Posts Tagged ‘administrators. EDAD’

educational leadership

There are so many managers …. more concerned about positions and using employees as stepping stones. Sadly, these type of bosses leave a trail of destruction in their path.

administrator parle

Top 31 Buzzwords that Employees Truly Hate

Bosses who want to earn their employees’ respect should avoid these tired, irritating cliches.

Buzzwordscorporate-speakbiz-blab–call it what you will, most organizations are awash in it.

The Atlantic recently asked its readers to rate 32 business buzzwords against one another, in something of an elimination tournament


Colleges’ Plans for Reopening

Here’s a List of Colleges’ Plans for Reopening in the Fall

APRIL 23, 2020

Beloit College — shifting to a “module based semester” to allow flexibility to move toward either online or in-person classes

Boston University — leaning toward in-person classes

Brown University — leaning toward in-person classes

California State University at Fullerton — starting fall semester online

Centre College — block-scheduling courses in shorter segments to allow flexibility to shift toward either in-person or remote learning

Clemson University — exploring a range of scenarios, from in-person classes to entirely online

Cornell University — no decision expected until June

Montana State University — planning for the return of students in the fall, subject to guidance from a task force

Ohio State University — leaning toward in-person classes, with a final decision by late June

Purdue University — planning to start fall semester in person if testing and contact tracing allows

San Jose State University — planning to conduct classes mostly or entirely online

Southern New Hampshire University — planning to allow students to move into dorms, and is offering full tuition scholarships to incoming freshmen

Stanford University  expects to make a decision in May, but might delay fall quarter till winter

University of Arizona — planning to hold in-person classes

University of Central Florida — leaning toward in-person classes

University of Maine system — planning for in-person classes

University of Maryland system — planning to start in-person, but some larger classes may be online

University of Michigan — hoping to hold classes in-person

University of Missouri — planning for in-person classes

Washington State University — planning for in-person classes

Wayne State University — leaning toward starting fall classes online

West Virginia University — exploring a range of scenarios, from in-person to entirely online

William Jewell College — intends to open for fall semester

higher ed pandemic scenarios

more on pandemic in this IMS blog

Failure to lead

Failure to Lead (what your team will never tell you)

Craig Janssen  Jun 17, 2019

leadership is about people, not production. it doesn’t matter how big of an expert you are in your field, mastery isn’t the same as influence.

The problem is that the people on your team aren’t you. Not only are their strengths and talents different — their output is different.

So, you wind up putting controls in place.

controls are temporary in their results. They don’t create loyalty or a following.

Not only that, but the controls work against you because by their very nature, they make people feel as if they aren’t trusted. And that lack of trust is a huge limiter on your influence.

Trust has to be given before it is received, and there is no influence without trust.

why do so many organizations rely on control to produce output? In short, because control is far easier to achieve than influence. control like sugar. It’s easy to get. It’s addictive. It’s tasty. It feels good and feeds our ego. It provides instant rewards — so we often ignore that it’s not a long-term strategy. Besides, control is a quick fix when it comes to output.If control is sugar, then influence is more like protein. It’s full of the building blocks for muscle. It takes time and consistency to build. But it also has more strength and staying power.

More on leadership in this IMS blog

taking attendance

Modern way to skip class from r/gifs

Present or absent? With schools closed, some districts stop tracking attendance, while others redefine it

The latest available data show that three in four high school students had logged in to the district’s online portal on an average day the following week, a district spokesperson told Chalkbeat.

New York City schools began its attendance tracking effort last week. Teachers are counting “daily meaningful interactions,” which can include participation in an online discussion, a completed assignment, any response to a teacher’s email, or even communication with a family member that indicates a student is engaged.

Mayor Bill de Blasio indicated the initial picture would be worrisome. Teachers are “reaching a lot of kids,” he said, but “there’s clearly an issue with attendance.”

The district isn’t using this “for the purposes of any kind of punitive measures,” Denver Public Schools superintendent Susana Cordova said. It’s “really to make sure we’re engaged with our students.

“Merely logging in does not tell us anything more than the student turned on their computer,” Los Angeles superintendent Austin Beutner said in a speech last week. “The absence of a log-in, when a student is reading a book or working on a writing assignment, can leave a misleading digital footprint.”


academia and pandemic

Faculty Members Fear Pandemic Will Weaken Their Ranks

APRIL 09, 2020

Covid-19 is being described as both a crisis and an opportunity for higher education. But how “opportunity” is defined depends on where one stands in the academic hierarchy. While some hope the pandemic provides a chance to reverse troubling trends toward the adjunctification and casualization of academic labor, administrators may see it as a different sort of opportunity, to realign institutional priorities or exert greater authority over their faculties.

statement by the Tenure for the Common Good group offers 20 recommendations for administrators, including that they “resist using the current crisis as an opportunity to exploit contingency further by hiring more contingent faculty into precarious positions.”

As faculty members are asked to take on greater teaching, advising, and administrative responsibilities, faculty development and retention “will be more important to institutional resilience — survival — than ever before,” Kiernan Mathews, executive director and principal investigator of the Harvard Graduate School of Education’s Collaborative on Academic Careers in Higher Education, wrote on Twitter.

To DePaola, the pandemic doesn’t pose new problems to academe as much as it magnifies existing ones. “Everything was held together with gum and paper clips, and coronavirus came and just sort of knocked it all down at once,” DePaola said. “I think none of the crises that this virus is causing are new. They’re just accelerated greatly. And the contradictions of the system are heightened all at once for people to see.”

The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus


Beginning in March 2020, many universities shifted to on-line instruction to slow the spread of the novel coronavirus, and many now face the difficult decision of whether and how to resume in-person instruction. This article uses complete transcript data from a medium-sized residential American university to map the two-node network that connects students and classes through course enrollments. We show that the enrollment networks of the university and its liberal arts college are “small-world” networks, characterized by high clustering and short average path lengths. In both networks, at least 98% of students are in the main component, and most students can reach each other in two steps. Removing very large courses slightly elongates path lengths, but does not disconnect these networks or eliminate all alternative paths between students. Although students from different majors tend to be clustered together, gateway courses and distributional requirements create cross-major integration. We close by discussing the implications of course networks for understanding potential epidemic spread of infection on university campuses.


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