Meet Me by the Fountain: An Inside History of the Mall By Alexandra Lange

Published in June 2022.

Can we learn anything about the future of the university from the history of shopping malls?

If any lessons are found to connect the malls with the college, the place to start Meet me by the fountain. It is hard to imagine that this book provides a complete social, architectural, cultural, economic or cross-national comparison of shopping malls.

For some, the mall’s history, relevance, and all the details of the meaning, theoreticalization, and analysis can be a bit overwhelming. For those looking for clues on how post-epidemic universities could evolve, dive deep into the mall Meet me by the fountain Helpful in providing.

Any book to start at the shopping mall – and where Meet me by the fountain Begins – dead and dead stools. Lange, a design critic, began the book by visiting the almost empty American Dream Mall in NJ. This 3 million square foot behemoth (including 33,000 parking spaces) has a long, problematic and fascinating history.

It is unknown at this time what he will do after leaving the post. What we do know is that the traditional mall, located in the suburbs and designed primarily around the perceived needs of white middle-class shoppers, is a thing of the past.

Meet me by the fountain How and why developers are adept at unpacking over-built and over-developed shopping malls, where the United States has become fatally overmal. According to Lange, today America has 24 square feet of shopping area for every person. In the UK this number is 4.6. China, the global hub for new mega-mall construction, has only 2.8 square feet of shopping per capita.

In the United States, malls are being built much later that could justify population growth or consumer demand. By 2017, there were more than 116,000 shopping centers spread across the United States. Many were dying, and death was hastened during the epidemic.

What is a mall like in a college?

What does the rise of e-commerce stool-killing tell us about the potential for online learning to make the physical campus cannibalistic?

One of the points that Lange Mall has made is that almost nothing about its future has turned out the way its creators had predicted. The mall owners end up resisting the features, amenities and designs that they thought would inspire shoppers.

Consumers have very little desire to drive to suburban indoor malls that sell generic products from national stores. The elements of a shopping transaction can be done more efficiently online.

Shopping malls that thrive offer a combination of mixed-use activities from dining to shopping to entertainment. Increasingly, these are outdoor malls that mimic the urban feel. Some even include accommodation.

The irony is, of course, that in the 1970s and 1980s the mall was blamed for helping kill suburban shopping corps. Since the suburban mall has fallen out of favor, its survival depends on understanding how to re-integrate all the activities of living, working, rebuilding and shopping that it did so much to differentiate.

There is a possibility that those of us who are in higher education will not be better than the developers and owners of the past one or two decades in predicting our future. If mall owners knew what they needed to stay resilient in the face of technological, demographic, and competitive changes, they would do those things.

What we can learn from shopping malls is the need to give up what once worked. Successful stools pivot continuously. Locally owned shops and restaurants replace anchor stores and national brands. The spaces once occupied by department stores turned into libraries, government offices and food stalls.

Like shopping malls, the physical campus will not disappear. However, it will look and work very differently in the coming years than it does today.

What we once did on the mall or on campus, such as shopping and learning, can be done online. We will use physical spaces where people gather, be it malls or campuses, to do things that cannot be done digitally.

Will we see more university classrooms being turned into places of accommodation and entertainment?

Can we come to campus to socialize and connect instead of doing academy head-down focused work? And if so, how will our campuses evolve to accommodate the need to bring groups together but in a way that is flexible toward an unpredictable public health context?

Read Meet me by the fountain Can provide a part of the puzzle in our efforts to create a different mindset surrounding the future of physical spaces.

If reading and talking to shopping malls helps us have conversations about the future of our future university, count me.

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Today’s youth were no more optimistic than this for a developed, bright and secure world. Inspired by the desire to influence change in communities near and far, they are using the power of STEM to help drive the change they want to see. 3M ( M 3M) And discovery education ( IsDiscoveryEd) Proud to announce the top 10 finalists and four honored mention recipients in 2022 3M Young Scientist Challenge15th year of competition.

Among this year’s finalists and honored recipients are outstanding innovations by young scientists – fourteen students aged 12 to 14 – who submitted a one- to two-minute video interacting with science behind solving daily problems in their community or world. A diverse team of judges, including 3M scientists and education leaders across the country, evaluated entries based on creativity, scientific knowledge and communication effectiveness. The final event will be held October 17-18, 2022 at the 3M Innovation Center in Minneapolis.

