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Last month, the US Department of Education announced that it would be conducting rulemaking on higher education accreditation, distance education, and more. Coming just several years after the Trump administration updated the regulations on many of these same topics, a new rulemaking from a Department that has shown notable hostility towards that administration's other policies […]
The post New Rulemaking Likely to Hamper Innovation in Higher Ed appeared first on American Enterprise Institute - AEI.

This article analyzes the didactic training of the university teacher and its dynamics, from a historical perspective and, from the critical analysis of the fundamental theoretical referents that address the subject in the national and international scope, this particular is valued in the Republic of Ecuador. Thus, it is possible to specify the most relevant contributions that can be taken up in subsequent essays with the study of theoretical inconsistencies, which guide the improvement of this educational process. The objective of this work is to determine the historical background of the permanent training of the Ecuadorian university teacher, in particular on the Didactics of Higher Education on the basis of the epistemic characterization of this process. It is concluded that the historical-logical analysis of the process of permanent training of the university professor in the Ecuadorian context, allowed to reveal the insufficient treatment that has been given to the Didactics of Higher Education as a permanent training content of the preparation of this professional, from the conceptual, the methodological and the procedural, with little political and educational scientific interest for its stimulation and development. In addition, the referents used in the investigation, allow to explain that the permanent training in Didactics of Higher Education, is valued, from different dimensions, with theoretical approaches that have contributed important elements, but do not provide a sufficient response to their relationship with a management didactics of excellence and collaborative work in professional didactics to meet the needs of the university teacher. ; En el presente artículo se analiza la formación didáctica del docente universitario y su dinámica, desde una perspectiva histórica y, a partir del análisis crítico de los referentes teóricos fundamentales que abordan el tema en el ámbito nacional e internacional, se valora este particular en la República del Ecuador. De manera que, es posible, precisar los aportes más relevantes que pueden ser retomados en ensayos posteriores con el estudio de las inconsistencias teóricas, que orientan el perfeccionamiento de este proceso docente educativo. Este trabajo tiene como objetivo la determinación de los antecedentes históricos de la formación permanente del docente universitario ecuatoriano, en particular sobre la Didáctica de la Educación Superior sobre la base de la caracterización epistémica de este proceso. Se concluye que el análisis histórico-lógico del proceso de formación permanente del docente universitario en el contexto ecuatoriano, permitió revelar el insuficiente tratamiento que se le ha dado a la Didáctica de la Educación Superior como contenido formativo permanente de la preparación de este profesional, desde lo conceptual, lo metodológico y lo procedimental, con escaso interés político educativo y científico para su estimulación y desarrollo. Además, los referentes utilizados en la investigación, permiten explicar que la formación permanente en Didáctica de la Educación Superior, es valorada, desde diferentes dimensiones, con enfoques teóricos que han aportado elementos importantes, pero no brindan una respuesta suficiente a su relación con una gestión didáctica de excelencia y al trabajo colaborativo en la didáctica profesional para responder a las necesidades del docente universitario.

Telling stories, gaining wisdom : putting our voices into our practice / Melissa Burchard, Amy Joy Lanou, Leah Greden Mathews, Karin Peterson, Alice Weldon -- You're not alone : discovering the power of sharing life narratives as academic women / Michelle Barker, Ann Webster-Wright, Deanne Gannaway, Wendy Green -- Responding to longings for slow scholarship : writing ourselves into being / Alison L. Black -- "We would love to have you over..." : building career capital in a new academic environment / Heidi Harju-Luukkainen -- How yoga taught me about vocation / Melissa Mahoney -- Intergenerational bodies : women's knowledge production in supervisory relations / Margaret Somerville and Sarah Crinall -- Feasible utopias and affective flows in the academy : a mobilisation of hope and optimism / Jennifer Charteris, Adele Nye, Marguerite Jones -- Beyond silence and conformity : a reflection on academic activism as resistance to managerialism in the contemporary university / Christine Morley -- Academia as therapy / Dee Michell -- Travellers : traversing the academic landscape : a dialogue / Sharn Donnison and Sorrel Penn-Edwards -- Not a matter of will : a narrative and cross-cultural exploration of maternal ambivalence / Peta White, Sandra Wooltorton, and Marilyn Palmer -- Confronting, collaborating, and crafting : an enlivening methodology for academic ecojustice activism / Cecily Jensen-Clayton -- Embracing the power of the self as a female scholar / Rena MacLeod -- Vulnerability : an uncomfortable means to a positive place / Nicole Green, Cherry Stewart and Brenda Wolodko -- PhD : pivotal heart development / Sandra Engstrom -- Stretching the elastic : can we change the heart of university management? / Judy Backhouse -- To care for self and others : a collaborative conversation / Rachael Haynes and Courtney Pedersen -- I am the compliant academic / Linda Henderson

