, but in today’s global world.

The PIE: Tell us about your company, the Baltic Council for International Education, can you tell me about anything exciting that you have coming up?

“People would like to see other countries outside of Europe to learn more about this history, the culture, the people”

EG: Every day we receive new CVs and motivational letters from young people hoping to work for our company. It is very exciting to read them and to see how enthusiastic people are to find a job with the Baltic Council. We recently announced several positions within the company and we are hoping for the young generation, for young people with ambitions to help us realise our own ambitions.

The PIE: Where do you think that is going to take you with the young generation? What is your hope?

EG: I hope that the Baltic people will come together and represent in the future in other countries, maybe the whole world.

The PIE: Is there anything final you want to add?

EG: I would like to wish all the agencies all the success in the new academic year, not to think about Brexit and its impact but to think about today’s situation and how to go further and develop new skills and new ideas and how to build a future.

The post Evgeni Govor, Baltic Council for International Education, Latvia appeared first on The PIE News.

Gana una beca para recorrer y fotografiar Birmania

Universia - 6 hours 14 min ago
World Nomad brinda la posibilidad a fotógrafos y aficionados de obtener una beca para recorrer y fotografiar Birmania con la tutoría de un profesional expertoSi quieres convertirte en un fotógrafo profesional de viajes, no puedes perderte esta oportunidad de beca para fotógrafos y aficionados de World Nomad. Para postular hay tiempo hasta el 3 de octubre de 2017.

Regístrate en Universia y manténte al tanto de las últimas becas, concursos y cursos online gratuitos Más info

Se trata de una beca orientada a fotógrafos y aficionados a través de la cual quien resulte ganador tendrá la posibilidad de realizar un viaje fotográfico por Birmania durante diez días para capturar el festival de Thingyan de Myanmar, sus templos antiguos y sus tribus tradicionales; todo bajo la tutoría del maestro Richard I’Anson de Canon.


La beca cubre alojamiento, pasajes aéreos ida y vuelta desde el aeropuerto internacional más cercano a Yangon, Birmania, seguro de viajes, tutoría de Richard I'Anson, ropa Kathmandú y la Guía de Fotografía Lonely Planet's Guide to Travel Photography del experto de Canon.


Pueden participar de esta convocatoria personas de cualquier nacionalidad mayores de 18 años. Para postularte debes contar una historia de algún lugar que hayas visitado (que puede tratarse dese un sitio deslumbrante hasta el patio de tu casa), en un máximo de 5 imágenes que incluyan pie de foto que ayuden a contextualizar la fotografía.


A las imágenes debes adjuntarle un ensayo (de un máximo de 1500 caracteres) donde expliques tu motivación para ganar la beca; es decir, que significaría esta oportunidad para ti. Y por último debes rellenar el formulario de solicitud con tus datos personales. ¡Tienes tiempo hasta el 3 de octubre de 2017 para postular!


El ganador se conocerá el 26 de octubre y el viaje por Birmania se realiza en 2018, comenzando el 6 de abril de 2018 y finalizando el 17 del mismo mes (con una duración total de 10 días).
¿Te interesa esta beca? Conoce más detalles y postula a través de la convocatoria oficial  Regístrate en Universia y descarga gratis nuestro ebook
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Cómo protegerse en casos de terremotos

Universia - 6 hours 44 min ago
Conoce las recomendaciones básicas para protegerse en caso de terremotos o desastres ambientalesMantener la calma y conocer los aspectos básicos de lo que debes hacer es muy importante en el caso de terremotos o desastres naturales, los que en general llegan de manera repentina e impredecible. Chequea algunos consejos básicos para estar preparado y poder enfrentar de la mejor manera este tipo de situaciones.


Agacharse, cubrirse y agarrarse: Todos los expertos en manejo de emergencias coinciden en que agacharse, cubrirse y agarrarse son las acciones fundamentales para proteger la vida e integridad física durante un terremoto.


Inmediatamente percibas la primera sacudida, agáchate en el suelo, cúbrete la cabeza (de ser posible bajo una mesa o mueble) y agárrate del mueble en cuestión, aunque éste se esté moviendo. No te coloques debajo del marco de una puerta: este es un falso y peligroso mito, ya que si la puerta se derrumba correrías serio peligro.


Si no hay una mesa o un mueble cerca agáchate en el suelo en un rincón del edificio
, alejado de ventanas y vidrios y cúbrete la cabeza (si no tienes con que, con tus manos y brazos) de vidrios y de cualquier cosa que pudiera caer.


Si el temblor no es tan violento, trata de moverte a una posición más ventajosa; por ejemplo donde haya una mesa que pueda protegerte; pero en general los expertos recomiendan no salir corriendo jamás a otra habitación ya que de esta forma ocurren la mayoría de las lesiones (y menos intentes salir al exterior, donde podrías dañarte con más facilidad).


No intentes salir al exterior
, si lo haces corres grandes riesgos de lastimarte. Quédate agachado, cubierto o agarrado (o agachado y cubierto con tus manos en una esquina del edificio) hasta que estés seguro de que el terremoto ha cesado.


Cuando vayas a salir, no corras y no utilices el ascensor ya que la luz podría cortarse y de esta forma podrías quedarte varado dentro. Camina tranquilo y alejado de cables, grietas, vidrios y árboles. En sí, camina por los lugares más despejados que encuentres.


Si ya estabas al aire libre al momento del terremoto, permanece en el exterior alejado de estructuras que podrían derrumbarse y como ya mencionamos, de los objetos que puedan representar peligro.


Si te quedas atrapado entre escombros, protégete del polvo haciendo un tapabocas con tu ropa. Trata de no levantar y no inhalar polvo. Para mantenerte a salvo del polvo no debes moverte bruscamente ni gritar. Grita solo como último recurso, y guarda las energías para cuando los socorristas estén cerca.


Otras precauciones a tener en cuenta una vez que el terremoto ha cesado Por más complejo que resulte, se debe mantener la calma. Una vez alejado el pánico chequea si alguien a tu alrededor está herido, y si se trata de heridas de gravedad recuerda que no debes moverlo hasta que lleguen los médicos o rescatistas.


Se recomienda no consumir agua de los grifos y sí hacerlo embotellada. En caso de proveerte de agua de la red, hay que hervirla primero. Y en cuanto al estado de las conducciones de agua, gas y electricidad, comprueba su estado antes de poner a funcionar ningún aparato. Si piensas que algo puede haberse dañado, cierra las llaves y comunícate con personal técnico para que lo reparen.

Descubre las zonas de México donde es menos probable que ocurra un terremoto

Universia - 7 hours 14 min ago
Conoce las zonas de México donde los movimientos telúricos, temblores o terremotos se dan con menor frecuenciaSegún el US Geological SurveyMéxico es uno de los países con más probabilidades de ser afectados por un sismo, ya que el país se ubica en el denominado Cinturón de Fuego del Pacífico y se dispone sobre tres de las placas tectónicas más grandes de la Tierra: la placa norteamericana, la placa de Cocos y la placa del Pacífico. Y cada vez que estos trozos de corteza se mueven o se encuentran es que sucede un terremoto.