“At 3M, we are committed to unlocking the power, science and ideas of our people to re-imagine what will happen next. The ‘3M Young Scientist Challenge’ supports young innovators who have demonstrated the same passion through creative discovery and a desire to improve the world around us, “he said. Karina Chavez, senior vice president and chief strategy officer at 3M. “We are thrilled to welcome the latest generation of finalists and honored mention recipients, and we are encouraged by a future that embraces STEM-for-all to build a better tomorrow.”

Best 10 2022 3M Young Scientist Challenge Each finalist, including finalists and four honored mentors, students from public and private schools across the United States, will be evaluated on the basis of various challenges, including a presentation of their complete innovation. Each challenge will be scored independently by a panel of judges. The Grand Prize winner will receive $ 25,000, a unique destination trip and the title of America’s Top Young Scientist.

Best 10 2022 3M Young Scientist Challenge Final candidates in alphabetical order by last name:

  • Leanne fanSan Diego, Calif., Mesa Verde Middle School, Poway Unified School District
  • John Lee, Oviedo, Fla., Jackson Heights Middle School, Seminole County Public School District
  • Samaira MehtaSanta Clara, California, Sunnyvale Rainer Middle School, Stratford School
  • Shritej PadmanabhanSewickley, Pa., Marshall Middle School, North Allegheny School District
  • Amrita is elderlyBuffalo Grove, Ill., Aptakisic Junior High School, Aptakisic – Tripp School District 102
  • Shanja SamiIowa City, Iowa, Northwest Junior High School, Iowa City Community School District
  • A thousand heavensPortland, Ore., Stellar Middle School, Beaverton School District
  • Ashwini ThivakaranRound Rock, Texas, Cedar Valley Middle School, Round Rock Independent School District
  • Daniel ThomasColleyville, Texas, Colleyville Middle School, Grapevine-Colleville Independent School District
  • Deer VenkateshPlano, Texas, CM Rice Middle School, Plano Independent School District

The 3M Young Scientist Challenge It also recognizes four entrants with an honorary mention award. These projects were selected because of their unique and innovative ideas and effective communication by the recipients. Four 2022 3M Young Scientist Challenge The names of the recipients of the Honorable Mention are as follows alphabetically:

  • Austin EwingChicago, Sick, Goendolin Brooks College Preparatory Academy, Chicago Public School
  • Isha JoshiVienna, Va., Kilmer Middle School, Fairfax County Public School
  • Pratish Satish KumarAvon, Ind., Avon Intermediate School East, Avon Community School Corporation
  • Delisha ManuelMilpitas, Calif., Stratford School

Learn more about 3M Young Scientist Challenge And to meet this year’s finalists and honored mentions, visit

“Congratulations and honorable mention to each of the 2022 finalists 3M Young Scientist Challenge! What is your leadership and stem dexterity 3M Young Scientist Challenge About all, ”he said Amy Nakamoto, General Manager of Social Impact at Discovery Education. “For 15 years, Discovery Education and 3M have been working together to support and expand young scientists to help change the world through innovation and creativity. Through 3M’s continued and thoughtful leadership in STEM, we are working together to inspire and empower today’s students to become future STEM leaders. ”

In his fifteenth year, 3M Young Scientist Challenge Continues to inspire and challenge high school students to think creatively and apply the power of STEM to discover real-world solutions. America’s top young scientists have gone on to exhibit TED talk, patent files, nonprofit findings, Forbes 30 under 30 lists, ringing bells on the New York Stock Exchange, and the White House Science Fair. The young inventor has also been named Time Magazine’s First Kid of the Year, appearing in The New York Times Magazine, Forbes and Business Insider, and has appeared on national television shows such as Good Morning America, CNN’s Kuomo Prime Time, The Ellen Dee. Has appeared. Show, and more.

