Wynton Marsalis Leads Juilliard’s Jazz Program

Chronicle of Higher Education - Sun, 2014-10-12 22:01

Mr. Marsalis, the trumpeter, took on the role after telling the conservatory's president that he wanted to devote more time to education.

Categories: Higher Education News

Sci-Fi Writers Urge Strapped Researchers to Keep Dreaming

Chronicle of Higher Education - Sun, 2014-10-12 22:01

Authors and academics gather to give a glad yell of support to those engineers, scientists, and entrepreneurs with big ideas.

Categories: Higher Education News

Goals for Enrollment and Tuition Revenue Elude Many Colleges

Chronicle of Higher Education - Sun, 2014-10-12 22:01

Demographic and economic factors produce discomfiting unpredictability for institutions, a survey shows.

Categories: Higher Education News

What's Working?

Chronicle of Higher Education - Sun, 2014-10-12 22:00

How Catholic colleges are promoting their missions in an increasingly secular society. 

Categories: Higher Education News

An Invitation to Commit to Lead

U.S. Department of Education Blog - Fri, 2014-10-10 10:11

When I was honored to be named Nebraska teacher of the year in 2007, almost in the same breath folks said, “Congratulations – when are you leaving the classroom?” Unfortunately, we have built into the American teaching culture this perverse disincentive that only seems to listen to and honor educators who move farthest away from those who need us most – our students.

Teach to Lead seeks to flip that by allowing teachers to lead from the classroom. We know that the many of the best ideas come from teachers – in fact, the solutions to today’s educational challenges will not be solved without the involvement of classroom teachers in the development as well as the implementation of innovative educational ideas.

Teach to Lead was developed by the U.S. Department of Education and the National Board for Professional Teaching Standards to advance student success by expanding opportunities for teacher leadership – in other words, to make sure that teachers were involved in the development and implementation of education transformation.

One of the components of Teach to Lead is our virtual community, Commit to Lead. Commit to Lead is for those who have a seed of an idea, those who are developing their ideas, and those who are deep in implementation. It’s for classroom teachers, administrators, system leaders, advocacy groups – all those who are working to include teacher leadership in their decision making. The platform is a place to discuss and learn from others who may have already been down your path – or who want to learn from your success!

Commit to Lead is easy to use. After you join the community, you can post your own idea (just 300 words or less) and interact with others who comment. Or you can join and then peruse the ideas posted by others, offering your suggestions and giving a “thumbs up” by voting for those ideas that you find most compelling.

Christina from Willamsport, Pennsylvania, has submitted the most talked about idea so far:

“Principals, central office admin, consultants, and state ed departments would be required to teach just one prep or class for a 3-6 month period at least once every two years. The teacher in which they are ‘subbing’ for would then be released during that time to participate in some of the leadership responsibilities of the person assuming their role as teacher. Or they could use their release time to coach a colleague (or new teacher).

An easy idea to implement? Not really. Worthy of discussion? Absolutely! To be done right, this wouldn’t just be a simple schedule change, but a real culture shift that exemplifies the importance of being as close to the classroom as possible. I’ve often heard teachers say that some policies would never happen if administrators had to live by their own rules. I also know many teachers that don’t understand the heavy burdens and isolation faced by many in traditional leadership positions. A change of this magnitude would be great if it was done thoughtfully and with the best interests of students at the forefront.

Commit to Lead isn’t just about posting your own ideas. It’s also about sharing your “teacher wisdom” with colleagues across the country. Meeting the needs of her English Language Learners is what prompted Donna from Virginia Beach, Virginia, to reach out to colleagues through Commit to Lead:

I would like to start a discussion of ways to foster accurate academic participation for ELLs (or other student populations). Currently, I use scaffolds such as posted and practiced academic sentence frames to assist students when reporting out ideas after “Think-Write-Pair-Share.” I would like to collaborate with others to broaden my strategies and increase student use of academic language and structures.

Maybe you are just the person Donna is looking for to help fill her teacher toolbox! The best ideas are stolen or borrowed from other teachers – maybe even you!

Deidra from Hattiesburg, Mississippi, saw a problem in her teaching community and stepped up with a solution:

All teachers benefit from collaborative interaction, so I am starting a collaborative learning group among the CTE [Career & Technical Education] teachers I work with at my high school. Because our planning times do not coincide, I am using Google classroom to share professional readings with my colleagues, opening up discussion threads, and encouraging them to post articles and reading suggestions as well.