Y si bien son muchas las zonas del territorio nacional que se ven afectadas por este fenómeno, existen otras regiones donde sólo se registran sismos de baja intensidad o con poca frecuencia.


Conoce cuáles son los territorios de México donde es poco probable que suceda un terremoto.


10 zonas de México donde es menos probable que suceda un terremoto 
1 - Nuevo León

Si bien durante los últimos siete años han ocurrido decenas de pequeños sismos en la región de Linares, estos han sido de baja intensidad por lo que se considera que la región es relativamente segura. Cabe mencionar que en 1880 ocurrió un terremoto de importancia cerca de la localidad de Mier.

2 - Saltillo – Coahuila

Aunque durante el año 1841 no se poseían las metodologías para medir los movimientos telúricos, existen evidencias de que durante ese año un fuerte terremoto sacudió la región. Desde entonces no se han tenido registros de que se hayan producido sismos de gran entidad.


3 - Mitad oriental del territorio de Chihuahua

El riesgo de sismos en este sector del estado es bastante bajo, aunque el resto del mismo tiene un riesgo mediano de sismicidad. Uno de los peores temblores se registró en Parral durante el año 1928.


4 - Durango y Zacatecas

Dos zonas también consideradas como de bajo riesgo. Si bien en ambas regiones se han registrado decenas de temblores, ninguno de ellos ha superado los 5 grados de intensidad.


5 -
 San Luis Potosí y Tamaulipas

A principios de este año, ambas ciudades se vieron afectadas por un temblor pero en ambos casos apenas rebasaron los 4 grados de intensidad.


5 - Península de Yucatán

Esta región es una de las consideradas zonas de bajo riesgo de sismos. Los episodios más recientes que se sintieron en la región ocurrieron en Campeche y Quintana Roo, pero ambos no tuvieron gran intensidad.


6 - Yucatán. Según señalan los registros oficiales, en la región no se han registrados sismos de importancia en más de 100 años. Aunque en ocasiones es posible sentir movimientos ligeros por causa de hundimientos o fallas.

¿Quieres convertirte en un profesional de la Sismología y Ciencias Geofísicas? Conoce tres estudios recomendados en México
Licenciatura en Ciencia Ambiental y Gestión de Riesgos en la Universidad de Colima

Maestría en Ciencias de la Tierra, Geomática y Gestión de Riesgos en la Universidad de Colima

Maestría en Ciencias en Geofísica en la Universidad de Guadalajara

Stony Brook professors worry budget is being balanced on backs of junior faculty, humanities programs

Inside Higher Ed - 7 hours 14 min ago

Faculty anger is growing at the University of Stony Brook, where cuts designed to reduce a budget deficit are concentrated in the humanities.

In addition to planned reductions in non-tenure-track faculty lines, three assistant professors of cultural studies in good standing within their department have been told their contracts will not be renewed past 2018. Two additional faculty members in theater have received similar notices of nonrenewal.

That’s on top of previously announced plans to cut humanities programs within the College of Arts and Sciences. Specifically, the departments of European languages, literatures and cultures; Hispanic languages and literature; and cultural studies and comparative literature will be combined into a single department of comparative world literature. The move involves suspending a number of undergraduate majors and graduate degree programs within those departments. The undergraduate major in theater arts also is suspended.

Meanwhile, Stony Brook is adding 13 other tenure-track faculty lines, mostly in the natural sciences.

Thousands of people, including many professors, signed a student-led petition against the cuts earlier this year. Some faculty members lashed out at President Samuel L. Stanley at a University Senate meeting Monday.

One of the most vocal professors at the meeting, according to faculty accounts, was Mireille Rebeiz, an assistant professor of cultural studies and comparative literature since 2014. She declined an interview request but confirmed that she was one of the nonrenewed tenure-track professors.

At the meeting, Stanley also announced that balancing the budget will entail a 3 percent decrease in academic personnel, a 6 percent decrease in administrators and a 10 percent spending cut across other areas.

Edward Feldman, a clinical associate professor of behavioral medicine and chair of the University Senate, said of the mood on campus, “The faculty are upset, and I understand why they’re upset.” At the meeting, he said, “several faculty made the point that we’re not a technical school -- we are a major university and we have an obligation to provide a high level of education across the board.”

Of course, he said, “What that looks like to different people is a different story.”

Stony Brook blames its nearly $35 million budget deficit, in part, on the SUNY 2020 Grant Challenge. Passed in 2011 by the New York Legislature, the $140 million initiative enabled Stony Brook and other campuses to hire faculty members and make additional investments. Revenue has since declined, however, creating a shortfall.

Some faculty members say they wonder how Stony Brook finds itself in a bind that other grantee SUNY campuses don’t. They question, for example, the university’s commitment to football and a major recent branding campaign called “Far Beyond.”

Peter Manning, a professor of English who has been at Stony Brook since 2000 and in academe for decades longer, said he’s “not seen morale on a campus as low as it now is here -- not even when we were being teargassed by [then California Governor Ronald] Reagan at Berkeley.”

The current administrative mantra, he said, “is that ‘No institution can do everything well, and we have to concentrate on areas in which we can excel.’” But if the natural sciences, technology, math and engineering are the campus’s traditional strengths, and if overinvesting in them via pricey start-up packages for their labs has contributed to the “crisis,” he said, then the university is “doubling down on a losing strategy.”

The “ground failure is a failure of imagination,” Manning said, in that “the administration cannot see that what they view as building on strength produces weakness when the vitality of campus intellectual life is diminished.”

The student petition says that comparative literature Ph.D. program has a high placement rate, that Hispanic languages and literatures has a strong track record of academic and community achievement, and that the theater department is a pillar of the campus culture. It also says that in suspending and eliminating programs and departments "with the most international scholars and students and who, thus, tangibly support diversity and global initiatives, the Stony Brook administration is endorsing a divisive brand of American exceptionalism that is championed by the current White House officials. This proposal goes against every principle contained in the university’s diversity plan."

In July, chairs of the departments within the College of Arts and Sciences sent a letter to their dean, Sacha Kopp, expressing their “categorical opposition to any plan that would deny renewal or promotion to tenure to faculty on programmatic reasons.” In other words, they said, citing legal and ethic concerns, the budget shouldn’t be balanced on the backs of faculty members in good standing who came to Stony Brook not as visiting assistant professors but as assistant professors working toward tenure.

Some on campus have been in touch with the American Association of University Professors over the issue. Anita Levy, a senior program officer at the association, said Wednesday that nonrenewals for budgetary reasons outside of financial exigency are rare. In such cases, she said, widely followed AAUP standards indicate that faculty members should take the lead on reappointments and non-reappointments. The association would call for additional due process protections if these faculty members were terminated midcontract, she added.

Robert Harvey, chair of comparative literature and cultural studies, said he approved all three affected assistant professors in his department for renewal and that he’s never seen such recommendations overturned. He called departments like his -- those with relatively low numbers of majors but an outsize cultural impact -- “soft targets” for metrics-based programs assessments.