Awarded 3M Young Scientist Challenge 3M and complement the Discovery Education Program – Young Scientist Lab – which provides a cost-effective dynamic digital resource for students, teachers and families to explore, transform and innovate the world around them. Additional digital resources, content and professional resources are available through 3M’s Science at Home series, an array of videos of 3M scientists and guests performing simple home experiments for kids ages 6-12. All resources are available on Discovery Education’s K-12 Learning Platform and

About 3M
3M (NYSE: MMM) believes that science helps create a brighter world for all. By unlocking the power of people, ideas and science to re-imagine what is possible, our global team uniquely addresses the opportunities and challenges of our customers, communities and planets. Learn how we’re working to make life better and at or টুইট 3M or @ 3MNews on Twitter.

About Discovery Education
Discovery Education is a global adtech leader whose sophisticated digital platform supports learning wherever it can be learned. Through award-winning multimedia content, instructional support, and innovative classroom tools, Discovery Education engages educators across all students and helps provide a fair learning experience by supporting higher academic achievement worldwide. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in more than 100 countries and territories. Global Media Company Discovery, Inc. Inspired by, Discovery Education partners with district, state, and trusted organizations to empower teachers with leading edtech solutions that support the success of all students. Explore the future of education at

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Seattle / PRNewswire / – Promethean3A leading global education technology company, today announced that it has entered into a US-based exclusive distribution agreement with Merlyn Mind, Inc. Under the new agreement, Promethean will distribute the Symphony Classroom3, Artificial Intelligence (AI) solution that brings Merlyn Digital Assistant to teachers powered by voice-activated AI. With the alliance, customers will be able to purchase Symphony classrooms directly through a network of Promethean resellers.

Symphony Classroom provides custom-built Marilyn digital assistants for unique learning needs – enabling teachers to use voice commands or remotes to control their laptops, interactive displays, internet browsers, apps and more. Powered by EdgeAI of Symphony Classroom3 Technology that provides lightning-fast responsiveness allows Merlyn teachers to move around the classroom so they can interact with students, simplifies day-to-day classroom tasks, and improves overall efficiency and productivity.

“Promethean’s ActivePanel is the interactive display of choice for millions of teachers who rely on technology to drive students’ engagements and awaken their imagination,” said Promethean CEO Vin Rierra. “By adding Symphony classrooms to our portfolio, we will facilitate incoherent teaching for teachers, supporting a student-centered environment that enhances participation.”

Under the terms of the agreement, Promethean will have the right to license the sale of Symphony Classroom to new and existing customers across the United States, providing educators with innovative solutions that transform learning and collaboration. Symphony Classroom offer includes feature updates, software patches and a hardware warranty.

“At Merlyn Mind, we’re using recent advances in AI to create transformative technologies that give teachers what they want most – the freedom to teach,” said Satya Nitta, co-founder and CEO of Marilyn Mind. “The AI ​​software platform makes it possible for Merlin to quickly respond to teacher orders and integrate with everyday applications to make it easier for teachers to work and integrate teachers to spend more time with students. Our new relationship with Promethean brings a solution for teachers’ classroom management that already uses the most tools and technology educators with the best AI and advanced technology. “

Learn more about Promethean and Merlyn Mind here.

About Promethean

Promethean is a leading education technology company working to transform the world into a way of learning and collaborating. Since our founding in Blackburn, England more than 25 years ago, today in our global activities in 22 countries, we have continued to explore, innovate and inspire — designing the tools of learning and collaboration that are built for success. Our award-winning interactive displays, ActivePanel, and lesson delivery software, Activinspire and ClassFlow, are designed to engage students, connect with peers, and bring brilliance to everyone. With its headquarters in Seattle, Washington and worldwide office, Promethean is a member of the NetDragon Websoft Holdings Limited (HKSE: 0777) Group of Companies. Check us out at

About Marilyn Mind

Merlyn Mind is the AI ​​technology company behind Merlyn, the digital assistant for education. Merlyn integrates seamlessly with classrooms and existing edtech tools to automate the day-to-day workflow of teachers so they can focus more time and attention on students. Merlin is accessed through a symphony classroom, a custom-built AI hub for unique learning needs. Supported by Marilyn Mind Learn Capital. The company has attracted top talent from IBM Watson, Amazon Alexa, Google, Microsoft, Facebook, Broadcom, Allen Institute for AI and other innovative companies. Merlin Mind is headquartered in New York City. For more information, visit

© 2022 Promethean. All rights reserved. Promethean, Promethean Logo, ActivPanel, ActivSync, ActivInspire, ActivConnect, ActivSound, ClassFlow and Vellum are trademarks or registered trademarks of Promethean Limited in the United Kingdom, United States and other countries around the world. All other products and company names are trademarks or registered trademarks of their respective holders. Unless otherwise specified, the use of Promethean in third party trademarks does not imply any relationship, sponsorship or endorsement between Promethean and the owners of this trademark.

