The Nowhere Office: Reinventing Work and the Workplace of the Future By Julia Hobsbawm

Published in April 2022.

The post-epidemic university has become a hybrid.

The new defaults for residential teaching and learning are at least mixed, and probably hyflex. Online education has permanently moved from the margins to the center.

Less is said but more fruitful for academic culture is the reality that staff now behave like faculty. Where professors have always worked in a hybrid manner, non-faculty academic professionals now regularly combine on-campus and homework.

As higher education moves toward the new normal of local covid, we must reconsider the campus. Noah’s Office An excellent book on a conversation catalyst about hybrid campuses.

In the book, author and consultant Julia Hobsbawm (daughter of the highly influential late historian Eric Hobsbawm) makes relevant post-epidemic professional careers relevant to the larger story of office culture change. The Nowhere Office represents an acceleration of long-running trends where top-ranking employees were already mobile, flexible and autonomous.

This flexibility to perform professional keyboard / meeting-based work from Covid-Post, home or office has been extended to a much wider range of staff. Corporate knowledge workers are no longer willing to endure long journeys and want to endure the confusing office environment just to signal commitment to work. Instead, they decide where they will do their work based on which work environment productivity is optimal.

For companies, this means developing offices in a place where professionals come together for communication, learning and creative collaboration. Head-down thinking, production and ongoing collaboration tasks can take place effectively at home and on digital platforms. Time is spent in person and in the office to do what is difficult to do by e-mail and zoom.

This evolution of office culture and design is a welcome change for Hobsbawm. He writes that the rise of Noah’s office presents an opportunity to rethink the design of professional work. Hobsbawm noted that employee well-being has long been a concern, a goal pushed into less resource-poor HR departments, and poorly implemented through superficial corporate wellness programs. When designing new hybrid work systems, companies can develop a culture of employment in a more flexible and humane way.

How will our campuses move forward?

A college campus has many things. The list is too long to enumerate all the activities that our campuses cover One of these activities is the campuses workplace.

What does the campus look like as a place of work when that work has initially moved from residential to hybrid?

The default for meetings – and the work of academic staff goes to meetings – how does the culture of our organization change when zoomed in?

What value can we pay in building institutional communities for the real benefits we get from greater work flexibility?

How can an expanded range of colleagues who work primarily or exclusively remotely integrate with the fabric of academic life?

For those of us who work professionally for a residential university, which jobs are best when working physically on campus?

Can we imagine a different design than open offices for places where professional academic staff work while on campus?

Noah’s Office Provides a range of ideas that forward-thinking companies are embracing to recruit and retain their talents. While many lessons in the corporate world may not be applicable or appropriate for higher education, some may.

After all, The Noah’s Office argues that the Covid post-workplace must be designed with purpose in mind. It’s a goal to bring employees back into office, a goal many CEOs have articulated, the future office may not look like what we left behind in March 2020.

If we think that the presence of academic staff enhances the vitality and quality of life on campus, then we need to consider what it takes for staff to feel that their work is best done off campus. And for those whose jobs are now primarily hybrid or remote-first, we need to find out how these colleagues can be incorporated into the dense web of interactions and exchanges that shape academic life.

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When coding is combined with storytelling, you have story coding, where students use computational skills and design thinking as they demonstrate creativity in core curriculum areas.

During an ISTELive 22 virtual session, computer science, robotics and design thinking educators Page Besthof Demonstrated how story coding গল্প a combination of storytelling and coding ছাত্র helps students develop critical skills.

Story coding involves using computer programming to retell stories – students can summarize a story, write original stories, or use programming to create alternative endings to well-known stories. Teachers can use story coding to bring history, science, world languages, ELA, and even math into their lessons.

Teachers can incorporate story coding into almost any subject, and computer science concepts help students develop lifelong critical skills যেমন such as collaboration, communication, and perseverance এমনকি even if they don’t pursue computer science or STEM subjects in college or as a career path.

Indeed, the use of computer science concepts in story coding encourages students to build computational thinking skills through sequence, reasoning, variables, events, and more. Students use real-time and creative collaboration as they create their stories and tackle challenges during that process.

“My students are able to learn about computer science, but in a fun way. It’s done in a cross-curricular way. [means] Teachers who are not computer science teachers can include what they teach without adding extra subjects, ”Besthoff said.