“For some obvious reasons, we’re the weakest and poorest part of the university,” Harvey said, “but by tradition or conviction, [institutions generally] decide to support the humanities and the arts."

While a number of critics of the administrative plan for the humanities have expressed concerns about shared governance, Feldman said that the plan to collapse the language and literature departments did undergo faculty review through several University Senate committees. The senate is merely advisory, though, he said. And while Feldman said he did not think that the cuts were meant to target the humanities, he spoke to his dean about how the appearance of such targeting could affect the institution's reputation down the line.

Lauren Sheprow, a university spokeswoman, said via email that like many research universities across the U.S., Stony Brook is “faced with some new and unanticipated budget constraints. We are working to minimize the impact on our core mission of teaching and research, continuing to strive for the excellence and quality for which Stony Brook is known.”

All academic and administrative areas across the university have been asked to review their programs and budgets, Sheprow said. She noted that new fall 2017 enrollments in the reduced academic programs were low and that all current students will be able to finish their studies.

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Department of Ed rejects calls to update oversight measures

Inside Higher Ed - 7 hours 14 min ago

The Department of Education rejected two recent calls to improve its monitoring of the financial health of colleges and universities -- despite findings that its metrics predicted only half of institutional closures in recent years. 

A Government Accountability Office report released Wednesday found that the risk measure the department uses to assess colleges' financial health is badly out of date. While the department agreed to improve communication about how it calculates that measure, it rejected a call to improve the metric. And the Office of Federal Student Aid separately turned down recommendations to strengthen the data it collects for oversight of institutions.

Both developments came weeks after Secretary Betsy DeVos and her Federal Student Aid chief, A. Wayne Johnson, announced with few accompanying details that FSA was taking a more "comprehensive" approach to oversight. Departmental oversight applies to all colleges that receive federal aid, but those seeking more scrutiny have been concerned about for-profit institutions and some financially troubled small private nonprofit colleges at risk of closure.

Clare McCann, the deputy director of higher ed policy at New America and a former Obama Department of Education official, submitted a raft of recommendations to the department on how it could improve data collection. She said the inaction on recommended changes in both cases points to longstanding issues at Federal Student Aid as much as lack of interest in oversight at the department.

"It's a collision of inertia at FSA and a lack of leadership and accountability from the department," she said. "It just guarantees nothing is going to change."

Federal Student Aid conducts annual reviews of colleges and universities' financial health; those that don't meet standards must receive additional oversight and in some cases are required to provide financial guarantees to the department in case of closure. The GAO looked at the metric FSA uses to grade institutions' financial health, known as the financial composite score, and found that it has had an inconsistent performance because its underlying formula hasn't changed since 1997 -- meaning it fails to reflect changes in standard accounting practices. The result, GAO says, is half the colleges that have closed since the 2010-11 school year received passing scores on their previous assessment.

Sens. Dick Durbin, an Illinois Democrat, and Brian Schatz, a Hawaii Democrat, and Rep. Rosa DeLauro, a Connecticut Democrat requested GAO complete the review after the collapse of for-profit Corinthian Colleges.

The GAO's report called for the department to update the metric -- a recommendation that the department rejected in its response. Matthew Sessa, the deputy chief operating officer at FSA, wrote in a response to the recommendations that the report hadn't demonstrated how changes to accounting standards had made the composite score less reliable. He added that the department would provide additional guidance to colleges on how it calculates the composite score.

Ben Miller, the senior director for postsecondary education at the Center for American Progress, said it was surprising to see a federal agency decline a recommendation from GAO. But he said the composite scores themselves have inherent lag time as a measure of an institution's financial health. For-profit colleges have six months to turn in a financial audit to the department, and not-for-profits have nine months to do so.

"You’re already talking about a very lengthy delay by the time you get that audit," he said. "The thing I worry about is a very abrupt hit to an institution's finances that causes problems. If you’re a hand-to-mouth nonprofit and you miss your enrollment target this fall, the department’s not going to see it for almost two years."

Miller said the composite scores are useful as long-term indicators but said they should be combined with a broader set of indicators tracking precipitous changes in an institution's financial health.

The department has taken some steps to expand its scrutiny of colleges beyond the financial audits that its composite scores are based on. It's begun to scrutinize colleges owned by the same private equity firms to consider whether they should be evaluated as a single entity to find financial risks that would be missed at an individual school level. And in 2014 it set up a special division devoted to monitoring large institutions with campuses in multiple locations. That division now monitors 47 companies operating for-profit institution. But the GAO found that most colleges that closed in the past five years were smaller institutions with an enrollment of fewer than 500 students.

And it said that some institutions have figured out how to game the composite score by taking on large amounts of short-term debt to boost their scores -- Corinthian Colleges, for example, the for-profit chain that went under in 2015, repeatedly took out large short-term loans at the end of its fiscal year to boost its scores and then promptly repaid the loans. (A Department of Education Inspector General report from February found that FSA should do more to prevent colleges from manipulating composite scores.)

McCann said all of those tools fit within a broader framework of federal oversight of the sector. McCann made 12 recommendations as part of a public comment period preceding FSA's plans to integrate several existing data sets into one large database tracking characteristics on the financial health of colleges and universities. Among those recommendations, she argued that the department should track any sanctions on higher ed institutions by law enforcement agencies, that it should require publicly traded institutions to submit SEC filings directly to the department, and that colleges should identify all programs offered entirely online. All 12 recommendations were rejected, most because the department found certain information was already tracked elsewhere or because it said they would be considered as part of a "future enhancement."

The takeaway, McCann said, was that FSA is not seriously re-evaluating what information about colleges it collects, even as it takes long-overdue action to streamline existing data. But she said momentum is building outside the office to push for serious changes in oversight of colleges.

"There is mounting pressure on FSA from people outside the department to focus more on this kind of thoughtful, timely oversight work that goes beyond the sort of check-the-box compliance they often do," she said.

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Georgia Tech erupts as police response questioned after fatal shooting

Inside Higher Ed - 7 hours 14 min ago

After a Georgia Tech police officer fatally shot a student Saturday, the campus has erupted over the police department's handling of the situation, with at least three protesters arrested and a police cruiser set ablaze.

The Georgia Bureau of Investigation revealed the officer, Tyler Beck, who killed the student had only served on duty for about a year and had not undergone training necessary to deal with subjects with potential mental-health issues.

Scout Schultz, a 21-year-old student with a history of mental-health issues, died Sunday after being shot in the heart, family members said. Schultz was the president of the student group representing lesbian, gay, bisexual, transgender and queer students and preferred the pronouns “they” and “them,” having identified as nonbinary and intersex.

The Georgia Bureau of Investigation, which will review the incident, said this week that three suicide notes were found in Schultz’s room. Schultz had attempted suicide before.

It also released audio of a 911 call in which Schultz claims someone, possibly inebriated, was roaming the campus near one of the dormitories and carrying a knife and gun. Police confronted Schultz near that building Saturday. They held what officials have called a knife but Schultz’s family said was a multitool without any blade extended.

Multiple times officers attempt to speak with Schultz, who only responded with “shoot me,” per video of the event posted online.