Symphony Classroom, EdgeAI, and Merlyn Mind are trademarks or registered trademarks of Merlyn Mind, Inc. of the United States.

Source Promethean

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Almost every day, a new study about the mental health of college students appears. By quoting some measure of grief, anxiety, burning sensation or unhealthy coping skills, these studies say the same thing: college students are struggling.

Before the epidemic was caught, the students’ understanding of mental health problems was growing and the stigma surrounding these problems was slowly breaking down. The epidemic, and how deeply it has affected young people, has brought the issue to the center of public conversation and is now in Washington.

President Joe Biden recently called on colleges to use the federal Covid Relief Fund to add mental health support to students, and by the end of June, the House of Representatives passed two bills related to the mental health of college students.

The U.S. Department of Justice has upheld the arguments made in a lawsuit against 16 private colleges and universities.

In a briefing filed Thursday, the department declined to comment on the case but said it was “in the interests of the United States.” In particular, the brief is the answer to a proposal by the colleges to dismiss the case.

Colleges accused of violating antitrust laws cite “568 exemptions” in their activities that require colleges to blindly admit all their students. But the Department of Justice states that “an agreement between schools that enroll all students on a need-blind basis and schools that do not provide is exempt from the scope of the 568 waiver. Thus, at least some defendants do not accept. It won’t happen. “

The lawsuits target Brown, Columbia, Cornell, Duke, Emery, Georgetown, Northwestern, Rice, Vanderbilt and Yale universities; California Institute of Technology; Dartmouth College; Massachusetts Institute of Technology; And the University of Chicago, Notre Dame and the University of Pennsylvania.

Everyone in these colleges says they need blindness.

But the lawsuit states that “over the years, at least nine defendants have sided with wealthy applicants in the admissions process. These nine defendants have decided to admit students and their families because of their financial situation, which has led to resentment towards students in need of financial assistance.”

The nine are Columbia, Dartmouth, Duke, Georgetown, MIT, Northwestern, Notre Dame, Penn and Vanderbilt. The lawsuit alleges that they “failed to conduct their admissions practice on a need-blind basis because they all decided on admissions considering the financial situation of the applicant and their family, through policies and practices that were in favor of the rich.”

Columbia University has been criticized because its School of General Studies, which is said to have enrolled 2,500 undergraduates, according to the lawsuit, does not require blind admissions. “The burden of preserving Columbia’s prestige and supporting financial savings therefore falls on those who can at least afford it,” the lawsuit says.

The Judiciary summary also cites (and won) a lawsuit filed in 1989 against Ivy League University and the Massachusetts Institute of Technology. The Ivy League universities settled the case and MIT fought it and lost.

Representatives of the colleges in the current suite, some of which were in the previous suite, could not be reached for comment this morning.

Plaintiff’s lawyer Robert D. “We are extremely pleased that the Judiciary has submitted this statement in support of the plaintiffs on the main points of this case,” Gilbert said.

With more than 15,000 students in 25 different schools in the state of Central Washington, one of our biggest goals this past school year is to build a feature-rich communication system that is the same for teachers, schools and districts. We looked at market options, talked to other districts about what they were using, and then created a new school-home communication platform for the 2021-22 school year.

One of our concerns when adopting a new platform was whether it could handle multilingual communication for the district, where our students speak eight different languages ​​- mainly English and Spanish, so that was our only previous focus.

If you take Spanish and English out of the mix, we haven’t communicated using six other languages ​​before, unless it’s a personal learning plan or something else that needs to be translated. We have not carried out our normal messaging in all the languages ​​that affect our family.

We are now able to communicate with those families in their authentic language using our communication platform. It also occurs at the teacher level and then at the departmental, school and district levels. The feedback from teachers and parents about the platform’s translation capabilities has been extremely positive.