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Even before the epidemic, one-third of U.S. students struggled with anxiety, depression, trauma, or attention problems that made it difficult to focus, stay motivated, and learn. This number increased rapidly during epidemics and recovery: now half the students continue to feel sad or hopeless. This is an urgent need that schools can no longer ignore.

Why? Dealing with mental health concerns negatively affects young people’s ability to meet many school needs – from learning to interacting with peers, maintaining strength and endurance through the day’s physical needs. Early intervention is important, otherwise these students may quickly avoid and lose motivation. It affects grades, attendance, discipline and special education referrals.

Even pre-epidemic, 50 percent or less of children and adolescents with a mental health disorder received service in the previous 12 months. That number is certainly much higher today. And yet, many schools have struggled to implement something outside of Tier 1 interventions, which are simply mental health-related activities designed to meet the needs of all students, regardless of whether or not they are at risk for mental health problems.

And many of these Tier 1 interventions are on the growing list of initiatives that teachers need to implement and at a time when they are already tired. There is no time and staff to do anything more.

This is not new. When I was a school counselor a decade ago, I had 400 students in Caseload, and perhaps 40 of them needed one-on-one support to overcome their non-academic barriers (such as anxiety, ADHD, depression, lack of motivation) for success. , And trauma). But it took me literally all the time to provide that much needed support to that group of 40 students, which meant that there was no capacity to support these Tier 1 initiatives or to help students in active crisis.

What makes it different today is that the Tier 2 group of students – who are struggling and needing direct intervention to improve – has exploded well over 10-15 percent of the average student organization we have become accustomed to over the past decade. In our own data we have seen rates as high as 35 percent last year. And we can’t let it be the new normal. It’s not sustainable from a resource perspective, and because the cost is too high for our students.

What exactly do Tier 2 students need?

Students who fall into the Tier 2 intervention group need not only the universal SEL instruction that their peers receive, but also more explicit instruction, personalized coaching, and meaningful progress monitoring.

1. Daily instructions: Every day a student struggling with mental health affects the ability to fully engage in learning. And every day that feeling of “staying behind” is compounded. Thoughts of self-doubt and shame can crawl, and the student’s self-narrative can become, “I’m lazy, I’m dumb, I’m motivated,” leading them further away from the solution to the spiral. Effective school-based SELs are delivered in bite-size lessons that help students take small, achievable steps that will ultimately add lasting effect.

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The Florida Stop Wake Act যার whose goal is to prevent “divisive ideas” from teaching — survived a legal challenge Monday that sought to prevent the controversial law from taking effect tomorrow.

The measure, passed earlier this year, aims to crack down on topics such as critical race theory, a once vague academic concept that is not taught in public K-12 schools is still as big as the conservative buggyman. Florida Gov. Ron Descentis claims the law protects residents from “discrimination and vigilante instincts.”

According to Jacksonville.com, a U.S. district court judge rejected an initial restraining order brought by a group of plaintiffs, saying they lacked a position, although the judge ordered attorneys to submit additional legal summaries for a plaintiff, according to Jacksonville.com. Plaintiffs deemed to lack a legal position included a teacher, a student, and a consulting firm. There remains a challenge to the law from Robert Casanello, a professor of history at the University of Central Florida.

A non-profit organization called Protect Democracy filed another lawsuit against the law earlier this month, according to Mountains. The lawsuit argues that the Stop Walk Act violates both the First and 14th Amendment rights of Floridians.

Nearly 2,000 students from 98 universities responded to a recently conducted survey about their views on academic integrity and fraud. Higher Ed inside And College Pulse with the help of Kaplan. The results, which can be filtered by race, provide food for racial analysis of academic integrity. For example, black and Asian / Asian American students reported being accused of theft more than any other group (12 percent for both groups, vs. 6 percent for all students). Furthermore, black students were most likely to be accused of cheating in college (9 percent of black students were accused of cheating on college courses, compared to 6 percent of all students). Such results should compel us to take the nation seriously when we speak of academic honesty.

Am I just trying to do it about race? No. is academic honesty Already From the assumptions behind those who seem to be cheating on the nation to the punishment given for cheating, technology that monitors cheating that is considered cheating, the concept of academic integrity ethnically and through.

Racist surveillance

In researching my recent book, Black Campus Life: The Worlds Black Students Build at a Historically White Institution (SUNY Press, 2021), a black woman I interviewed, the only black woman in her major, told me she never cheated. During an exam, he sees a non-black student peeking at his work. When he noticed that the student was cheating on him, he grabbed his exam, got up and went to the opposite side of the room to take the exam somewhere else. The reason for his removal was not about academic integrity but about racist stereotypes. He moved away because he was worried that the professor would accuse him His Cheating on another student’s exam. Why? Because he assumed that the professor would be racist, he came to the conclusion that black women, not non-black people, were criminals.

