by Jamaal Abdul-Alim
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.
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.
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:
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.
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.
LSC is an equal opportunity employer and encourages applications from minorities and women.
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.
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 http://digitalcommons.uconn.edu/nera_2010/30
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.
"It's Not How Much Student Data You Have, but How You Use It," by Sara Lipka. Chronicle of Higher Education, 11/4/10
A new report by the American Council on Education charts declines in the academic achievement of blacks and Hispanics.
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.