The Chronicle

Yale Rehires Worker Who Smashed Window Depicting Slavery

The Chronicle - News - Tue, 07/19/2016 - 4:13pm
Corey Menafee, a dishwasher at the university's Calhoun College dining hall, resigned in June after he destroyed the window, which he said was offensive.
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Citing Cost Concern, Wright State Pulls Out as Host of Presidential Debate

The Chronicle - News - Tue, 07/19/2016 - 2:34pm
The university's president said it would try to recover some of the money it had already spent. Hofstra University will be the new host.
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Everybody's Talking About Plagiarism. What Is It, Exactly?

The Chronicle - News - Tue, 07/19/2016 - 2:22pm
Academics have been quick to condemn Melania Trump's speech on Monday night as a clear example of plagiarism. But a general audience might not be as clear on the definition.
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Assessment Literacy Definition, Resources Now Available

News - Tue, 07/19/2016 - 1:12pm

Assessment matters for teachers. Teachers target and differentiate instruction based on evidence gathered in classroom assessments. Teams of teachers in schools review assessment evidence to understand student needs and to guide curriculum development. Parents, teachers, and students themselves make use of assessment results to make the most of learning opportunities. Assessment and interpretation of assessment results is also sometimes a particular challenge for novice teachers, and it is often the subject of school and district professional development efforts. With so many tests, so many strategies, and so much evidence, assessment is a wide and sometimes confusing topic.

Two new resources from the Northwest Evaluation Association (NWEA), a not-for-profit educational services organization based in Portland, Oregon, provide a good overview of how educators and parents are viewing assessment these days, and a framework for promoting widespread clarity and common understanding of assessment’s role in education.

The first resource is NWEA’s third installment of an assessment perceptions survey, Making Assessment Work for All Students: Multiple Measures Matter. Conducted with Gallup, the survey asked representative samples of teachers, school administrators, students, and parents with students in schools what they thought about assessment. The study helpfully breaks out perceptions about different types of assessments, from formative classroom assessments, through classroom test, to large-scale state accountability measures.

Among the surprise findings: Despite the press that the parental “opt out” movement has received, half of parents and three quarters of students think the amount of testing in schools is about right. But three quarters of educators feel there is too much testing. Of interest to AACTE members, most teachers reported feeling well-prepared to create valid assessments and to use assessment to inform instruction; also interesting is that they felt less well-prepared to communicate about assessment results with students and parents, and even with other teachers. Given the importance of having students and parents understand assessment results and their implications, the latter finding is concerning.

The second new resource is the fruit of the National Task Force on Assessment Education for Teachers convened by NWEA. The task force, on which I serve along with some two dozen other educators and advisers, is a multiyear effort intended to provide the field of education with a common definition of assessment literacy and with resources to promote it. The group has agreed on a common definition, now available for download here, developed with input from a survey last fall of various stakeholders in the field. We also benefited from the input of Portland State University (OR) Dean Randy Hitz and his partners from local schools, who responded to our drafts at our last meeting, and from colleagues like Kristin Hamilton of the National Board for Professional Teaching Standards, who helped the task force think about supporting good assessment practice across the professional continuum.

For more information, visit

Calling Former Holmes Scholars: AACTE, NAHSA Seek to Expand Alumni Network

News - Tue, 07/19/2016 - 1:10pm

Do you know any Holmes Scholar alumni? Or perhaps you were once a Holmes Scholar yourself? Then we want to hear from you!

In an effort to better connect with Holmes Program alumni positioned across the nation and the world, AACTE and the National Association of Holmes Scholars Alumni (NAHSA) have developed a brief survey to update our existing records. The organizations also hope to learn more about the program’s impact to inform improvements going forward.

As our expanded Holmes community continues to grow, we want to strengthen our supporting network of alumni, wherever they may currently be. Having updated records will allow us to tap these valuable resources and continue the program’s strong tradition of mentoring and networking across generations.