In the eyes of another student he is telling the action he has taken. Race and gender have shaped his experience. Racist and sexist beliefs form assumptions about who looks like they are cheating and who may be believed in front of a non-black trainer. Professors are not empty pots in the classroom – they bring with them beliefs and stereotypes about different racist groups.

Race is also important for procturing software designed to monitor students during remote exams. Procturing software does not always accurately assess people whose skin is black. At the University of Wisconsin at Madison and in other cases, students have been prevented from taking exams or taking breaks because the software failed to recognize the faces of people with black skin. Technology itself is certainly not racist. Nevertheless, scholars such as Ruha Benjamin and Safia Noble have shown that structural algorithms and codes of such technologies can perpetuate racial prejudices and stereotypes.

Zero-tolerance policy

We can be very punitive when it comes to thinking about academic honesty. Of course, the context is important. But for me, when a redirect option and expectation reset just right I won’t fail a student for a copy and a lot of paste. Often, the problem lies in pedagogy – not the student. A zero-tolerance policy around theft or academic honesty can do more harm than good.

If the Zero-Tolerance Educational Principles have taught us anything, it is that they continue to harm black and Latino students disproportionately. The same is true of academic integrity policy. People who decide which transgressions are forgivable and which transgressions need to be reported and punished do not exist in a non-racial void. Even within a zero-tolerance policy, trainers can find some offenses depending on the offender, more tolerable than others. Decision-makers, ranging from faculty members to student behavior officers, believe in identity that যদি if not questioned সম্ভবত could be racist and discriminatory.

The racial reality of unfair academic advantage

Some students take exams and do homework with unfair advantage. Consider test banks পুর old midterm and final files for different courses in a major. From personal experience, and from my research on student life, I know that historically the white fraternity and society have occasionally experimental banks that members can use. The same goes for long-term engineering societies and fraternities on campus. These resources, however, are not for everyone. They are for members. The population of such organizations is, of course, separated by the organization. On predominantly and historically white campuses, however, you can bet that the members of the oldest firms with the largest test banks are predominantly white.

Collaborating or cheating on exams can adversely affect black students in schools where they are an extreme minority. In my book, I went to an engineering school where less than 5 percent of the black student population. As one woman told me about such an engineering school, “There is widespread fraud here, for that reason [during exams] White people sit with white people. And where Asians sit, Asians sit. ” For black students, who are usually one in a few or the only one in their class, it will be difficult to cooperate in the exam even if they want to. Access to unfair academic benefits that some may consider academically dishonest is shaped by race.

“Academic Integrity” and “Academic Integrity” are the perfect terms. When you consider how access to exclusive academic resources for courses is shaped by race, academic integrity changes are discussed. To take the discussion further, we must adapt to the fact that discourses and principles surrounding academic integrity are not racist.

The Institute of Technology in Monterey, Mexico is creating a push for global specialization, outlining a strategy to recruit 100 elite scholars from first world institutions in more than a dozen academic fields.

With the Times Higher Education logo, a red T, a purple H and a blue E.The five-year plan is anticipated and animated by the long-term aspiration to attract greater academic talent to the developing world in the hope of significant new philanthropic assistance in private 30-campus operations.

The initial eight recruitments for the $ 100 million Faculty of Excellence initiative include nanotechnology, ethical capitalism, entrepreneurship and urban design experts, mostly from the United States.

Juan Pablo Mura, Rector of Higher Education at Tec, said: “What we are focusing on is attracting talented students and talented teachers and conducting high quality research that helps us solve challenges in Mexico and around the world. “

Tech is already one of the top universities in Latin America, with nearly 2,000 full-time academics and 6,000 assistants in 20 cities across Mexico. It has about 60,000 undergraduate and 8,000 graduate students.

One of Tec’s first faculty of excellence recruits is Raj Sisodia, a professor of global business at Babson College who is now serving as a professor of conscious enterprise at Tec. Sisodia, a local from India, co-founded the Whole Foods market grocery chain with John McKee, the creator of an effort known as Conscious Capitalism, which aims to help corporate leaders understand that their operations are better and they treat their employees well.