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Edtech being a renaissance, driven by need. Ten years ago it was not uncommon for staff to see a technology director in elementary school, let alone a technology integration specialist. Times are changing. The global epidemic has created an urgent need for better edtech solutions in our schools as awareness has grown to ensure the health and well-being of students and staff.

Technology teams at the school are working with the edtech company to bring cutting-edge technology to the classroom, providing real-time solutions to long-term problems. According to the Center for Disease Control and Prevention, between 2013-2015, 3.9 percent of boys and 4.3 percent of girls missed more than 10 school days in 12 months due to illness or injury. Traditional tutoring only brings 4-5 hours of home instruction to these students, where telepresence can provide 30-40 hours of classroom instruction to these same kids. Adtech’s progress is helping children stay connected to school even in these uncertain times.

Classroom modernization

At the onset of the epidemic, most children did not participate in the virtual classroom experience. Signing in a virtual classroom was unheard of. Many did not have proper internet access or even a tablet or other device with which to go online. Now, many children specialize in virtual technology. Schools are providing devices to access classroom elements from home, and many have instant remote plans that can take them from personal to virtual.

Times have changed, and school districts are changing with them. The epidemic quickly reminded us all that face-to-face interactions are an important part of the connection. Losing that aspect of the interaction affected many during the epidemic, but it is a much longer problem than in the last two years. Immunocompromised children are coping better with the less positive side of virtual education before the epidemic comes.

When children miss school, not only do they face academic failures, but friendships are also disrupted, and many suffer from increased anxiety or even other stressors or secondary illnesses. Telepresence robots are offering real-time solutions to such problems and are having a profoundly positive impact on these children, thanks to technical companies who are working with schools to make distance learning a success.

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The shooting at Uvalade School has rekindled concerns among schoolchildren about school violence and has once again brought conversations about school safety and security to the forefront of media coverage and legal agenda. According to the school shooting database of the Federal Center for Homeland Defense and Security, the situation of active shooters in schools is rare. Higher education must take action and take the lead in addressing this increase in school safety concerns and related psychological and emotional impact on students and teachers.

As colleges and universities prepare future educators, concerns about safety protocols and school safety measures need to be borne in mind by school stakeholders across the country. These safety practices include the need for a system-wide approach to full-scale knowledge of prevention and response and training, team-based planning and implementation. This work begins before an educator even sets foot in a school building, and it is absolutely essential that training programs at the higher education level prepare future educators for knowledge, self-awareness and skills related to K-12 school safety and security.

The University of Montana’s College of Education – where I teach Counselor Education – has training programs for teachers, administrators and school counselors that do just that.

In collaboration with the National Native Children’s Trauma Center (NNCTC), located at the College of Education, we are also in the early planning stages of creating and implementing a Trauma Certificate across its departments and centers, to fill the Certificate Conference to give current students and community members the opportunity. For additional professional development in necessary and variant options. Even while waiting for the results of the college certificate feasibility analysis, the instructors are already bringing up topics related to their classroom.

In ethics and policy classes, for example, there are multiple conversations about students’ school safety and school shootings. In the K-12 Leadership course, students are given the responsibility of school resource officer as well as understanding the importance of the role of school counselor in school safety. In the benefit course, students consider physical safety because they work by creating safety issues. In the counseling section, all students are required to take a course entitled “Risk and Resilience” that addresses trauma, crisis and grief in school, community and clinical settings. This course covers valuable resources for augmentation and de-escalation cycles, crisis response / team and standard response protocols, and emergency operations planning, e.g. Friends i love you And Crisis Prevention Institute.

In addition to the NNCTC, the college supports the Montana Safe Schools Center (MSSC), whose mission is entirely dedicated to school safety, both physically and mentally. The MSSC, which I lead, provides active shooter training, threat assessment, suicide assessment, site assessment and much more to schools, community members and interested students. As school safety continues to be a priority, there are opportunities for MSSCs to train educators within the College of Education. Even with what is being done at the University of Montana, more is needed.

In recent times Higher Ed inside And the College Pulse Student Voice survey, conducted with Kaplan’s help, asked post-secondary students about their perceptions of safety in their educational environment. Of the 2,004 respondents, 94 were heads of education. Interestingly, these future teachers were less likely to be concerned about the possibility of shooting on campus than the full sample.

