I was perusing my Chronicle of Higher Ed. Almanac this afternoon. I learned that:
--About 2.6 million folks work in higher education.
--About 1.4 million are faculty members.
--Of these faculty members, about 51% work full-time.Lots of other good facts, but nothing I could find on the numbers, composition, or change among learning technologists.
How many of us are out there?
September 15 is fast approaching. On that date, over 200 charter signatories of the American College and University Presidents Climate Commitment are due to release their respective Climate Action Plans.
Every year at this time I re-evaluate my daily schedule and get ready for the start of the new year. It’s that time when I try to get a head start on anticipated back-to-school dramas by making lists of things to remember to send to school on the first day, waking up earlier in the mornings so that the first week of school preparations won’t be so difficult, and marking the start of after school activities on the calendar so we can get the routine settled for each day.
(in the style of "The Word")
Faculty and distinguished colleagues,
(Slide: "And the undistinguished among you, too...")
welcome back from what I hope was a restful summer.
("You're gonna need it...")
As you know, we have record enrollments this year, combined with a severe funding cut
("Rhymes with flusterduck...")
But I'm sure we're up to the challenge.
("New program: Alchemy!")
This year brings some new challenges, like the swine flu
("No more parking shortage!")
One of the challenges of catalyzing a transformation of higher education towards an active learning model is that students are simply not demanding that this change occur. In class this term I showed Michael Wesch's A Vision of Students Today and a short commercial on the failing of higher education from Kaplan University. To my surprise my students were not all that moved.
Keeping with the amusement park theme from yesterday (variations on a theme park?), most of yesterday was devoted to a real life version of whack-a-mole.
Whack-a-mole is a game wherein you have a mallet, and you stand facing some 'ground' with a bunch of holes in it. Each hole contains a mechanical mole, and they pop up at random intervals. Your job is to hit each mole on the head as quickly as possible when it pops up. It's remarkably satisfying.
The real life version is satisfying, too, when it works. At least for a little while.
There's a crispness to the air today, a snap that makes me think fall is on the way. New England falls are glorious, and I'm sorry I won't see most of this one; we're only here for a few days, making what I've been calling a “royal progress” to take our daughter to college.
Dear founders of InsideHigherEd and Jeff Bezos.
Please get your business development people together to create the following service: the InsideHigherEd Educational Technology Daily Kindle Download.
This service would:
Of late, when I speak of a "structural problem", it's not about an older outbuilding on my farm that's in danger of falling down. Rather, it relates to the way Greenback does its budgeting, and its accounting, and the (dis)incentive schemes created thereby. A simple example might be in the Accounting department itself where, if they want to invest in some software which will do a better job of turning off their computers and printers when no one's using them, they're certainly free to do so.