In addition, this strengthened network may spur new programmatic opportunities and services for the 43 member institutions that currently participate in the AACTE Holmes Program—and for others yet to join. With more formal tracking processes for our alumni, we aim to more strategically improve program quality as participation grows.

Please access the Holmes alumni survey here. For more information, contact me at or NAHSA President Jacob Easley at

U. of Oregon Settles With Whistle-Blowers Who Protested Handling of Student’s Therapy Records

The Chronicle - News - Tue, 07/19/2016 - 12:38pm
Two former employees accused the university of giving the records to its lawyers to prepare for a lawsuit by the student over her alleged rape, prompting a debate over student privacy.
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U. of Illinois at Urbana-Champaign Names Its First African-American Chancellor

The Chronicle - News - Tue, 07/19/2016 - 12:12pm
Robert J. Jones has served as president of SUNY's University at Albany since 2013 and has a background in agricultural science.
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Turkey's Education Board Tells 1,577 University Deans to Resign

The Chronicle - News - Tue, 07/19/2016 - 10:50am
They are at both private and public institutions.
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U. of Cincinnati Grapples With the Legacy of a Black Man Killed by Its Police

The Chronicle - Administration - Tue, 07/19/2016 - 4:55am
The shooting of Samuel DuBose forced university leaders to ask basic questions about their private police force. The answers were not pretty.
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U. of Cincinnati Grapples With the Legacy of a Black Man Killed by Its Police

The Chronicle - News - Tue, 07/19/2016 - 4:55am
The shooting of Samuel DuBose forced university leaders to ask basic questions about their private police force. The answers were not pretty.
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New Leader, New Vision for California Community Colleges

The Chronicle - News - Tue, 07/19/2016 - 4:54am
Eloy Ortiz Oakley, who will take charge of the 113-campus system in December, says the colleges must become more "nimble" in responding to the state’s work-force needs.
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Adaptive Learning Could Be the Tesla of Education — in a Bad Way

The Chronicle - Opinion - Mon, 07/18/2016 - 5:09pm
Ed-tech company officials who make exaggerated claims about the power of their products aren’t doing students any favors, and could end up hurting them.
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Passionate Leaders Build Connections at Leadership Academy

News - Mon, 07/18/2016 - 3:29pm

A dynamic group of 80 leaders from educator preparation programs nationwide gathered in Portland, Oregon, for AACTE’s annual Leadership Academy June 26-30. This year’s participants came from all types of institutions, some on their own and others in pairs or teams. Many had just accepted a new role as a chair or dean, others were experienced in their positions, and some were enhancing their skills in preparation for future career opportunities.

The 5-day event featured several general sessions addressing such topics as establishing authority, building consensus, assembling a team, and managing change. Two guest sessions on inclusive education were added this year, one presented by the Ohio Deans Compact on Exceptional Children and the other by the Collaboration for Effective Educator Development, Accountability, and Reform Center. Based on the positive response to these offerings, AACTE plans to continue including special topics at future Leadership Academies.

A series of breakout sessions provided participants options to learn more about performing the specific roles of chair, assistant/associate dean, or dean. The topics touched on challenges and opportunities associated with each position, such as contributing to a leadership team, dealing with conflict, leading in all directions (e.g., “up” as well as “down”), and managing career paths.

Throughout the week, participants engaged in formal and informal conversations addressing session topics as well as a host of other areas pertinent to their particular contexts. The breakout sessions were particularly popular, allowing attendees to become familiar with different contexts for leadership, to recognize common challenges across varied settings, and to learn of creative solutions to seemingly intractable problems. Simply said, participants engaged with a community of highly talented and committed peers, all of whom were eager to share and to learn.

At the close of the event, everyone left with new ideas, a better understanding of their prior accomplishments and setbacks, and fresh momentum and optimism for handling tomorrow’s challenges. Perhaps most importantly, participants departed with an expanded network of friends and colleagues for continued support beyond their week together. A strong collaborative network can make all the difference to leaders who are navigating through changing times.