However, I have noticed increasing nervousness in direct response to active shooter tragedies like Uvalde. As a counselor educator, I see school counselors-in-training who are experiencing weather-related concerns and fears in their field placement settings, especially for marginalized groups (BIPOC, LGTBIQ +) who are less recognized and supported by their schools and communities. Through the Montana Safe Schools Center, I see more and more schools requesting training on threat and site assessment as well as active shooter situations. It is an important task for teachers not only to maintain physical safety in their classrooms but also to be prepared to deal with the concerns (as well as their own) that many of their students have about this problem.

In order to determine how our future teachers can best prepare for school safety, we need to consider how K-12 students feel safe in their school. One source of this information is Youth Risk Behavior Survey (YRBS), Is given bi-annually to secondary students nationally, which surveys a variety of health, safety and risk-taking behaviors. In Montana, for example, over the past decade, reports of students carrying weapons to school have decreased while complaints of student insecurity have increased.

While physical safety continues to be a consideration and priority for all school stakeholders, more energy and resources need to be expended for mental safety and well-being in school settings. In addition to site assessment, threat assessment, emergency operations planning, crisis response team and preventive practice, school leader and educator training programs Of course Consider the well-being of staff and students on the school climate grand courtyard.

As I have seen districts and states cut funding and mandates for school counselors, school psychologists and other mental health professionals, I have deep concerns about how those decisions negatively affect school safety, real and perceived. School counselors specifically work with all students, staff and families to influence the school climate and the safety and well-being system that allows students to enter their education. By reducing the number of school counselors, students have less access to these specially trained mental health professionals, reducing achievement and safety in one fell swoop.

However, when people feel safe, when people realize control over a situation, when people have the resources needed to make informed decisions, we see a reduction in anxiety and fear, a perceived lack of security, and a reduction in threats. Violence is where K-12 schools and post-secondary training programs need to start.

The training program must address perceptions as unsafe settings in schools by focusing on staff and student well-being, a positive school climate and school-wide prevention practices. By dealing with these perceptions in a systematic way, people will feel safe in school and their perceptions will be closer to the reality that matches this ability. The perceived lack of security increases anxiety and fear, while the increased perception of security will reduce anxiety and fear.

When students feel safe, when they feel their environment is safe, they are nervous more able to learn and retain new information more easily. This phenomenon also applies to their educators; When teachers feel safe, they are able to teach and support their students more easily for learning. Whether or not it relates to school violence, its core element is not real safety. Rather, it is the perception of safety in the school environment that must be addressed and prioritized.

More Coverage of Student Voice Safety and Security Surveys: Students feel more secure on college campuses, but not equally, and wish students safety: Visible safety, brighter walkways, more crime prevention.

Virginia Gov. Glenn Yankin has hired Democratic lawmakers and some senior advocates to try to influence the search for a new chancellor for the state’s community college system. Some see his penetration in the investigation as part of a broader, heavier hand approach to overseeing state colleges and universities and trying to set their agendas and control their policies and practices.

After former Chancellor Glenn Dubois announced his retirement last summer, Yankee is pressuring Virginia State Board of Community Colleges to involve his administration in the process of finding a new chancellor for the system. The board made the relation last week and agreed to put a non-voting representative of Yankee’s administration on the search committee when he sent a strong letter to members stating that they could be “fully committed” to the investigation or relinquish their role.

“Although I know that the final decision rests with the VCCS board, our team is keen and interested in working with you to find this exceptional leader as soon as possible,” Yankin wrote in a letter last month. “Since we are starting the new financial year on July 1St., I sincerely urge you to fully commit to these challenges and opportunities. If for any reason you feel that you cannot be committed to this mission, I will accept your resignation by June 30.M With gratitude for your service. “

Douglas Garcia, chair of the incoming board and chairman of the Chancellor’s Search Committee, said in a statement last week that the board was “committed to working with the governor and his team.”