At one point, Schultz slowly moved toward a group of some of the officers present -- someone directed them to “drop it,” but Schultz did not comply. Footage shows Schultz screaming and falling after a gunshot. Schultz was not carrying a gun.

Experts in previous interviews questioned why officers were not armed with Tasers. The university confirmed officers' other weapon is pepper spray.

Beck has been placed on paid leave, according to the university. He began working as an officer in spring 2016. Though he participated in more than 550 hours of training in the past two years, none was in the crisis-intervention preparation designed to deal with subjects with possible mental illness.

Following a candlelit vigil for Schultz on Monday, about 50 protesters marched to the Georgia Tech Police Department headquarters, according to the university (protest is seen at right). They carried a banner that read “protect LGBTQ” and were chanting.

A police car was set on fire and two officers suffered minor injuries, according to Georgia Tech. Three people were arrested and charged with inciting a riot and battery of an officer, the university said. One, Cassandra Monden, was a Georgia Tech student; the other two, Jacob Wilson and Vincent Castillenti, were not.

The Schultz family's lawyer, L. Chris Stewart, published a statement to Twitter on the family’s behalf, calling for peaceful protests.

Either be peaceful or go home. Nonsense is disrespectful and not productive. #ScoutShultz pic.twitter.com/hGbvErcUHh

— L. Chris Stewart Esq (@chrisstewartesq) September 19, 2017

“Our goal is to work diligently to make positive change at Georgia Tech in an effort to ensure a safer campus,” the statement reads. “This is how we will truly honor Scout’s life and legacy. Scout’s family respects the rights of those who wish to voice their opposition to what they feel is an unnecessary use of force, but they ask that it be done respectfully.”

Earlier, the family had said via the lawyer that Schultz’s “cry for help … was met with a bullet.”

Georgia Tech President G. P. Peterson in a statement Tuesday urged the campus not to draw conclusions too quickly and to wait until the Georgia bureau concluded its investigation.

“For now, we are focusing on mourning the loss and remembering Scout’s many contributions to the Georgia Tech community over the past four years. Last night’s vigil at the Campanile that was coordinated by the Pride Alliance and the Progressive Student Alliance was attended by almost 500 community members including Scout’s family. Unfortunately, they were also joined by several dozen others intent on creating a disturbance and inciting violence. We believe many of them were not part of our Georgia Tech community, but rather outside agitators intent on disrupting the event. They certainly did not honor Scout’s memory nor represent our values by doing so.

“Rest assured that our campus community is responding to these recent events in a positive and constructive manner, in spite of the many challenges they represent. I am grateful for our students, faculty, staff, campus leaders, and for our campus police. The response by our students to last night’s events is particularly heartwarming -- they were on Facebook and Twitter through the night trying to find ways to show support and to say this is not who we are.”

Editorial Tags: CrimeSafetyImage Caption: Protest at Georgia TechIs this diversity newsletter?: Newsletter Order: 0Is this Career Advice newsletter?: 

Two college football players die after games last weekend; another is paralyzed

Inside Higher Ed - 7 hours 14 min ago

This has been one of the deadliest years for college football in decades.

Two players died after games last Saturday, CBS Sports and other news outlets reported, and three others died from football-related ailments during the off-season.

Robert Grays, who played for Midwestern State University, died after suffering a neck injury during a game Saturday, the university said. The 19-year-old Grays was a 5-foot-8-inch, 160-pound cornerback for NCAA Division II Midwestern State, which is located in Texas.

“Robert touched many lives while attending the university, but perhaps he will be remembered best for his smile,” Suzanne Shipley, the university’s president, said in a written statement. “He was an inspiration on and off the field to those around him, and he will be remembered with love and affection by his friends, classmates, coaches and teammates.”

Clayton Geib, a senior football player at the College of Wooster, died Sunday after complaining that he did not feel well after the Division III team's game Saturday, according to the college. Geib, who was 21, had cramps and was hyperventilating in the locker room after the game.

“Clayton was a wonderful student and member of the College of Wooster community, and beloved by many,” Wooster’s president, Sarah R. Bolton, said in a written statement. “Our hearts are breaking, and all our prayers and thoughts are with Clayton’s family, teammates and friends.”

Most of the 35 college football-related deaths since 2000 have been linked to overexertion rather than traumatic injury, CBS’s Dennis Dodd reported, citing research by Scott Anderson, the University of Oklahoma's head athletic trainer and an authority on player safety. However, traumatic brain injuries in football have been a focus in recent years.

“Training regimens are too often built on tradition versus based on science and place players at risk,” Anderson wrote in a 2012 research paper published by the Journal of Strength and Conditioning Research.

Earlier this year Dodd reported on several recent cases of Division I football players who were hospitalized after grueling workouts. In a particularly high-profile example from 2011, the University of Iowa concluded after an investigation that 13 Iowa football players were hospitalized after becoming ill with a muscle syndrome called rhabdomyolysis. The syndrome occurs when muscle is destroyed and releases into the bloodstream products that damage the kidneys. It can be caused by exercise and some dietary supplements.

Sickle-cell trait can also contribute to injury and death from overexertion.

A lawsuit filed by the family of a Rice University football player, Greg Lloyd, who died after a team workout in 2006 due to sickle cell-related complications, prompted the NCAA to recommend that teams test for the condition.

Yet college football player deaths related to overexertion and sickle cell, which affects one in 12 African-Americans, have continued.

Last year the University of California, Berkeley, settled a wrongful death lawsuit filed by the family of former Cal football player Ted Agu for $4.75 million. Agu, a pre-med student and defensive lineman, died at 21 shortly after a strenuous off-season conditioning workout, the San Francisco Chronicle reported.

Since 2000, six college football players have died from game-related traumatic injuries, according to Anderson. Tackling or blocking while leading with the head often is a cause. The NCAA has created rules aimed at reducing those injuries.

Yet Dodd, citing an unnamed witness to the play on which Grays was injured, said it was a routine tackle.

“If you really saw it, it was a football play,” the witness said. “He was in on a tackle. It was like anything you'd see on any other play.”

The last time two college football players died in the same year while playing the game (as opposed to during workouts) was in 2011, Dodd reported.

Also last Saturday, a Harvard University football player, Ben Abercrombie, severely injured his neck while making a tackle during the team’s loss to the University of Rhode Island.

Abercrombie, a first-year student, lost feeling in his arms and legs and has required breathing assistance since sustaining the cervical injury, ESPN reported. Doctors operated on his neck and are reportedly hopeful that the paralysis will subside.

Last month, The New York Times reported that Ed Cunningham, a college football analyst for the sports network ESPN, walked away from his job because of ethical concerns about injuries players sustain from the sport. Cunningham, who won an NCAA championship as a player at the University of Washington and who also played in the National Football League, in particular cited the risk of chronic traumatic encephalopathy, a degenerative brain disease found in many former football players.

“In its current state, there are some real dangers: broken limbs, wear and tear,” Cunningham told the newspaper. “But the real crux of this is that I just don’t think the game is safe for the brain. To me, it’s unacceptable.”