He saw great potential for entrepreneurship at Tec, which has 500,000 alumni and 500 trustees, many of whom are business leaders committed to the conscious capitalist ideology. About 100 other tech professors have said they are willing to take part, which includes creating a conscious business juvenile, he said.

Others who have joined the institute include Mark Madou, Irwin of the University of California, Berkeley, Professor of Nanoengineering at Tech, and Cipriano Santos, a private sector expert in the application of mathematics to business challenges.

Most of the other primary appointments are taking the position of visiting professor.

From the outside, the overall initiative seems ambitious, says one expert, Gerardo Blanco, a Mexican who is now an associate professor of higher education at Boston College. The main challenge for the Faculty of Excellence initiative, Blanco said, would include maintaining the level of funding needed to keep world-class scholars and tarnishing Mexico’s reputation for organized crime and violence linked to drug cartels.

Because of these barriers, Blanco said, many new recruits may leave Tec shortly afterwards, or they may use Tec’s offer to take higher pay from their current organization. “When you attract someone who is very high-profile,” he said, “you have to keep them for a while to get some return on investment.”

Sisodia, however, was giving every indication that Tech is a long-term partner. He is in the middle of a two-year vacation from Babson’s absence and will ultimately face a decision on whether to stay on his full five-year offer at Tech, for which he will have to spend only 10 weeks a year in Mexico.

“The only difference is that I will stay,” Sisodia said. “Their commitment to staying on the edge of business education and integrating social and planetary perspectives with that education is much stronger than I have seen anywhere else.”

The long-awaited proposals for a new Title IX regulation under the Biden administration were published last week for mixed reactions. The proposals include a change in the way colleges investigate sexual harassment, which has raised concerns and condemnation of civil liberties advocates.

Some critics believe that changing the process of investigating sexual harassment would restore the right to a fair process for defendants, returning higher education to an environment that was in favor of defendants’ rights, which has led to a storm of lawsuits from convicted offenders in recent years.

Proponents of the changes argue that Biden’s Title IX regulations violate rules established by the Trump administration that have silenced defendants and made victims less likely to come forward.

Arguments for and against

The proposed changes to the Biden administration will eliminate mandatory live hearings in Title IX cases – unless required by state law – to provide defendants for cross-examination, allowing them to return to a single-investigator model, reducing the evidence a college has to share. By A written summary of the accused and allowing colleges to investigate sexual misconduct without formal complaint.

These changes revert to a number of regulations established under former Education Secretary Betsy Davos during the Trump administration that emphasize appropriate procedures for defendants. Opponents of the Davos regulation have welcomed the changes, although most of the response has fallen on party lines, with Democrats celebrating and Republicans envying.

Richard Burr, a Republican senator from North Carolina and a ranking member of the Senate Committee on Health, Education, Labor and Pensions, issued a press release calling Biden’s rules deeply flawed, arguing that they were one step behind and undermining the judiciary.

“Not only are these attempts at torture extremely disturbing, but they go against the precedents of federal courts and the views of top legal experts, including the late Justice. [Ruth Bader] Ginsberg. With this proposed regulatory change, it is clear that the administration is placing allegations of guilt over fair consideration of evidence, ”Burr said last week.

Patty Murray, a Democratic senator from Washington who chairs the Help Committee, went in the opposite direction, backing the proposals last week. Celebration tweets: “Above #TitleIX Anniversary, I can’t think of a more appropriate tribute today than Biden Admin that they would replace the Trump-Davos rule that silenced survivors and brushed off sexual harassment on campus. The new rules will help make the campus safer. ”

Some senior ed observers, such as Casey Johnson, a professor of history at Brooklyn College and CUNY Graduate Center, have warned that the proposed changes, which would be a return to the Obama-era rule, would lead to a “Title IX search,” a system check and balance lack and appropriateness. Limits the process and therefore systemic fairness.

Johnson, who tracks lawsuits filed by students accused of sexual misconduct, said in an email that the new regulations “originally represent a return to the 2013-2016 system but in a dramatically different legal environment.” No matter, as there is now with Davos registration, there will be a wild disparity between public and private schools and it will depend on which judicial circuit. There must be a school. “

Basically, this means that precedents set by the court can shape different rules and outcomes based on where the colleges are geographically located.

He added that colleges could maintain existing procedures – including live hearings and more access to evidence for defendants – if they choose to, as the new regulations do not prohibit it, he hopes a few institutions will.

Alexandra Brodsky, staff attorney at the nonprofit legal advocacy firm Public Justice, has celebrated the proposed rules, which she sees as a victory for survivors of sexual misconduct.

