Students Submitting More Applications, Adding to Admission Challenges, Says Report

by Jamaal Abdul-Alim

David Hawkins is the director of public policy and research for the National Association for College Admission Counseling.
As more students submit increased numbers of college applications to ensure themselves a spot on campus, the business of figuring out who’s going to get admitted—and who’s going to commit to enrolling if they do—has gotten more tricky.
That is the picture that emerges in “State of College Admission 2012”—a new report being released today by the National Association For College Admission Counseling, or NACAC. Read more here.


Critical Perspectives on Race and Equity in Review of HigherEducation

Critical Perspectives on Race and Equity in Review of #HigherEducation | Center for Urban Education

Rossier School of Education Professor and CUE Co-Director Estela Mara Bensimon and Rossier Ph.D. student Robin Bishop co-authored a piece on the study of race and racism in U.S. colleges and universities for a special issue of the Review of Higher Education, the journal of the Association for the Study of Higher Education (ASHE). A Special Issue: Critical Perspectives on Race and Equity is the result of race and equity scholarship conducted by emerging academics who participated in CUE’s ASHE Institutes. The editors wrote the first chapter—“Why ‘Critical’? The Need for New Ways of Knowing”—in which they discuss the norms of higher education research, which documents inequities for racial and ethnic minorities without teaching scholars how to use theories that ask critical questions about race and racism in higher education.

College Readiness -AASCU Executive Summary

In the report Serving America’s Future: Increasing College Readiness, an AASCU Task Force addresses the urgent need for campuses to begin or expand their college readiness work in conjunction with local communities, and particularly in areas of concentrated poverty.  For more information, visit

National Science Foundation Computing Education for the 21st Century

The National Science Foundation's Computing Education for the 21st Century (CE21) program aims to build a robust computing research community, a computationally competent 21st century workforce, and a computationally empowered citizenry. CE21 projects will contribute to our understanding of how diverse student populations are engaged and retained in computing, learn its fundamental concepts, and develop computational competencies that position them to contribute to an increasingly computationally empowered workforce.

read more here 

University of Maine at Presque Isle: OpenU expands access to college-level courses for free

University of Maine at Presque Isle seeks to expand higher education to more people through offering non-credit online college courses for free.  

See these resources for additional information:

Inside HigherEd

Bangor Daily News

University of Maine at Presque Isle OpenU



Call for Papers Special Issue of Critical Sociology A Critical Assessment of Community-Based Research

Authors are invited to propose articles by January 7, 2013 giving a general 
assessment of the current and future state of the field of community-based or activist 
research and original research articles using a community-based approach.

Read more here.

Job Alert: Provost/Dean of Academic Affairs, Lyndon State College

See complete job posting here.

Located in Vermont's beautiful Northeast Kingdom, Lyndon State College has evolved over its first century into a four-year public college that values the liberal arts and is home to nationally competitive professional programs. The College's community embraces its mission to prepare every student for personal and professional success through experience-based, high-quality programs in the liberal arts and professional studies.  Central to this mission is an innovative general education curriculum that embeds a sound and rigorous liberal arts education across the curriculum. Lyndon has emerged as a leader in its ability and commitment to serve first-generation, low-income students.

The College seeks a chief academic officer who will work effectively with faculty and provide strong leadership for the College's retention efforts. Qualifications sought include an earned doctorate and minimum of five years' experience in higher education administration as well as a record of excellence in teaching and scholarly work. Experience in a collective bargaining environment preferable. The successful candidate will demonstrate:

  • a commitment to high-quality teaching and diverse pedagogy,
  • the ability to develop productive working relationships and build consensus around new initiatives,
  • broad experience in higher education,
  • the ability to work with community leaders.


Anticipated starting date is July 1, 2013. Application review will begin immediately and continue until an appointment is made. To apply, submit a Lyndon State College application for employment (available on the LSC website:, cover letter, résumé, and names and contact information for three references to: Office of Human Resources, attention Sandy Franz, Lyndon State College, P.O. Box 919, Lyndonville, VT  05851, or email application materials to  This e-mail address is being protected from spambots. You need JavaScript enabled to view it /


LSC is an equal opportunity employer and encourages applications from minorities and women.


American Association of University Women (AAUW) Career Development Grants

Career Development Grants support women who hold a bachelor's degree and are preparing to advance their careers, change careers, or re-enter the work force. Special consideration is given to women of color, and women pursuing their first advanced degree or credentials in nontraditional fields.

read more here

American Conference of Academic Deans (ACAD)

American Conference of Academic Deans (ACAD) is now in the planning stages for its 69th Annual Meeting, which will be held January 23-26, 2013 in Atlanta, Georgia. More information and a call for proposals will be forthcoming soon.


Retention of most-at-risk entering students at a four year college

The data analysis and research workgroup of the Project Compass team at Eastern Connecticut State University presented on combining quantitative and qualitative methods to  create models for predicting student persistence at the 2010 annual conference of the Northeastern Educational Research Association. The proceedings are now available for download at



Teaching Inclusively in Higher Education

Edited by Moira A. Fallon, SUNY College at Brockport, and Susan C. Brown.

Fallon and Brown provide valuable strategies and practical techniques for instructors to develop inclusive college classrooms that promote the learning of all students.

Decline in College Completion for Minority Men

A new report by the American Council on Education charts declines in the academic achievement of blacks and Hispanics.


Report Suggests Which Colleges Help Disadvantaged Students

A new analysis correlates schools' student loan repayment rates with the demographics of their student bodies, in an effort to show which institutions graduate more minority students who launch successful careers and repay their student loans.


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