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NCAA punishes Pacific after basketball coach helped recruits cheat

Inside Higher Ed - 7 hours 14 min ago

The former head men’s basketball coach at the University of the Pacific gave athletic prospects the answers to course work and tried to persuade multiple people to lie during a National Collegiate Athletic Association investigation into the alleged violations, the association announced today.

Ron Verlin, the head coach, who has since been fired by the university; a former assistant coach, Dwight Young; and a former special assistant to the team were all punished by the NCAA, likely making them unemployable.

An eight-year “show cause” order for Verlin and Young were among the sanctions the NCAA imposed -- the special assistant’s order extends seven years. This means that any NCAA institution hiring the men must provide the association with a reason why their duties shouldn't be restricted. Additionally, if Verlin is hired, he must be suspended for half of the first season he coaches.

The university has been placed on probation from now until September 2019. It must also pay a $5,000 fine and vacate the games that the players who cheated participated in.

Pacific had already given up the right to play in the postseason in the 2015-16 academic year and reduced its allotment of basketball scholarships.

The NCAA also found that a former men’s baseball coach had inappropriately given a student $16,000 to defray housing costs -- certain baseball games must be vacated, the NCAA demanded, and scholarships in the program were already reduced.

President Pamela A. Eibeck said in a statement to Inside Higher Ed Wednesday that the university does not intend to fight the NCAA verdict.

“We are proud that the NCAA found these corrective actions to be a meaningful and adequate means to address the violations, and that it cited the university’s ‘exemplary cooperation’ in describing our collaboration, which was our goal from the outset. We fully support this decision and have no intention of appealing … We were treated fairly during the process and we look forward to moving on. We remain focused on providing our students with a superior learning experience that prepares them to be successful in their lives and careers.”

In 2011, then assistant coach Verlin gave a prospective athlete enrolled in a distance learning course a 1,400-word paper titled “Taking a Look at Change” that the athlete could pass off as his own work, according to the NCAA’s initial report on allegations against Verlin.

Three years later, Verlin, by then head coach, provided answers to multiple prospects who were taking a mathematics course at Adams State University. He also arranged for the athletes to take exams without a required proctor.

Verlin meddled with the work of five athletes in total, the NCAA said.

In what the NCAA called “perhaps the most egregious violation of ethical conduct rules,” Verlin also encouraged others -- a close friend and an athletic prospect -- to give false or misleading information to the university and to the NCAA.

Verlin filed an wrongful termination lawsuit against the university in March.

“We found this conduct falls well below the baseline of honesty and ethical conduct the membership expects of university staff members, particularly those setting the example for the development of student athletes,” Joel Maturi, former Minnesota athletics director and a member of the NCAA Division I Committee on Infractions panel, said Wednesday.

In June, experts criticized the NCAA for imposing light sanctions on the University of Louisville after a scandal there involving a former director of operations who arranged sexual encounters between sex workers and prospective athletes. Rick Pitino, the head basketball coach, failed to supervise the director, the NCAA said, suspending Pitino from the first five Atlantic Coast Conference games of the season.

The NCAA also ordered certain games vacated, possibly jeopardizing the national title the university won in 2013.

Despite the punishment, which some experts called a “wrist slap,” Louisville intended to appeal the NCAA decision.

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Labour Party in New Zealand joins global push on the left against tuition

Inside Higher Ed - 7 hours 14 min ago

On Aug. 1, New Zealand Labour Party leader Andrew Little resigned after his party hit a catastrophic low of 24 percent support in an opinion poll ahead of the Sept. 23 election. He handed control over to his deputy, Jacinda Ardern, then age 36.

A sharp, informal communicator described by some as a “rock-star politician” in the vein of Canadian Prime Minister Justin Trudeau, Ardern has since won Labour a surge of support, predictably termed “Jacindamania” by the media.

One of Ardern’s key policies is a pledge to abolish tuition and increase living-cost support for students.

Labour support rose to 44 percent in a Sept. 14 poll, four points ahead of the center-right National Party, which has been in power since 2008 and might have expected that its portrayal of a strong economic record would guarantee further electoral success.

Developments in New Zealand fit within an emerging trend, evident in Britain and the United States, for politicians on the left and center-left to see opposition to tuition as a way to mobilize support among younger voters. In New Zealand, Labour has the chance to be a pioneer among national governments in the developed world by abolishing fees: in Germany, it was individual state governments that made such a change.

“If you’d asked me a month ago whether education was going to be a key, election-deciding platform, I would have said never in a hundred years,” said Chris Whelan, executive director of Universities New Zealand, which represents the nation’s eight institutions of higher education.

Average tuition fees at Kiwi universities are about 6,000 New Zealand dollars ($4,400) a year, under tiered fee caps that vary across subjects. The cost of education is split roughly 60:40 between direct public funding and the tuition repaid by graduates, said Whelan.

Graduates’ repayments on government-backed, income-contingent loans start once salaries reach NZ$19,084 ($14,000) and are deducted at 12 percent above that level.

The terms, more onerous than England’s student loans, are one explanation for concern on the issue, with one academic researcher warning that graduate debt is weighing down some and “potentially increasing inequality.”

Another key issue is New Zealand’s spiral in property prices and thus rents, meaning student living-cost support cannot cover accommodation in cities.

In August, Ardern announced that Labour would bring forward by a year its existing plan to phase in free postsecondary education. Students starting courses in 2018 would receive one year of fee-free study, gradually extended to three years by 2024.

Living-cost assistance would also be boosted by NZ$50 ($37) a week under Labour’s new plan, taking both the means-tested maintenance grant and universal maintenance loan to about NZ$220 ($160) a week.

Anticipating claims of a “cynical” policy seeking support from young voters, Ardern said that it was “unreasonable for us to expect that those who are furthering themselves for all of our benefit should have to live on NZ$170 a week.”

So, what is Universities New Zealand’s stance on Labour’s policy? “Our position is that anything that lifts participation in higher education has got to be good,” said Whelan. Although, given that 38 percent of New Zealanders currently enter university within five years of leaving school, “we are not sure how many more students there are out there who are not going to university for some reason that [Labour’s] policy might actually bring through,” he added.

Richard Shaw, a professor of politics at Massey University, said that the pledge to end fees was part of Labour’s “wider slew of policies aimed at appealing to younger people’s presumed sensitivities.”

“The whole idea was [Labour] brought [the policy] well forward because of these missing 200,000 voters,” said Whelan, noting the figure in circulation for numbers of eligible voters not registered.

But Shaw said that rates of voter registration among young voters “don’t look promising” thus far. So, he added, “we really don’t have the preconditions for a ‘youthquake’ à la the U.K.” (In this year's British general election, young voters backed Labour Party leader Jeremy Corbyn -- who pledged to abolish tuition fees in England -- in unexpected numbers.)

Taking a different view to Whelan, Shaw said that New Zealand Labour’s tuition fees pledge has “been a sort of second-tier issue” in the campaign “and it certainly hasn't shifted public sentiment the way that the removal of interest on [student] loans did a decade ago.” That move was credited with helping Labour unexpectedly hang on to power in the 2005 election.