Brodsky eased concerns about the appropriate process for defendants, arguing that the changes would allow colleges to choose the disciplinary model they deem most appropriate, rather than imposing a quasi-judicial model on them that he believes undermines victims’ rights.

“One thing I will note [the] The process is that the proposed regulations allow schools to choose from a variety of disciplinary models, including one required by current Davos regulations, ”Brodsky said via email. “This is a return to pre-Trump stagnation on both the Democratic and Republican administrations, and the status of the School Discipline Act for all other forms of misconduct: courts and federal agencies have long allowed school prudence to be disciplined, unless they respect certain fundamental rights, and Previously refused to impose one-size-fits-all models.If an orderly student or faculty member believes that a school’s disciplinary policies – whether for harassment or any other form of misconduct – do not comply with due process or basic fairness requirements , That investigation is not related to the obligations of schools under the U.S. Constitution and state law, Title IX. “

Striking a balance

Other observers believe that the Department of Education has struck a balance between survival and the rights of defendants. They maintain that while the proposed regulations are not perfect, they are more justified than a letter from the Obama administration’s 2011 favorite colleague – who has been blamed by some for the rise in Controversy Title IX cases by defendants – and the Trump administration’s 2020 rules, which critics say victims of sexual misconduct. Less likely to complain.

“I think many of the criticisms of the 2020 regulations are based on the fact that they were unbalanced in defending the rights and compromised the rights of the plaintiffs for the benefit of the respondents. I think, in a sense, the 2011 letter from a dear colleague did just the opposite, “said Brett Sokolo, president of the Association of Title IX Administrators. “So the question was whether the Biden administration’s efforts were going to take us back to a more complaints-centric process, or were we going to strike a better balance between the two? I am pleasantly surprised that I think they have achieved a more balanced approach than I expected. I don’t know if it’s an ideal balance, and I think there are certainly ways to improve it, but it’s not a one-sided process. It’s very balanced and I think it’s a sign of the times and the Department of Education is not ignoring the rights of all participants in this process. “

The duration of a 60-day comment will follow the Department of Education’s June 23 proposed rule-making notice, which came on the 50th anniversary of the enactment of Title IX federal law. The Biden administration summarized the proposed changes in a fact sheet published last week.

Sokolo believes that as the Biden administration gathers feedback on the proposed rules, some aspects of the regulations will likely be moved, meaning that what is being proposed now is not final.

Expensive reverse title IX case

Critics of the 2011 Obama administration’s directive suggest that the over-application of sexual misconduct issues on campus led to false accusations and unfair punishment. Davos withdrew the letter from a dear colleague in 2017, but defendants have reportedly filed more than 700 lawsuits.

“Before the Dear Fellow letter, there were virtually none of these cases,” Johnson said.

Often universities settle with plaintiffs behind closed doors instead of proceeding with costly and messy court cases.

Johnson said, “Universities are settling on increasing frequencies before deciding cases because they can basically read tea leaves. “Or they will try to dismiss the case; If they fail, they will settle. In almost all cases, with a few exceptions, the students’ main demand was a removal of the record সক্ষম able to say for them, ‘I have not been held responsible for sexual misconduct.’ Because if you are responsible, the chances of moving to another school are limited, or it will lead to a job that requires a background check and limited career options. “

Johnson believes there is little pressure, internally or externally, to provide appropriate procedures for defendants, which is why he welcomes the Davos regulations and is wary of Biden.

Brodsky, however, pushes the Davos regulations to one-size-fits-all disciplinary models in colleges and believes that many of the cases brought by the defendants are questionable cases.

“I don’t think they’re succeeding because they’re actually talented. I think they are succeeding because the court is unusually sympathetic to them. I think they are succeeding because they have tapped into a cultural narrative that the Me Too movement has gone too far and the real victims of sexual harassment are falsely accused men, which I don’t think is clearly true. But I think you see that instinct at the heart of a lot of opinions in this case, ”Brodsky said.

But will Biden’s proposed changes usher in a new era of reverse Title IX cases, where defendants claim to have been wronged in the investigation process? Sokolo is skeptical.

“I think the regulations are cleverly pushed back to the court. It says that we are going to establish a floor, a baseline of systemic protections, and then based on your jurisdiction, based on state law, based on federal court rulings, you will want to increase your systemic protection level accordingly, ”Sokolo said.