The exchange took place in March after writing an earlier letter to Nathaniel Bishop, the outgoing chair of the governing board and head of the search committee, to inform the board of its recruitment strategy and the qualifications of the chancellorship candidates. Richmond Times-Dispatch The report wrote in a letter received by the Yankee newspaper that he was concerned about the committee’s “reluctance to cooperate with our administration on our priorities in workers’ development.”

Atif Carney, a former Virginia education secretary, said Yankee’s call for board members to consider resigning was “bizarre” behavior for a state governor.

“I think Governor Yankin must be abusing his authority,” said Carney, who now serves as managing director of external affairs at Temple University’s The Hope Center for College, Community and Justice. “It’s scary for board members. I see it as a threat, and I see some legal boundaries being crossed at the moment.”

He noted that the search for a new chancellor had begun under former Governor Ralph Northam, but that Northam’s involvement in the search process was “almost zero” and that his administration provided input only if board members were asked.

Carney said the former administration also had a hands-off approach to recruitment to the state’s four-year public university.

“… At no time did we interfere in the President’s investigation,” he said. “It just can’t be heard.”

Democrat lawmakers held a press conference last Wednesday to condemn Yonkin’s behavior on board.

“The nature of his disrespect and inappropriate treatment of Commonwealth institutions is nothing less than a political takeover of apolitical government activities,” State Senator Mamie Locke, chair of the Democratic Caucus, told a news conference.

Representative Schweiler Vanvalkenberg called the move “biased empowerment” and “a shameful overrich to seize control of Virginia’s public education system.”

The governor’s office responded to an interview request by sending a written statement issued last week stating that its goal was to “align the mission and ensure that we have an agreement on where this community college system should go.”

“I have expressed to every member of the board that I have really high expectations for our community college system,” he said. “And our community college system is important for developing the kind of academic opportunities and workforce development opportunities that the Commonwealth needs. If board members are interested in leading and serving with that vision – great.”

The search process was so far twisted and twisted. The board announced in March that Russell A., president of Henry Ford College in Michigan. Cavalhuna will be the new chancellor but in the end he did not accept the post due to undisclosed reasons.

“Because of the situation beyond my control, the VCCS path has been closed, and it is clear that Michigan and Henry Ford College are where my devotion to student success can make the most difference,” Cavalhuna said in a press release that he will remain at Henry Ford. .

Faculty members at some community colleges are upset by the governor’s involvement in the chancellor’s search process and its impact on the system’s future leadership.

“It looks like Governor Yankin thinks he has more authority than is actually assigned by law,” said an instructor at Mountain Gateway Community College in Allegheny County, Virginia, who asked not to be named. “He just seems to be a heavy hand, and I’m not sure where it will go. We have a board. Just let them do their work.”

The trainer argued that the governor could already “speak a word” in selecting a future chancellor by appointing new people to the board when members naturally end their terms and his insistence on further involvement fits into a pattern of interference with the decision he should make. By leaders of state colleges, universities and the public school system. For example, Yankin sets up an email address or tip line for parents of K-12 students “any incident where they feel their fundamental rights are being violated, where their children are not being respected, where there is an inherent division in their school practice.”

According to the trainer, the tip line undermines the authority of teachers, school administrators and school board leaders who may be involved with parents in general about their concerns.

“It seems to be a theme. He takes authority from the local board, the local college, the local administration, those who know him well, and puts him in Richmond.”

But not everyone is worried about Yankin’s focus on the community college system. A longtime staff member at Virginia Western Community College said it was “somehow flattering” to see the governor invest so much in the future of the community college. The employee, who declined to be named, said that although the relationship between the system leader and Yankin had been “a rough start,” Yankin was a positive development in the end, given any kind of attention to “financially hungry” community colleges.

“I think there is a good motivation behind the development of the workforce,” the staff member said. “Because across the country, we can’t create enough staff for so much work and so much critical work. The system needs a change, I don’t agree at all.” Employees believe that the future chancellor will not be a “political patron” but will be “someone who can bring ideas to the table” and act as an “alliance maker”.

Carney said if the elected chancellor is not “well aware of best practices” for community colleges and focuses on promoting a “specific political agenda”, it could have long-term implications for the community college system and its students. He noted that Yankee’s administration has completed a range of previous Virginia Department of Education initiatives related to diversity, equality and inclusion in education. This included the EdEquityVA program to close the gap between ethnic and socio-economic achievement.