Impressum -- Bologna, der Europäische Hochschulraum und die Folgen - nach der Konferenz von Bukarest -- 1. Thema, Geschichte und Rahmen -- 2. Agenda - Inhalte und Ziele -- 3. Verstehen und Missverstehen - Ziele, Konflikte, Lösungen und ihre Instrumente -- 4. Folgen - die Herausforderungen -- 5. Umsetzung - Bestandsaufnahme und Desiderate -- 6. Zweifel - unberechtigte und verständliche -- 7. Aufgaben als Chancen wahrnehmen -- Paradigmenwechsel in der Qualitätssicherung -- 1. Qualitätssicherung als neuer Begriff und Denkanstoß -- 2. Traditionelle und neue methodische Ansätze der Qualitätssicherung -- 2.1 Herkömmliche Ansätze -- 2.2 Desiderate und Ansätze der Weiterentwicklung -- 2.3 Alte und neue Akteure in neuen Rollen -- 2.4 Neustrukturierung und Neugestaltung der Qualitätskriterien -- 2.5 Neue Qualitätsansätze in einem wettbewerblich verstandenen Hochschulsystem -- 2.6 Qualitätssicherung als explizite, komplexe Aufgabe interner und externer Governance -- 3. Motive, Leitkonzepte, Zwecke -- 4. Erwartete Entwicklungen -- Europäische Qualifikationenrahmen und ihre Bedeutung für die einzelstaatlichen Studiensysteme -- 1. Grundlagen: Zwei Qualifikationenrahmen - Begriffe, System, gemeinsame Zwecke -- 2. EQF-LLL als Politik der Europäischen Union -- 2.1 Übergreifende Motive, Entstehensprozesse und Bezugnahmen -- 2.2 Konkrete Zwecke -- 3. Schwerpunkt: Inhalte und Kriterien des EQF-LLL -- 3.1 Definitionen -- 3.2 Deskriptorensystem -- 4. QF-EHEA als Element des Bologna-Prozesses -- 4.1 Motive, Entstehensprozesse und Bezugnahmen -- 4.2 Konkrete Zwecke -- 4.2.1 Schaffung des Europäischen Hochschulraums -- 4.2.2 Verwirklichung allgemeiner Ziele von Hochschulbildung -- 4.2.3 Verwirklichung des Bologna-Konzepts des Europäischen Hochschulraums -- 4.2.4 Qualitätssicherung und -erhöhung -- 4.2.5 Globale Positionierung

Jennifer Thomson, assistant professor of History at Bucknell University, interviews Ellen Herman, associate professor of Geology at Bucknell, and two anonymous guests about the strategic planning process underway at Bucknell, 2018-2019. The group discusses the lack of transparency in the identification of priorities and the top-down approach to governance. Guests also identify labor issues and the feeling of being strategically beleaguered by meetings and electronic communication. They express concern over references to sustainability concepts, which are specific only to economic sustainability, and they analyzed the way the strategic plan addresses problems with the Greek system and its impact on student life. The group concludes with a conversation about the remaining opportunities for commentary. NB: Version crawled by the Wayback Machine -- April 17, 2019 http://web.archive.org/web/*/https://www.bucknell.edu/strategicplanning. Older iterations will be managed by the University archives.

Current debates on HE policy in the UK are dominated by the evolving Teaching Excellence Framework (TEF) which will soon involve the government establishing key metrics. In this context, and seizing this valuable moment in policy formation, we here provide a brief foray into the multiple aspects of 'teaching excellence' (TE) as a basis to highlight both the complexity of identifying ways to measure it and the shortcomings of existing official developments. In the absence of a clear conceptual understanding of the learning processes and the role of teaching which apparently underpins the TEF, we present a model of the learning process to which the indicators currently proposed by the authorities can be related. We propose that ePortfolios can play a special role in the TEF in capturing the qualitative outcomes of learning processes which, importantly, reflect the student perspective in terms of goals, learning experiences and achievement. These are both crucial yet missing elements of the proposals to date. Finally, we provide some examples of how information from ePortfolios could be used by HE institutions to enhance their institutional submissions to the TEF. ; journal is open access but no indication of copyright policy. Emailed publisher to ask if we can use pdf. 26/3/18

The aim of this paper is to substantiate the prospects for the implementation of media education and media literacy in the modern Ukrainian education system. The article examines the domestic experience of implementing media into the education system, the particular features of the formation of media literacy in the students learning in higher education institutions of Ukraine. The term "media education" is defined as the process of personal development with assistance and on the material of the mass media samples resulting in shaping media literacy.
The relevance of the problem of introduction of media education and media literacy in the education sphere prompts the need to introduce the additions to the academic plan that would present relevant components that refer to the development of students' readiness for full interaction with the modern media system and media technologies usage.
The methodology. In the research, we applied such methods of scientific cognition as analysis, synthesis as well as statistical and descriptive methods. We also applied analytical methods of generalizing various scientific concepts presented by experts in media education, media literacy and media competence. It is mandatory that the introduction of lectures, relevant courses and seminars, discussion clubs for students, conferences and "round tables" on media education, and conducting various cultural and educational activities for the population on the discussed subject should be actively promoted.
The results. The specific needs and priorities of media education development have been determined in regard to the European values implying counteracting information threats from external sources. The introduction of media education in higher education institutions should become a crucial component of wise state policy. The relevance of media literacy as one of the main priorities of the state educational policy in students' education at the present stage has been defined and proved.
The topicality of this work lies in the generalization of a comprehensive strategy for the development of media education and media literacy in primary and secondary schools, in higher education institutions and public organizations.
The practical significance of this study is development of theory and improvement of the strategy of media education and media literacy in higher education.