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A panel of past and present higher-education leaders offered a medley of dos and don'ts for the ideal college president.
Mark Carl Rom, of Georgetown, has designed a far more participatory "customized" version.
The university has committed major resources, including its funds and its police force, to its up-and-coming neighborhood.
In a city hungry for jobs and job training, the town-gown relationship takes on a new urgency and new creativity.
In Memoriam: Digital-Innovation Lab Founder Dies at 88; Recent Buffalo State College President Dies at 67
Red Burns led a laboratory at New York University that trained many students for jobs at new-media companies. Read about that and other deaths in higher education.
Antoinette WinklerPrins, formerly of the National Science Foundation, will work in environmental studies at Hopkins. Read other job-related news.
Mitchell Duneier loved teaching sociology to 40,000 students online. But, fearing that legislators will use MOOCs like his to gut public colleges, he put it on hold.
A Chronicle survey reveals that football teams' medical staffers often pay a career price if they want more recovery time for players than coaches do.
I spend a lot of time thinking about students with disabilities, their families and their schools. In fact, I believe the disability topic is a natural part of most of our work here at the U.S. Department of Education. I really like finding the connection. Last week, I had the opportunity to travel with U.S. Department of Education Green Ribbon Schools (ED-GRS) Director Andrea Falken to visit honorees in southeast Wisconsin, where I learned that disability is, indeed, a real part of the whole ED-GRS initiative. Connected to disability? As we say in the Midwest: You betcha!
First, ED-GRS is about facilities. Any advocate worth their salt knows how facilities affect students with disabilities. When schools think about sustainability, it is natural to think about ways to improve accessibility, whether that means level access for a wheelchair, or natural daylight for students who are hyper-aware of the “buzz” made by fluorescent lights, or reduced chemicals for students and adults with specific sensitivities.
During our visit to Fort Atkinson School District, we visited Purdy Elementary School and the boardwalk and wetland that the school constructed across the street. The wetland was deep enough to allow life other than just cattails to thrive there. The boardwalk provides students or visitors in wheelchairs access to the teeming ecology all around. Imagine using a wheelchair and being limited to paved surfaces or buildings. With access to the wetland the biology books can come alive. To ensure level access, I suggested that the school extend the walk just a few feet on each end.
Second, ED-GRS is about health, wellness and our connection to the land, all especially beneficial to high needs students. Students learn to eat healthy foods and recycle and reuse as much as they can. We saw gardens at every site during our visit, where children can taste a carrot they pulled from the ground, have a chance to play outside, and learn how air, light, and a little dirt are as good for the mind and body as they are for the carrots.
Dimensions of Learning Academy in Kenosha celebrated “Dark Sky Week” by looking at the stars, something foreign to most Americans today. I often wonder: how different would Washington, D.C., be if we could see the vast Milky Way at night and contemplate how small we are in the whole universe? At Westlawn Elementary School in Cedarburg, I spoke with one special education teacher who brought stressed kids from Milwaukee’s inner-city into the woods for a hike and saw their fear and worry melt away as their outdoor competence grew. The woods worked for me, too, when I was a stressed small-town girl from Minnesota. For me, the woods are an essential part of health and wellness.
Third, ED-GRS is about learning: STEM, environmental project-based learning, and civics. I do want to give a shout-out to the grown-ups on this one. During our listening session in Fort Atkinson School District, it was inspiring to hear how school board members, facilities managers, elected officials, business and civic leaders, public utility experts, parents, school administrators, teachers, and others worked together to build a whole district that saves enough in energy costs to hire more teachers. Our country is at its best when we use evidence, analysis, and public discourse to identify solutions to our most pressing problems and take advantage of our most promising opportunities. These are also, of course, critical problem-solving skills to ensuring equal access to healthy, safe, educationally exceptional schools for all students.
I believe the needs of students with disabilities will be met in new ways by schools seeking U.S. Department of Education Green Ribbon Schools recognition. We will all benefit when communities have the courage to innovate, which is, of course, what these ED-GRS honorees are all about.
Sue Swenson is deputy assistant secretary for Special Education and Rehabilitative Services
Glimpses of Life in Academe From Around the World
Fifty years after the March on Washington, President Barack Obama and dozens of other dignitaries paid tribute on Wednesday to Martin Luther King Jr., and those who participated in the civil rights movement of the 1960s. “The arc of the moral universe may bend towards justice, but it does not bend on its own,” Obama said in an echo of King’s words. “To secure the gains this country has made requires constant vigilance, not complacency.”