“I think if this is not checked and someone is brought in who doesn’t have a good idea of ​​a community college system, it will be a big problem,” he said, adding that a chancellor could lead the system for a decade To spend.

In general, Yonkin has taken a special interest in higher education in the state. For example, he sent a five-page letter to college and university leaders in May, urging them to continue learning privately, prepare graduates for on-demand jobs, keep college costs low, and “create a culture that embraces free speech and freedom of inquiry.” Promise. “

Some of his specific requests in the letter were to prioritize the recruitment of teachers and staff of “different political perspectives” and to suspend tuition for the 2022-23 academic year, reiterating his request to colleges and universities in February. So far, at least 10 state colleges and universities have decided to suspend tuition, including institutions that had already planned to raise tuition for the fall. The University of Virginia, however, did not reverse the course and plans to increase graduate base tuition by 4.7 percent.

The governor this month appointed four new members to the Virginia Military Institute’s visitor board. The group, which is entirely white and mostly conservative, includes a former trustee who resigned in 2020 before a vote to remove a statue of Confederate General Stonewall Jackson from campus.

Carney noted that other Republican governors, including Ron Desantis of Florida and Greg Abbott of Texas, have increasingly turned their attention to higher education and education to combat the broad liberal message and values ​​in the country’s schools and universities.

“I think the only purpose is to micromanage because they basically believe that somehow liberals or others have taken over our education system and inspiration is happening there, and that’s not it at all,” he said.

Carney believes the push has intensified over the past two years in response to the epidemic, which has shed light on racial discrimination and nationwide protests for ethnic justice since the assassination of George Floyd. He sees Yankin’s intervention in the community college system as part of that trend.

“We need to continue to monitor overreach,” he said. “We need to continue to monitor the political agenda that is being inserted with this overreach in order to undo much progress over the last four years.”

In a recent episode of The Key, Inside the higher edIn its news and analysis podcast, Ithaca S + R’s Martin Kurzweil describes the college and university’s policies that “harm” academic transcripts from students who owe money to the institution. Students often need copies that prove they have previously obtained a credit or certificate, can continue their education or get a job that can pay off enough to pay off their debts, Kurzweil said, so the policies are not only problematic for students but also intelligent. But. College and university for themselves.

Officials in more states and more colleges seem to agree.

On Thursday, the University of Illinois System announced that its institutions have “ended the practice of restricting access to transcripts for students with past outstanding balances.” The move comes in the wake of a law signed by Government JB Pritzker in May banning the use of practice in the 2022-23 academic year, although the Illinois system said lawmakers were working on the change when the law was passed.

“Students come to the University of Illinois in search of the keys to opportunity and the promise of higher education to the keys to a better life. Often blocking access to those keys because of small debts goes against our goal,” Tim Killin, president of Systems Illinois, said in a press release. “This change in policy is our commitment to justice and to maintaining access to life-changing education available at our universities.”

The three campuses of the system in Urbana-Champaign, Chicago and Springfield previously held replicas if a student had not repaid a বিশ্ববিদ্যালয়ের 25 or more university loan, the university system said. Officials say the change has provided instant access to about 10,000 people – about 2,300 current students and more than 8,000 alumni.

Steps to reduce administrative holdings

Also on Thursday, Ithaka S + R released its latest report on the problem of what it calls “stranded credit” because students have completed academic courses but are unable to prove it to employers or educational institutions because they do not have access to a copy.

The new report provides documented steps that states and colleges have taken to unlock those credits and provides guidance to those who wish to resolve the issue.

The report includes a map showing that eight states have banned the use of transcript hold, as well as states that have policies that either specifically allow entities to impose hold or (in the case of Tennessee and Florida) actually require them in some cases. .

The report also explores other states that may penalize students for institutional loans, such as allowing or requiring public colleges to fund borrowers for current or former students who owe them money (such as Louisiana, New York, Ohio and Virginia).

And it encourages individual colleges and universities to adapt their policies to meet the needs of today’s students, improve communication between departments and units on their campus (so a financial aid consultant knows that the student has a past balance with Barsar, for example), and neighbors to smooth the replication process for students. Working with the organization.