I’ve been reading The Teacher Wars by Dana Goldstein and she advises, “…the next step in American education reform may be to focus … more on classroom-up interventions that replicate the practices of the best [teachers].” Christina, Donna, and Deidra – and so many other teachers like them – are doing just that: leading from their classrooms!

Commit to Lead is just a beginning and we know this work isn’t easy, but it won’t be done correctly unless professional educators are key players.

We invite you to be part of the dialogue by joining us at http://teachtolead.ideascale.com/. Do you have more questions? Please email me at info@teachtolead.org and let me know how I can help!

Maddie Fennell is Literacy Coach at Miller Park Elementary in Omaha, Nebraska and a Classroom Teaching Ambassador Fellow working on Teach to Lead.

Categories: Higher Education News

How to Make Student Loan Payments Based on Your Income

U.S. Department of Education Blog - Fri, 2014-10-10 06:00

Maybe you’re just getting out of school and you got a letter from your student loan servicer about repayment, or maybe you read on a blog or in the newspaper about an income-driven repayment plan. Maybe you’re not really sure what they are, how they work, or what they could mean for you. Let me give you the fundamentals.

First, let me explain the naming. “Income-driven repayment” is an umbrella term for three different repayment plans available to those with federal student loans:

  • The Income-Based Repayment Plan
  • The Pay As You Earn Repayment Plan
  • The Income-Contingent Repayment Plan

Notice how the names of all three plans reference “income” or “earnings”? Well, that’s because, under these plans, your payment amount is based on how much money you make. To really understand the differences between income-driven and “traditional” repayment plans, you must understand how your payment amount is calculated under each type of repayment plan.

How Monthly Payments Are Calculated

“Traditional” repayment plans are those such as the Standard and Extended Repayment plans. These traditionalists take three variables—the interest rate, principal balance, and repayment period—and determine the least amount of money that you can pay each month to pay the loan off by the end of the repayment period (usually 10-25 years, but sometimes as much as 30 years). This means that borrowing more, having a higher interest rate, or having a shorter repayment period will increase your monthly payment (and vice versa). Those three variables are all the traditional repayment plans care about—they don’t care if you can afford that payment, they just want your loan to be paid off within a specific time frame.

Income-driven repayment plans take these variables and stand them on their heads. These plans say, “you’ll pay what you can afford: a percentage of your ‘discretionary income’” (hint: that’s something less than your total income). Depending on the plan, that may be 10%, 15%, or something else. What you ultimately pay depends on the plan you choose and when you borrowed, but in all cases, it should be something you can afford. Sometimes, it can be as low as $0 per month.

Student Loan Forgiveness and the Income-Driven Repayment Plans

Because your payment under the income-driven repayment plans is not calculated to ensure that your loan is paid off within a specific time frame, the plans have another special feature: loan forgiveness. These plans do have a repayment period—20 or 25 years. However, it’s not the point at which your loan must be paid off; instead, it serves as a counter toward loan forgiveness. Under these plans, if your loan is not repaid in full at the end of your repayment period—20 or 25 years—then the remaining balance will be forgiven. Let me be clear: this is not to say that everyone who selects an income-driven repayment plan will receive forgiveness. You may end up paying your loan off in full before you’re eligible for some forgiveness. Because your payment is based on your income, your payment changes when your income rises (or falls). Your income is the “x” factor, and we don’t know what will happen to it in the future. Under these plans, then, you may pay your loan off in full, or not, but the income-driven repayment plans are happy either way.

What else affects whether you will receive loan forgiveness? Well, it’s those familiar variables of loan balance and interest rate. Remember, interest accrues each day on whatever your principal balance is. The income-driven repayment plans do not change this fact. So, even though your payment isn’t related to how much interest is accruing, that interest still accrues and must still be paid before you can pay down the principal balance on your loan. Ultimately, because your payment is less than it would be under another plan and may even be less than the amount of interest that accrues on your loan, then you will pay down your principal balance more slowly and increase the likelihood of receiving loan forgiveness. This also means that your loan will cost you more over time. Does this mean that you shouldn’t choose an income-driven repayment plan? Of course not! But, I wouldn’t be doing my job if I didn’t explain that there was some sort of cost to receiving this benefit.