Sokolo suggested that in the event of a change in the appropriate process under the proposed regulations, specific rules, states would act on their own, incorporating protections into law.

What really creates a good transfer partnership that benefits students? We have numerous reports and documents outlining what we should do, but words alone are not enough. As Shakespeare wrote Henry VIII“We are not talking. A kind of good deed called good; And yet words don’t work. ”The strong collaboration demonstrated through specific activities is calculated while working to make a difference in students’ experiences.

Transfer information highlights the need for strong partnerships and collaborations between two- and four-year organizations. These include collective marketing, advice, path development and student support that enable students to transition smoothly from one institution to another. There are calls for faculty to be involved in reducing time for completion, taking more credit, financial aid, and scholarships to help students move on, and to communicate with students on campus.

In the “Transfer Reset” report, the Tackling Transfer (now out of transfer) Policy Advisory Board called for “Transfer Pathways and Transition Streamlined, starting from K-12 and eliminating the ‘transfer maze’ and continuing to enter the workforce.” What steps can partner institutions take to create such a path for the benefit of students?

In my previous blog post, I reflected on creating a sense of unity for students, even in online programs. However, it is easier to provide this feeling of kinship and a strong support when there is personal connection and conversation. That’s where our university partnership in the programs offered at Lorain County Community College by our four-year partners shines.

The Lorraine County University Partnership has a long-term partnership with the University of Toledo in computer science and engineering that builds the activities and support models needed for successful student transfers. This partnership has grown over the past 22 years to truly embody the characteristics of collaboration and student success. Located on the LCCC University Partnership Ridge Campus (UPRC), the program provides a clear path for students to complete their degrees and enter the workforce. We have identified three clear strategies from this partnership that model the behaviors needed for student success.

Student-centered services with prescribed counseling, available faculty, and clearly defined paths

One of the features of the partnership between LCCC and Toledo is the strong student support from individuals who have been part of the program for extended periods of time. The Toledo LCCC Partnership assigns students an on-site mentor who works from a UPRC location. Adrian Aguilar, a Toledo-appointed advisor to the UPRC, has been with the program since April 2001, the second semester of its existence. He also started as an advisor at LCCC, so he has close contacts with both organizations. She dedicates her time and energy to LCCC students, provides guided advice and support throughout the program, and collaborates with LCCC mentoring teams to assist potential students. The faculty teams at both LPCC and Toledo who work at UPRC have a long life with an excellent guidance track record centered on student success. Weng Kang has been with the program since its inception, playing a key role in helping it continue. Others stay with the program for extended periods of time, providing strong support for students in each group. Their passion for teaching and dedication to the program strengthens the relationship and influences students’ success. Also, the Toledo team works closely with the LCCC team, which includes the Faculty of Mathematics and Science faculty, consulting, financial aid, bars and marketing, to ensure that students have what they need to complete the program. As a result of this teamwork and collaboration, more than 230 students have graduated since the program began in 2000. Several graduates have earned postgraduate degrees and PhDs from Toledo, Cleveland State University, Ohio State University, Case Western Reserve University, Johns Hopkins and more. Harvard University, to name a few.

Adjustment of student experience through cohort model, facilities and location

Students improve when they know what to expect. Many UP students are elderly and work to help a family or have other important time commitments. Providing a consistent schedule of classes allows them to plan ahead as they work to complete their degree. Toledo works with UP to provide class schedules in advance and, in combination with individual and distance learning, gives students flexibility as they go through the program. We work closely with UPRC locations to provide the same courses, laboratory experience, computer lab access, counseling and co-op opportunities so that students receive the same education as they do when they visit the Toledo main campus.

Scholarships and financial aid

Finally, one of the main transfer barriers for students is graduate degree financing. Many LCCC students experience sticker shock as they transition from a community college to a four-year school. Many are unsure how to do this without borrowing. LCCC and Toledo have collaborated on STEM Scholarship funding through Ohio’s Choose Ohio First Scholarship State for these students, providing scholarship dollars that allow students to complete the program.

The LCCC Foundation has provided a total of 7 2.7 million in scholarship assistance to these students since 2003. One student said in his scholarship letter, “In the future, they have the opportunity to earn a four-year bachelor’s degree in engineering at almost no cost. The whole thing was incredibly special. ”By providing funding for these students, they were able to stay local, concentrate on their studies without having multiple jobs, and stay connected to their group to complete the program.