The three of us were honored to serve among the faculty facilitating this year’s academy, each sharing our perspectives from a variety of leadership roles within and beyond academia. Like the participants, we faculty were energized by the passion and drive of the new generation of leaders in attendance. We aspire to the same level of commitment, not only in our daily work but also as we plan for next year’s AACTE Leadership Academy, which will be held in Providence, Rhode Island June 25-29. We hope to make next year’s academy even better!

John Henning is dean of the School of Education at Monmouth University (NJ). Patricia McHatton is dean of the College of Education and P-16 Integration at the University of Texas Rio Grande Valley. Jennifer Roth is assistant principal at Fort Collins High School (CO) and a doctoral candidate at Colorado State University.

House Appropriations Committee Rejects Amendment to Restore TQP Grant Funding

News - Mon, 07/18/2016 - 3:23pm

Last week, the U.S. House of Representatives Committee on Appropriations marked up the FY17 Labor, Health and Human Services, Education, and Related Agencies (Labor-H) funding bill. This was the last of the 12 appropriations bills to be marked up by the full committee prior to the congressional recess.

During the markup, members of the committee submitted 32 amendments seeking to restore or increase funding to programs, clarify language, or repeal policy riders. Of key interest to educator preparation is an amendment offered by Representative David Price (D-NC) to restore funding for the Teacher Quality Partnership (TQP) grants, the only federal grant program designed to reform and strengthen teacher preparation across the nation. (See our fact sheet for an overview of the TQP grant program.) The son of two teachers, Price spoke passionately of his support for the TQP program and the work of grantees to strengthen teacher preparation. Unfortunately, this amendment failed, but the chairman of the subcommittee, Representative Tom Cole (R-OK), committed to further conversations on the matter as the appropriations process unfolds.

Ultimately the bill passed out of committee by a vote of 31-19 down party lines, with many cuts to education programs and with policy riders – both of which received heavy criticism from Democratic members of the committee. Although there is little expectation at the moment that the policy riders will survive negotiations between the House and the Senate (which passed a bipartisan bill with no policy riders), the House bill does include a policy rider prohibiting the teacher preparation program regulations.

The next congressional action will take place in September, when lawmakers will pass a continuing resolution to fund the government until an unknown date – possibly December 2016, March 2017, or even September 2017.

Looking for more information? Register for one of my Federal Update webinars, offered July 19 and 20, here. Send questions to me at or 202-478-4506.

Why I’m Not Joining ‘Historians Against Trump’

The Chronicle - Opinion - Mon, 07/18/2016 - 2:00pm
A statement by the new group repudiates the discipline’s own values.
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California Community Colleges Names One of Its Presidents as Its New Chancellor

The Chronicle - News - Mon, 07/18/2016 - 1:56pm
Eloy Ortiz Oakley, who holds the top post at the Long Beach Community College District, will take charge of the nation's largest public-college system in December.
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Science Students Learn to Use Social Media to Communicate Research

The Chronicle - Technology - Mon, 07/18/2016 - 4:55am
A professor of chemical engineering and a communications professional have teamed up to teach an innovative course at the California Institute of Technology.
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Science Students Learn to Use Social Media to Communicate Research

The Chronicle - News - Mon, 07/18/2016 - 4:55am
A professor of chemical engineering and a communications professional have teamed up to teach an innovative course at the California Institute of Technology.
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When Millennials Become Managers

The Chronicle - News - Mon, 07/18/2016 - 12:05am
Their leadership styles may differ from the status quo, and not just because they use Twitter.
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Great Colleges to Work For 2016

The Chronicle - News - Mon, 07/18/2016 - 12:05am
In our ninth annual survey, 93 colleges were recognized and 42 made the honor roll. Explore the results to see if yours made the list and read how the survey was conducted.
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