But if the polls are reliable, Ardern and New Zealand Labour still have a shot at turning their vision of fee-free university education into reality.

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Viaja gratis a Australia y Nueva Zelanda para aprender inglés

Universia - Wed, 09/20/2017 - 23:00
La cuarta versión del concurso #AtrapaUnaBeca, que nuevamente premiará a dos jóvenes, se realizará entre el 19 de septiembre y el 3 de octubre

Australia y Nueva Zelanda se encuentran catalogados dentro del Top 10 de los mejores países para vivir en el mundo y como resultado son dos de los destinos más apetecidos para estudiar inglés

Es por ello que Atrápalo, compañía online líder en venta de ocio, AUssieYouTOO, grupo de apoyo online que asesora gratuitamente a jóvenes que quieren estudiar en Australia, y KIwiYouTOO, su empresa hermana en Nueva Zelanda, ponen en marcha la cuarta edición del concurso #AtrapaUnaBeca que premiará a dos ganadores con una beca para estudiar inglés en Australia y otra en Nueva Zelanda.

A partir del 19 de septiembre a las 9 AM se abren dos concursos, uno para cada destino, y los interesados pueden participar completando la frase "Me voy a Australia/Nueva Zelanda a buscar…" a través de Facebook (APP de cada concurso) o Twitter (utilizando los hashtags #AtrapaUnaBeca y #AUssieYouTOO o #KIwiYouTOO según el país elegido). Para tener más oportunidades de ganar los estudiantes pueden participar en ambos concursos para viajar a Australia o Nueva Zelanda.

Pueden participar todas las personas mayores de 18 años de España, Colombia, Chile, México y Perú.

Cada beca está valorada en 4.000 euros y el ganador que viaje a Australia estudiará en la escuela Imagine de Gold Coast. El ganador que elija Nueva Zelanda realizará el curso en el Southern Lakes English College de Queenstown. Ambos recibirán como parte del premio vuelos de ida y vuelta hasta sus respectivos destinos y seguro de viajes de IATI.

El plazo para participar termina a las 23:59 del 3 de octubre. Los 50 participantes con más votos en cada concurso serán los finalistas y los ganadores serán elegidos por un jurado que premiará la originalidad y la creatividad de estas publicaciones. Los resultados definitivos serán comunicados el 17 de octubre a través de las redes sociales de AUssieYouTOO y KIwiYouTOO.

La campaña #AtrapaUnaBeca ya ha entregado cinco becas de estudio y Atrápalo, AUssieYouTOO y KIwiYouTOO seguirán trabajando juntos para premiar a cuatro jóvenes por año para que disfruten las ventajas de aprender viajando.

¡Anímate a estudiar en el extranjero! Más info

How Arab Countries Regulate Quality in Higher Education

The Chronicle of Higher Education (Global) - Wed, 09/20/2017 - 13:07
A survey found that after licenses are issued, government follow-up to check educational quality is usually weak or nonexistent.

Overseas experience trumps language learning for Chinese students

The PIE News - Wed, 09/20/2017 - 09:24

Experiencing an overseas culture is the main reason for Chinese students to attend summer school programs in the UK, according to education agents who took part in research from the British Council and English UK, placing this above improving foreign language ability.

Meanwhile, demand from China for summer school programs is expected to continue to grow over the next few years, along with programs with specific themes, such as sports, drama and leadership.

The researcher, who interviewed 95 education agents across China, found that 92% of respondents placed experiencing the overseas culture as one of the top three most important reasons for Chinese students to seek out a summer school program in the UK.

Increasing independence was also among the most important, according to 63% of agents, while 53% cited preparing for studying overseas.

Improving foreign language ability followed, perceived to be important by 52%.

According to the report, one agent said that students “‘would love to improve their language’, but this is not the main purpose of the course due to the large cost of travelling to and staying in the UK.”

While summer school operators’ responses echoed those of agents with regards to experiencing overseas culture (88%), they placed a higher emphasis on the improvement of the language ability, at 81%.

Increasing independence was also among the most important factors, according to 63% of agents

The report notes that “some UK summer school operators agreed, with one commenting that although language classes are an important part of their offering, ‘it’s never really about language’.”

Preparing for studying overseas was perceived as an important reason for over half (56%) of summer school operators.

China is overwhelmingly the largest source market for international students, with statistics showing that the number of outbound students topped half a million, with 544,500 students going overseas last year.

“School operators and agents report that university ‘taster programs’ are becoming increasingly popular,” the report notes. And research from Ipsos and New Oriental found that 83% of students who undertook short-term study overseas were considering long-term.

Language plus programs are the most popular type at summer schools in the UK, according to the research, with an increasing popularity towards the inclusion of other activities.

All future trends point to growth

Two-thirds (67%) of summer school operator respondents offer sport themed programs, while 42% offer leadership, and a quarter offer life skills, drama and dance.

All future trends coming out of China with regards to summer school program demand point to growth.

“Agents point towards increasing interest in short-term overseas study, which they link to both increasing affluence and the greater international consciousness of the new generation of parents,” the report states.

Just over half (51%) of agents surveyed said they have experienced strong or moderate growth in the number of students going to UK summer school programs.

The 92 Chinese agents surveyed account for around 30,000 summer school students – of which 8,500 went to the UK.

Students from mainland China now account for one in 20 student weeks at private English UK member centres.

The report can be accessed here.

The post Overseas experience trumps language learning for Chinese students appeared first on The PIE News.

E African region to harmonise tuition fees next year

The PIE News - Wed, 09/20/2017 - 04:58

University students across the East African region will, from January next year, begin paying the same amount of tuition fees, in the first step towards the actualisation of the newly created East African Common Higher Education Area.

While the institutions may charge different amounts for different programs, students from any country in the region will pay the same amount as domestic students in any of the six countries that form the common area – Kenya, Uganda, Tanzania, Rwanda, Burundi, and the newest East African community member, South Sudan.

This move is in line with the framework for implementation of the Common Higher Education Area agreed upon by the six member countries of the EAC, at a conference held July in Zanzibar, Tanzania. This came two months after heads of states from the region ratified the decision to create the EACHEA, and mandated the Inter-University Council of East Africa to implement it.

“The harmonised fees structure will be implemented in both public and private universities by the end of the year”

Benedict Mtasiwa, IUCEA chief principal officer for exchange programs, said the decision was expected to facilitate and increase student mobility across the region.

“The harmonised fees structure will be implemented in both public and private universities by the end of the year”, he said in a statement.

This, he added, will end the current practice where students pay as much as 30% more in fees whenever they enrol in universities in any of the partner countries outside of their home country.

According to another IUCEA official, the operationalisation of the EACHEA was expected to be a lengthy process, and the harmonisation of fees is just one among many steps to be taken.

“Operationalisation is on course, mobility of academic staff and students are already happening, mutual recognition of qualifications is already taking place for both academic and professional qualifications”, he told The PIE News.

After nearly two years of waiting, the EAC region was declared a Common Higher Education Area by heads of the state in May, and the IUCEA has come up with a six point tentative work plan and strategy.

The post E African region to harmonise tuition fees next year appeared first on The PIE News.