In addition to providing scholarships, the overall structure of the route saves students more than $ 40,000 in costs compared to students joining Toledo for four years. Combined with scholarships and the ability to stay locally, the overall cost of the degree is greatly reduced, which eliminates financial barriers for many students.

Finally, the Toledo program is consistent with LCCC’s Earn and Learn model. Students in the program must complete three semesters of co-op with a local employer as part of their degree. Like students on the Toledo campus, LCCC partnership students complete a professional development course and receive co-op placement support from staff at the Toledo Shah Engineering Career Development Center. Many receive full-time job offers from their co-op employers after graduation. This gives students the opportunity to work in their chosen field and earn an income while pursuing their bachelor’s degree with Toledo, potentially further reducing the cost of attendance.

LCCC CSE students have been employed by many local companies such as Ridge Tool, LCCC, RW Beckett, Hyland, Sherwin-Williams, IBM and NASA Glenn and even companies such as the National Security Agency, Intel, the FDA, Expedia. , Hewlett-Packard, Disney and Google. Graduates are often offered a full-time job by their co-op company after graduation. It is well aligned with the LCCC’s goal of educating and retaining the talents of residents to help strengthen the local economy. In addition, the benefits of the partnership and the reduced costs of its presence, scholarships and co-operation enable many students to graduate with debt relief or bank payments!

By working together to provide clear, consistent and affordable options for LCCC students, this partnership provides a shining example of what is possible for transfer students. The Toledo Computer Science and Engineering Program is one of only nine programs in the country and one of two in Ohio. Students in the program express their gratitude for having access to a top CSE program that is close to home.

** Additional information on the partnership can be found at: https://www.lorainccc.edu/up/toledocse/

When I retired from Zoom last June, I watched my screen go dark and soon felt remorse. Unlike some colleagues, I didn’t feel free, although I knew I wouldn’t miss the zoom learning. But already I have missed the necessary feeling, affecting the young mind. Plus, I missed my colleagues and my identity as a professor.

I gladly agreed to return home to teach a course for the spring semester after a goalless semester. And so, on a cold day in early February, I entered a seminar room mapping out my 13-week syllabus and all the old sensations: the fun of anticipation as well as the butterflies in my stomach. The college was back to teaching personally, and I was excited to be able to enter the classroom again.

I sat at the head of the seminar table, in an extra heated room, wearing a mask and ready. The mask felt heavy and pinched my ears. For the moment, I question my decision. Sweat dripping from my mask and reborn as a visitor from Amerita, I need to express my interest in starting our three-hour creative writing seminar with 15 pairs of eyes looking back at me. Why am I back? Will I regret the decision? I couldn’t read their facial expressions, nor could they read mine, as much as I tried to raise my eyebrows clearly and try to widen my eyes with curiosity about their interest in the course. Yet we were here, face-to-face (or mask-to-mask), with the grim reality of three-hour weekly seminars on top of individual and group conferences scheduled during office hours each week.

Always relying on facial expressions to determine how I was working as a teacher, it was new. I couldn’t say monotony out of anger, I didn’t even see a hint of excitement after my opening remarks. But something else was new, too.

I felt a new freedom from the pressure of consequences. Will I inspire them? Would they appreciate a well-crafted syllabus? Will they move forward as writers? Will they laugh at my episode? Will they write a positive assessment that can capture all my hard work? None of this mattered much at this stage of my career. My ego was irrelevant. After all, education was more about self-care than raising others. I was determined to have fun in this classroom — I was teaching for complete enjoyment without any worries. I needed it more than them – to see a group of students sitting around a seminar table again instead of being stuck inside that little box on the screen.

We started with a writing practice, which told them to consider “being there” in their childhood memories and to write from that place. In a short time, we became a writing community. Long ago, the masks seemed less cumbersome and the students were animated and communicative. They shared their work with each other and with me and at the end of the semester, I felt old joy watching their progress as writers and readers.

I tested myself more. For decades, I have focused solely on prose. Now I have added poetry to the mix and forced them to write haiku in class, even sharing my own with them. We had a more interactive experience with contact with the Art Museum, where students wrote descriptions of imaginary events or portraits of characters after an in-depth study of selected scenes in painting and photography. If a practice flops or any of my jokes do not elicit a response, I proceed independently without self-complaint. It was crime-free, thought-free education at its best.

Moving forward

As the semester progressed, I began to feel a sense of responsibility towards others, grading, office hours. When retired friends talked about their planned travel, their newly found freedom, and the luxury of writing something new and unexpected, I was jealous. I miss walking and exercising in my spare time, time with my grandchildren, time for old friends and more time for extended family. Eventually, I realized I was ready. It was worth returning to teaching. It has shown me that I no longer feel the need for this in students. My own needs have grown, neglected, and they have become secondary.