Disclaimers

To be a good bureaucrat, I need to give you a few disclaimers before I wrap this up:

  • If you receive loan forgiveness under an Income-Driven Repayment Plan, it may be considered taxable income by the Internal Revenue Service.
  • The Income-Based and Pay As You Earn Repayment plans both have an eligibility criteria that tests to see whether you “need” to enter the plan—this test checks how much federal student loan debt you have relative to your income.
  • There are loan-based eligibility criteria that I didn’t even mention, but know that these plans are only available for federal student loans—loans made under the Direct Loan and Federal Family Education Loan Programs, to be specific.
  • If you are married, how you file your federal income tax return matters; sometimes it matters a lot.

How to Apply

In closing, let me give you some actionable steps that you can take:

  • Use the Repayment Estimator to model your eligibility and payment amount for an income-driven repayment plan.
  • If you have still questions, call your loan servicer and discuss whether one of these plans is a good fit for you.
  • Apply online at StudentLoans.gov. Because this stuff is complicated, check the box that allows your loan servicer to put you on the income-driven repayment plan with the lowest monthly payment amount.

The English language was not marred through the use of acronyms in this blog post. Ian Foss has worked for the Department of Education since 2010, and, thanks to the Income-Based Repayment Plan, has been able to eat more than just ramen noodles since he finished school.

Categories: Higher Education News

Seeking Help at a Campus Counseling Center? Take a Number

Chronicle of Higher Education - Fri, 2014-10-10 02:56

As the centers experience more demand for their services, the wait lists are getting longer.

Categories: Higher Education News

NIH Awards $32-Million to Tackle Big Data in Medicine

Chronicle of Higher Education - Fri, 2014-10-10 02:55

The grants, to some two dozen universities, are intended to bring researchers innovative ways of handling the huge data sets seen as critical to future discoveries.

Categories: Higher Education News

Education-Degree Programs, Once Popular, Take a Nosedive

Chronicle of Higher Education - Fri, 2014-10-10 02:55

Colleges are scrambling to lure back students after states slashed teacher hiring and dropped the pay bump for those with master’s degrees.

Categories: Higher Education News

Carnegie Classification Will Get a New Home—and Influence From Lumina

Chronicle of Higher Education - Thu, 2014-10-09 13:43

The next edition of the widely used system will be "informed" by the foundation's Degree Qualifications Profile, and will be run out of Indiana University at Bloomington.

Categories: Higher Education News

Reporter With a Passion for Investigative Journalism Wins Chronicle Prize

Chronicle of Higher Education - Thu, 2014-10-09 12:35

Dan Bauman received the David W. Miller Award, given in honor of a reporter killed 12 years ago by a drunken driver.

Categories: Higher Education News

U. of Michigan Extends Novel System of Seed Money for Research

Chronicle of Higher Education - Thu, 2014-10-09 12:05

The "MCubed" program offers $60,000 credits that can be redeemed only if three faculty members, including one in a different field, work together.

Categories: Higher Education News

Engaging Families, Ensuring Education Success: A Back-to-School Tour with the White House Initiative on Educational Excellence for Hispanics

U.S. Department of Education Blog - Thu, 2014-10-09 11:23

In Springdale, Arkansas, the Hispanic population grew by more than 150 percent between 2000 and 2011, largely driven by the arrival of mostly Hispanic immigrants. The school district’s public school population is now 44 percent Hispanic, and its English Learner population is also 44 percent of students. The city has done a remarkable job of embracing their newest community members and ensuring that all students and families are supported.

As part of ED’s Back-to-School Bus Tour, the White House Initiative on Educational Excellence for Hispanics (WHIEEH) visited Springdale to learn about the city’s community integration efforts. For the visit, WHIEEH collaborated with the Cisneros Center for New Americans, an organization that works to accelerate the integration of new Americans into American society. One stop was at an early childhood center where newly enrolled families pose for portraits that are placed in the classroom, to help ease the child’s transition and alleviate separation anxiety. Coffee sessions between new and veteran parents help familiarize families with the center and the community.

Another stop included the Turnbow Elementary School family literacy program where parents attend English language classes and scheduled PAC or “Parent and Child” time, in which parents join their children in class. They also learn about other subjects, including safety and financial assistance, from community partners such as the police and fire departments and local banks.

A mother described the program’s impact on her and her daughter: “When I signed up for this program, I saw my daughter with a huge smile, so I know it really mattered to her that I was in it,” she said.

At the Language Academy at Har-Ber High School, newly arrived students write their aspirations on classroom walls. These not only remind students to work hard, but they also provide instructors with daily reminders of their own role in helping all students reach their full potential.

The Academy has served to support integration into the larger community.

“The Language Academy helped me communicate with other people,” one student said. “At first, I didn’t know the basics …and now I’m in a regular class. I know all the things that the teacher tells me, and how they teach me and help me so much.”