"Intelligence plus character – that is the goal of true education." – Martin Luther King Jr. #MLKDream50
— US Dept of Education (@usedgov) August 28, 2013
From the beginning of his term, Secretary of Education Arne Duncan has maintained that education is the civil rights issue of our time, and several speakers during the celebration echoed this sentiment, including President Obama who described those who marched five decades ago:
And because they kept marching, America changed. Because they marched, the civil rights law was passed. Because they marched, the voting rights law was signed. Because they marched, doors of opportunity and education swung open so their daughters and sons could finally imagine a life for themselves beyond washing somebody else’s laundry or shining somebody else’s shoes.
We can stand together for good jobs and just wages. With that courage, we can stand together for the right to health care in the richest nation on earth for every person. With that courage, we can stand together for the right of every child, from the corners of Anacostia to the hills of Appalachia, to get an education that stirs the mind and captures the spirit and prepares them for the world that awaits them. With that courage, we can feed the hungry and house the homeless and transform bleak wastelands of poverty into fields of commerce and promise.
America, I know the road will be long, but I know we can get there. Yes, we will stumble, but I know we’ll get back up. That’s how a movement happens. That’s how history bends. That’s how, when somebody is faint of heart, somebody else brings them along and says, come on, we’re marching.
President Bill Clinton noted that there is still work to be done to realize King’s Dream:
We cannot be disheartened by the forces of resistance to building a modern economy of good jobs and rising incomes or to rebuilding our education system to give our children a common core of knowledge necessary to ensure success or to give Americans of all ages access to affordable college and training programs. And we thank the president for his efforts in those regards.
Congresswoman Marcia Fudge (D-OH), chair of the Congressional Black Caucus:
Dr. King advocated for an America where everyone would be afforded their inalienable rights to life, liberty and the pursuit of happiness; a nation where there would be equal protection under the law; and a country where every person’s right to vote is protected. He dreamed of an America where every child has access to quality schools and an education that prepares them for their future. And he dreamed that we, as a nation, would walk together on the swift path towards justice.
Following his speech, President Obama spoke with Gwen Ifill on PBS NewsHour and said that he would continue to move forward on his economic agenda — including early childhood education — as a way forward in the struggle for equal rights. ”I want to get early childhood education done because we know that’s the single most important thing we can do to increase upward mobility and opportunity for disadvantaged kids,” he said. ”And, if Congress isn’t willing to pass a law, then I’ll start meeting with mayors, and we’ll start meeting with governors, and we’ll start meeting with non-for-profits and philanthropies.”
Earlier in the week, Secretary of Education Arne Duncan addressed students and civil rights leaders at the School Without Walls in Washington, D.C., and to students nationwide via live stream. He discussed education as the “civil rights issue of our time” and the progress the country has made toward providing all students an opportunity to succeed through high-quality education.
Cameron Brenchley is director of digital strategy at the U.S. Department of Education
At a gathering of political scientists, researchers cited data reflecting a lower status of women in the field and discussed what could be done to change that.
The goal is to offer expert advice and information without infringing on the prerogatives of decision makers.
The regulation in some ways would be stronger than an earlier version that was thrown out by a federal court, but in others ways would be weaker.
President Obama's budgets and speeches have been leading up to his latest proposals since 2009.
The inquiry seeks information about the oversight of Ivy Bridge College, a joint venture of the university and a company called Altius Education.
In the end, the president can't remake higher education on his own. He can only shine a light on its problems, and exhort states and colleges to do more.
Jim Tressel, now a vice president at the University of Akron, may be in line for the top job. But past NCAA scrapes could complicate his candidacy.
The president's plans were partly the work of the former Congressional aide and Education Department official, now a domestic-policy adviser to the White House.
I’ve often said that education is the civil rights issue of our time. I’m not the first to say it. But what does that mean?
Civil rights means having the same opportunities that other people do –regardless of what you look like, where you come from, or whom you love.
And in today’s world, to have real opportunity, you need a world-class education.
Fifty years after the March on Washington, how far has the struggle for young people’s civil rights come?
With Jim Crow segregation ended and an African-American president speaking tomorrow at the 50th anniversary of the March, our progress is undeniable.
Yet in a time when so many young people don’t enjoy rights as basic as safety from violence, and when so many children lack the educational opportunities they deserve, there is a lot of work still ahead of us. The vision that electrified the country in 1963 – the vision of Martin Luther King Jr., John Lewis, and the other leaders of the March – remains ahead of us. And it will take struggle to get there – a struggle our young people must lead.
Today, I had the privilege of speaking to students and civil rights leaders at the School Without Walls in Washington, D.C., about the state of civil rights for our young people. At the event, hosted by the King Center and Discovery Education, I urged the students to join a heroic struggle that began long before they were born.
Arne Duncan is U.S. Secretary of Education