As the end of the semester draws to a close, we plan to take the last class in the green just outside the academic building. Our farewell was as awkward as ever. Now without masks, we noticed each other’s faces, tired from a semester of combined hard work. They told me that they were grateful that I had returned to teach in this class, and I did.

Then I left, next to the beautiful garden around the art museum, next to the building that was the English department office where I picked up my mail and dipped it into the Hershey’s bowl on the way to class, the ceiling-to-floor bookcase next to my office, my car Crossing the path that I have traveled for about 42 years. One by one those landmarks were getting lost. Nothing was pulling me back. I was moving forward, I thought. My heart was not sinking. I wasn’t as sad as I did at the end of that last zoom class, or so it seemed.

Suddenly, I heard the voices of the students calling behind me, “Professor Glasser! Professor Glaser! ” Ah, to hear that title, to feel that identity once more. I turned and saw three students running after me; One was carrying my briefcase. I leaned against a tree.

How could I leave that favorite briefcase? Does that mean I’m not done I’ll be back? Or does it mean I’m gone forever, or do I just lean my old briefcase against the tree to plant seeds or roots for the future? Or is it easier that I wanted to leave behind the biggest burden of all: the pile of aggravated paper that is hidden inside, waiting for my attention? In fact, did this thing finally pave the way for my retirement, this time? We’ll find out next spring … maybe.

There is a good part in this week’s Hatching report about the dual admission program. It’s worth reading.

Dual admissions programs usually work by applying the student to a two-year college and a four-year college simultaneously, assuming that they will start earlier and end later. In some cases, community colleges use them to attract students wishing to complete a four-year degree; Among others, four-year schools offer a small league tryout for their students who have not been admitted for the first time. Finish community college with a GPA of at least X and go back to where you wanted to be.

There are plenty of ‘wins’ to go around. For four-year partners, dual admission agreements help fill seats in higher-level classes that are often shortened due to peer attrition. Even better, they fill those seats with students who have a track record of success in college. For community colleges, there is an obvious advantage of enrollment, and a less obvious advantage of a clear incentive for students to finish. If a student really wants to go to Flagship U, and the condition to go ends up in community college first, they will do what they have to do to finish.

For the student, the benefits are several. The most obvious security; The student knows what will happen next, assuming everything is fine. (Of course this is a major assumption, but no agreement can eliminate it completely.) Dual admission agreements usually waive the second school application fee, which is helpful.

But the biggest advantage, I suspect, is the assurance that every credit will be transferred. In the world of vertical transfers, it is not always given. Some of these are a function of snobbery and / or self-interest in terms of obtaining departments, but there is another fundamental problem in the workplace: four-year colleges in the same state often require different degrees.

This may seem daunting enough, but it creates a real challenge for schools that prepare a lot of students for the transfer. It’s not uncommon for area community colleges, such as many places in the Northeast, to be divided into dozens of different destinations for a given graduate class, with a four-year school surplus. Even the bottom edge of our top ten receiving schools gets healthy numbers from us. For any given program, however, it is often impossible to fully emulate the first two years of hypothetical studies, since the four-year school hypothetical studies programs differ from one another. Imitating the compass directional conditions is great if students want to go there, but if they go to Flagship U, those same courses may not be appropriate.

In the case of dual admissions, the student specifies the target school in advance. Often, the targeted school provides academic advice to ensure that students take the “correct” class, even if they need some internal exemptions in their community college. Ensuring matching of one course with another can reduce credit loss, which is all good.

In terms of convenience, one can expect dual admission programs to be more popular than them. My idea about it is that they are relatively marginal for a number of reasons. The most basic is that many students entering community colleges still do not know where they want to go or what program they want to go to. When they figure it out, the issue of dual admission will be important. Even those who know what they want to show still have knowledge problems – most students probably don’t know that these programs exist – and lack confidence that they will finish on time and / or have the resources to continue. . For students in unhealthy situations, something like this may seem far-fetched.

I’m a fan of dual admissions – especially when their students are eligible for transfer scholarships – but it’s no surprise that economic uncertainty forces students to pursue short-term horizons they don’t follow. They assume students with clear plans and adequate resources. They’re great when they work, but if we really want them to work, we need to manage resources to students early and reliably.