Leicester opens first international campus in China

The PIE News - Wed, 09/20/2017 - 02:44

The UK’s University of Leicester has partnered up with China’s Dalian University of Technology and opened an international campus in China which will focus on teaching STEM subjects and offer dual degrees.

The university hopes that 10% of its UK undergraduate population will study at Leicester International Institute, Dalian University of Technology, by 2020.

“Our purpose is to advance the exchange of culture, science, engineering and technology”

Chinese students will have the opportunity to take part of their degree in Leicester, and UK students will have the chance to undertake a year or more of their degree in China.

The first courses to be offered are in chemistry and mechanical engineering, explained director of the institute, Eric Hope.

The partnership not only seeks to expand staff and students’ horizons, but it will also “support China to develop a globally-competitive workforce,” he said.

The first cohort of students are being taught at the Institute, based on the Panjin campus, following opening ceremonies attended by president and vice-chancellor Paul Boyle alongside academic and civic leaders.

“Our purpose is to advance the exchange of culture, science, engineering and technology between China and the United Kingdom,” said Boyle.

Both universities have a renowned reputation when it comes to research, he added.

“Leicester and Dalian have chosen to work together because of our shared global standing, and our belief in research and learning excellence. As world-class research-intensive universities we will build collaborative research groups that will underpin exciting new discoveries.”

President Guo from Dalian University of Technology, said: “This initiative will succeed because we will only recruit the very brightest students. We chose to work with Leicester because of their research reputation – our partnership will be strong because it is based on powerful research collaboration.”

The post Leicester opens first international campus in China appeared first on The PIE News.

Public backs higher funding for university research

University World News Global Edition - Wed, 09/20/2017 - 00:59
The overwhelming majority of Canadians believe in the importance of university research for Canada's future as an innovation leader, according to a new survey.

They also believe that universi ...

Las 8 características más comunes en los líderes exitosos

Universia - Wed, 09/20/2017 - 00:00
¿Tienes dones de líder? Entonces conoce las características que definen a los líderes exitosos.¿Sabes cuáles son las 8 características más comunes en los líderes exitosos? Más allá de que hayas terminado tu carrera profesional o no, es importante que tengas en cuentas las habilidades necesarias para ser una profesional exitoso o mejor aún: un líder exitoso. ¿Eres un buen líder? Realiza este test gratuito y descúbrelo

Para convertirte en el líder que todo equipo quiere tener es importante que adecúes tus capacidades y personalidad a los requerimientos del mercado laboral y de la sociedad y sobre todo, siempre seas respetuoso con aquellas personas que te rodean y forman (o pueden formar, en un futuro) parte de tu equipo. 


Con el fin de que la tarea de convertirte en un buen líder sea más fácil para ti, seleccionamos las 8 características esenciales de los líderes exitosos. ¿Qué esperas para ser uno de ellos?

Características más comunes en los líderes exitosos

1. Visionarios
Los buenos guías crean una imagen del futuro y definen dónde quieren llevar a sus organizaciones.     2. Son inspiradores
Los excelentes dirigentes son buenos oradores públicos y además, son carismáticos. Ellos en cada palabra y acción demuestran su pasión por lo que hacen.     3. Estratégicos
Los líderes estratégicos son claros y saben cómo manejar fácilmente las fortalezas y debilidades de sus propias compañías, así como sus oportunidades y amenazas externas.     4. Tácticos
Como empresarios, establecen los objetivos de sus negocios, se comprometen y orientan todas sus acciones para el cumplimiento efectivo de lo que quieren, a fin de obtener resultados de alta calidad.     5. Centrados
Saben establecer cuáles son sus prioridades y cómo deben ser llevadas a cabo.     6. Persuasivos
Atraen a que otras personas estén de acuerdo con ellos y con sus puntos de vista, a través de la lógica, la razón, la emoción y la fuerza de su personalidad.     7. Simpáticos
Son personas agradables y optimistas. Pueden tener cualquier profesión, pero  saben reconocer las habilidades interpersonales adecuadamente.     8. Decisivos
Las personas que poseen gran liderazgo saben tomar decisiones correctas y con más rapidez. ¿Quieres saber si eres un buen líder? Descúbrelo con este test gratuito de Universia

Cal State Northridge faculty members say system is attacking ethnic studies

Inside Higher Ed - Wed, 09/20/2017 - 00:00

For the California State University system, it’s a bit of streamlining. For ethnic and gender studies professors at CSU Northridge, it’s not only overreach, but threatens the study of marginalized groups. Objectively, all that is clear right now is that the CSU system’s attempt to make its campuses’ general-education requirements more uniform is up in the air.

As it stands, an executive order from the CSU system chancellor's office would make the general-education requirements at all CSU campuses uniform, limiting them to five categories -- currently referred to in some documents as “areas” and in others as “sections” -- labeled A-E.

Current categories include English language communication and critical thinking; scientific inquiry and quantitative reasoning; arts and humanities; social sciences; and lifelong learning and self-development.

A sticking point, however, arises at Northridge, which stands out among CSU campuses for having Section F: Comparative Cultural Studies. Classes that can fulfill the Section F general-education requirement include courses in Africana studies, American Indian studies, Asian-American studies, Central American studies and gender and women’s studies. Leaders from each of the above departments -- as well as the coordinator for American Indian studies, which is a program but not a department -- signed a petition circulating among some faculty members who opposed the change, which comes at the cost of their courses standing out as general-education requirements.

“[Executive Order]1100 eviscerates CSUN’s unique and exemplary Section F Comparative Cultural Studies/Gender, Race, Class and Ethnicity Studies, and Foreign Languages, denying CSUN students an education based on cultural competency and respect for diversity,” the petition says.

And the timing couldn’t be worse, critics of the chancellor’s office say.

“Given our current social and political climate and the demographics of California, we need to continue to resist attacks on historically excluded peoples on the basis of race, ability, gender, sex and sexuality, and to support departments and programs that protect and empower our communities,” the petition says.

CSU system officials said the order was issued in an effort to make general-education requirements uniform across all campuses -- a move that is especially helpful for the 67,000 students who transfer into CSU campuses from other four-year and community colleges.

“We had a threefold purpose in devising this executive order,” said Christine Mallon, assistant vice chancellor for academic programs and faculty development for the CSU system. “And it is in response to what we’ve heard from students, and from outside parties including the Legislature -- concerns about how students might understand or misunderstand our requirements, how they could be streamlined to facilitate graduation and how, unintentionally, we may have policies that could add to inequities in student success.”

With streamlined requirements, Mallon said, students would be on an even playing field no matter where they were in the CSU system. This would especially prove helpful for transfer students, she said.

“The executive order was to help students,” she said. “Diversity and training our students how to live in a multicultural and global society is part of the CSU mission … all of these things are really important for us to facilitate students’ ability to get the courses they need, when they need them, and graduate on time -- while still getting the courses we all agree are part of what is in the breadth of a bachelor’s degree.”