A town hall for leaders from throughout the community provided context for the school district’s work. Superintendent Jim Rollins provided an overview of the district’s comprehensive efforts and a panel of experts discussed best practices on immigrant integration.

“Education is the great equalizer – quality education is accessible to immigrant families in Springdale,” said Professor William Schwab, University of Arkansas.

Throughout the tour, it was evident that efforts to break down language barriers and motivate students to succeed in and out of the classroom are making a difference.

Springdale’s family engagement and integration vision and efforts were recognized in a Race to the Top-District grant award in 2013. The program helps localities develop plans to personalize and improve student learning, increase educational opportunities, and provide resources that lead to a high-quality learning experience.

The program has enabled Springdale to provide 100 additional preschool slots to the community’s children and draw up plans to expand their family literacy program to each of their 30 schools.

The commitment to immigrant integration through family engagement is in the soul of the Springdale community. Superintendent Rollins put it best: “Those are the kind of things that can happen when you embrace children and help them find their true potential and promise.”

Emmanuel Caudillo is a Special Advisor for the White House Initiative on Educational Excellence for Hispanics.

Categories: Higher Education News

Colleges Walk a Fine Line When Athletes Are Accused of Sexual Assault

Chronicle of Higher Education - Thu, 2014-10-09 02:55

Institutions want the public to know they take the accusations seriously. They also want to be fair to their players.

Categories: Higher Education News

5 Flaws in the High-Stakes 'Gainful Employment' Rule

Chronicle of Higher Education - Thu, 2014-10-09 02:55

The Education Department is set to release the final rule this month. If it sticks to its draft version, it might punish some good programs and overlook some poor ones.

Categories: Higher Education News

Lumina Looks to Expand Use of Framework to Track Student Learning

Chronicle of Higher Education - Thu, 2014-10-09 02:55

The foundation has spent three years testing its standards; now it’s hoping to get more institutions to adopt them.

Categories: Higher Education News

When Is a Student ‘First Generation’? Words Fail Us

Chronicle of Higher Education - Thu, 2014-10-09 02:55

Parents’ level of education strongly predicts how their offspring will perform at college. But defining that status proves elusive.

Categories: Higher Education News

Making the Finances of Green Schools Work in Minnesota

U.S. Department of Education Blog - Wed, 2014-10-08 11:14

Note: U.S. Department of Education Green Ribbon Schools recognizes schools, districts and postsecondary institutions that are 1) reducing environmental impact and costs; 2) improving health and wellness; and 3) teaching environmental education. To share innovative practices in these three ‘Pillars,’ the Department conducts an annual Green Strides Best Practices Tour of honorees.

Safeguarding the environment for future generations is a laudable goal, but when you’re managing a fast-growing school district’s bottom line, you need to also know that trying to do this makes financial sense. In the Waconia Public School system we’ve learned that going green can be the fiscally prudent path. Providing safe, healthy and sustainable learning spaces does not have to be an expensive choice, but it does require collaboration, creative problem solving, and a shared vision to do what is right for students, staff, community and the planet.

At Waconia Public Schools, we approach resource conservation, environmental education, and wellness with innovative and cost-effective solutions. Our Director of Finance and Operations worked with our school board to approve a financing plan that allows us to use conservation cost savings, energy rebates and other incentives to pay for additional environmental and energy conservation improvements. The Waconia School District qualified for $46,000 in energy rebates, and we’re saving an estimated $117,000 in utility and operations costs annually as a direct result of these improvements. Our district also saves over 1.2 million gallons of water, nearly one million kilowatt hours of electricity, and over 17,000 therms of gas annually.

Waconia Public Schools approaches resource conservation, environmental education, and wellness with innovative and cost-effective solutions. (Photo credit: Waconia Public Schools)

The success of our conservation initiatives relies not only on smart financing, but on sophisticated monitoring equipment, on careful analysis of resource use, and on always keeping an open mind about lower environmental impact solutions. Our district began by getting a handle on its resource use through auditing, analyzing, and monitoring usage among all of its facilities. We work closely with environmental engineers at B3 Benchmarking to improve conservation and efficient use of resources. We identify opportunities to save money on utility costs by re-tuning existing equipment and installing resource-efficient equipment.