Northridge is obligated to be in compliance with the executive order by fall 2018. How it will do so, or if it will do so -- although the order being rescinded, despite calls from some faculty, seems like a long shot, at this point -- remains to be seen. A teach-in dedicated to defending the Section F programs was scheduled for tonight, according to the Facebook page for the American Indian Student Association. The event was promoted by the coordinator of the American Indian studies program. Additionally, public statements from various departments have called for the rescinding of the order.

“We collectively resist and reject this violation of Faculty Consultation and Governance. These proposed changes reinforce the already profound divisions that exist in our society,” a statement on the website for the Department of Asian American Studies says.

Many who have organized against the order have said they support making general-education requirements more uniform -- except other campuses should follow Northridge’s route, not the other way around.

“While GE portability sounds like a good idea, it needs better-thought-out implementation. We propose that CSUN’s GE model, which aligns with the findings of the CSU Task Force on the Advancement of Ethnic Studies convened by the chancellor’s office, itself become the model across the CSU,” a statement from the Department of Gender and Women’s Studies says. “In its current form, EO 1100 does the exact opposite and aligns with the current push to end diversity in this country.”

How exactly Section F will be accommodated remains to be seen. CSU system and Northridge officials pointed to multiple options, including making Section F courses a separate graduation requirement that isn’t a general-education requirement, or splitting the courses among the other existing general-education sections.

Though any changes to the status quo have been rejected by a large number of Section F professors -- whose enrollment numbers might be at risk -- officials at Northridge said that solutions are still being debated.

“[Enrollment numbers] depend on what the solution is,” said Elizabeth Adams, associate vice president for student success at Northridge. “The curriculum is the purview of the faculty … there are some proposed solutions that would maintain -- we think -- the enrollment in these courses.”

The urge to maintain enrollment comes both from a point of looking out for the departments, Adams said, and because the university feels the content is important.

The Faculty Senate, or at the very least, the senate committee on curriculum, will debate and craft its opinion to the executive order next week, said Stella Theodoulou, Northridge's vice provost for academic affairs. From there, that opinion will be delivered to the office of the provost, who will report to the system chancellor.

“Both our president and our provost are committed to maintaining the comparative and cross-cultural studies requirement, but at the same time, we are part of a system and we understand we must comply with the executive order,” Theodoulou said. “We are trying to work with our faculty and encourage our faculty to find solutions that maintain the commitment, while also conforming to the executive order.”

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Much of Third World Quarterly's editorial board resigns, saying that controversial article failed to pass peer review

Inside Higher Ed - Wed, 09/20/2017 - 00:00

Fifteen members of Third World Quarterly’s editorial board resigned Tuesday over the publication of a controversial article they said had been rejected through peer review.

The news comes a day after the journal’s editor in chief issued an apparently contradictory statement saying that the essay had been published only after undergoing double-blind peer review.

The paper, written by Bruce Gilley, an associate professor of political science at Portland State University and published earlier this month in the journal’s “Viewpoints” section, advocated a return to colonialism in some instances.

Gilley's essay was subsequently criticized as lacking in rigor, failing to engage with the broader literature on the topic and ignoring colonial-era atrocities. Current Affairs even compared Gilley’s treatment of the topic to Holocaust denial. But the resigning editorial board members focused their criticism Tuesday on what they described as a failed editorial process and dishonesty from Shahid Qadir, editor in chief.

“The editor of [Third World Quarterly] has issued a public statement without any consultation with the editorial board that is not truthful about the process of this peer review,” their public resignation letter says. Thus, “as we fully disagree with both the academic content of the ‘Viewpoint’ and the response issued in the name of the journal, we are forced to resign immediately from the editorial board of Third World Quarterly.”

Concerns about the editorial process led many academics to sign a petition, submitted to the journal's editors Monday, calling for the retraction of Gilley's essay. But the editorial board members’ resignation letter appears to confirm that the piece was initially rejected as an academic article during peer review, later rejected by at least one reviewer as an essay, and then published anyway.

The board members’ resignation letter says Qadir told them last week that Gilley’s paper was put through the required double-blind peer-review process, but that Qadir did not honor their subsequent request that he share the reviews with them.

The board members wrote, “We have now been informed by our colleagues who reviewed the piece for a special issue that they rejected it as unfit to send to additional peer review.” (The resignation letter quotes what it describes as an email from the guest editors and other concerned scholars.) Moreover, they wrote, a colleague who reviewed the piece as a “Viewpoints” essay after it was rejected by the special-issue editors also rejected it for that purpose.

“‘The Case for Colonialism’ must be retracted, as it fails to provide reliable findings, as demonstrated by its failure in the double-blind peer-review process,” the resignation letter says. “We all subscribe to the principle of freedom of speech and the value of provocation in order to generate critical debate. However, this cannot be done by means of a piece that fails to meet academic standards of rigor and balance by ignoring all manner of violence, exploitation and harm perpetrated in the name of colonialism (and imperialism) and that causes offense and hurt and thereby clearly violates that very principle of free speech.”

The resigning board members also demanded a new public statement from the journal about the circumstances under which it published Gilley’s piece. They’d “consider serving on an editorial board under different editorial arrangements," they added.

Other members of the journal’s editorial board remain. Noam Chomsky, Institute Professor and professor of linguistics emeritus at the Massachusetts Institute of Technology, for example, told Inside Higher Ed that it’s “pretty clear that proper procedures were not followed in publishing the article, but I think retraction is a mistake – and also opens very dangerous doors. … Rebuttal offers a great opportunity for education, not only in this case.”

Chomsky added, “I’m sure that what I publish offends many people, including editors and funders of journals in which they appear.”

Neither Qadir nor spokespeople for Taylor & Francis, the journal’s publisher, who are based in Britain, immediately responded to requests for comment.

Ilan Kapoor, a resigning board member and professor of critical development studies at York University in Canada who said he corresponded with the third reviewer, declined to share the reviewer's identity with Inside Higher Ed. But Kapoor vouched for the reviewer, describing her as an “established academic at a highly reputable” institution based in Britain. He said he had email proof that the reviewer was asked by the journal to review Gilley’s piece blind and that she rejected it after doing so.

Kapoor said that "Viewpoint" essays must be peer-reviewed. Qadir's note from Monday also says that all articles, including “Viewpoints” pieces, undergo double-blind review.

Farhana Sultana, an associate professor of geography at Syracuse University who helped organize the petition for retraction, said via email Tuesday that her efforts have been about “upholding academic journal publishing standards.” The petition was not a call for “retraction based on difference in opinion or to curtail free speech,” she said, but rather, about “shoddy pieces being published in academic journals and the fact that the journal failed to follow proper procedures in place so that academic publications are rigorous and scholarly -- that article by Gilley was not scholarly and was rejected after peer review, but the journal still decided to publish it.”

Gilley did not respond to a request for comment about the matter.

Margaret Everett, Portland State's interim provost, released an updated statement about the essay Tuesday, expressing continued support for Gilley’s academic freedom but also distancing the university from him. “‘The Case for Colonialism’ has generated a robust conversation and significant public and scholarly reaction,” Everett said. “The ideas and perspectives offered by Professor Gilley are his own and do not represent Portland State or our department of political science.”

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