We also actively engage in partnerships to create efficiency in scale and help secure alternative funding. For example, we recently partnered with the City of Waconia and Carver County to secure a grant from the Minnesota Board of Water & Soil Resources to install a water reuse system to capture untreated storm water and reduce pollutants entering Burandt Lake adjacent to Bayview Elementary. This project combined with other water quality initiatives will result in Burandt Lake being “delisted” from the State Impaired Waters list within 5 years. The collected water is also used to irrigate our nearby athletic fields.

Our most recent collaborative project is with Minnesota Department of Commerce, Xcel Energy, JJR Power, and Innovative Power Systems to install solar panels on our high school gymnasium. These solar panels will produce 50,000 kilowatt-hours of energy – or about 5% of total annual energy usage at Waconia High School – without costing the district a dime for their installation. JJR Power will provide the capital to install the system. It is financed through a combination of the “Made in Minnesota Solar Incentive Program,” Federal tax credit, MACRS depreciation and the execution of a 15-year Power Purchase Agreement.

These are just a few of the partnerships that are helping Waconia Public Schools to develop, improve and sustain programs that reduce environmental impact, promote health, and equip students with a solid foundation of environmental literacy. At Waconia, it’s about being good stewards of all our resources, both financial and environmental. For a school district wishing to save money, environmental conservation simply makes fiscal sense.

Richard Scott is Director of Grants & Development at Waconia Public Schools.

Categories: Higher Education News

All Big Things Start Small

U.S. Department of Education Blog - Wed, 2014-10-08 11:06

Note: U.S. Department of Education Green Ribbon Schools recognizes schools, districts and postsecondary institutions that are 1) reducing environmental impact and costs; 2) improving health and wellness; and 3) teaching environmental education. To share innovative practices in these three ‘Pillars,’ the Department conducts an annual Green Strides Best Practices Tour of honorees.

Recently I was at Edgewood School in Prior Lake, Minn., where preschoolers were sitting on tiny tree stumps in an outdoor classroom custom-made just for them. They loved their little chairs and were completely engaged in the morning meeting with their teacher. Seeing these littlest ones learning so effectively in nature got me thinking about how one small initiative can grow into something much bigger.

Preschool students at Edgewood School have the option to enroll in Prior Lake-Savage Area Schools’ nature-based preschool. (Photo credit: Prior Lake-Savage Area Schools)

The Environmental Education (EE) programs at Prior Lake-Savage Area Schools started out in just this way: one small effort at one school. Yet this year we found ourselves showcasing our districtwide EE programs during the recent Green Strides Best Practices Tour of Five Hawks and Jeffers Pond Elementary.

On any given day in Prior Lake-Savage Area Schools, you will find teachers and students outside, certainly for recreational activities – but also for science, math, reading, even art. Environmental Education is embedded into nearly all curricular areas, districtwide.

Visitors often ask, “How did you make this happen in all of your schools?” The answer is, we started small. Five Hawks Elementary set the stage for EE programming with teachers who are passionate about helping students build critical thinking skills, fostering a love for the environment and getting students outdoors.

One of the first things they did was plan an annual Outdoor Learning Festival, where students do hands-on activities, taking water samples, studying leaf structure and entomology, and much more.

The success of that program got a lot of attention and led staff, parents and school board members to embed environmental education into our district’s Strategic Plan, which will guide the expansion of our environmental focus.

Now EE also takes place through Community Education classes and student clubs in grades 3-12. Yes, students choose to be part of EE outside of the school day! Students will tell you it’s “cool” to be in these clubs. In fact, students have to apply to be in the programs because there is so much interest. At the high school level, students can even earn a varsity letter for their participation in the EcoTeam club.

Today all six of our elementary schools host an Outdoor Learning Festival each year, like the one we showcased on the Green Strides Tour. But beyond the Festivals, EE is truly “embedded” into our curriculum throughout the school day, every day. We have become the first district-wide E-STEM schools in the state of Minnesota.

Throughout all of this, our Strategic Plan has been our guide. We are grateful to the many innovative teachers who have made E-STEM a reality and for the students who are such enthusiastic learners. On the days I witness programs like the one at Edgewood, I am reminded that all big things start out small.

Dr. Sue Ann Gruver is the Superintendent of Schools for Prior Lake-Savage Area Schools in Minnesota

Categories: Higher Education News

President Longanecker quoted in "Seek affordability in Minnesota higher ed" (10/8/2014)

WICHE in the News - Wed, 2014-10-08 10:43
Minnesotans are accustomed to being called above average. That put higher education analyst David Longanecker on solid ground with a St. Paul audience last Wednesday as he described this state as “a bit above average” in its support for public higher education.
Categories: Higher Education News
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