John O. Harney: Update on college news in New England
At Wheaton College, which has done very well in facing COVID-19. Left to right: Emerson Hall, Larcom Hall, Park Hall, Mary Lyon Hall, Knapton Hall and Cole Chapel.
BOSTON
From The New England Journal of Higher Education, a service of The New England Board of Higher Education (nebhe.org)
Faculty diversity. In the early 1990s, NEBHE, the Southern Regional Education Board (SREB) and the Western Interstate Commission for Higher Education (WICHE) collaborated to develop the first Compact for Faculty Diversity. Formally launched in 1994, with support from the Ford Foundation and Pew Charitable Trust, the compact focused on five key strategies: motivating states and universities to increase financial support for minorities in doctoral programs; increasing institutional support packages to include multiyear fellowships, along with research and teaching assistantships to promote integration into academic departments and doctoral completion; incentivizing academic departments to create supportive environments for minority students through mentorship; sponsoring an annual institute to build support networks and promote teaching ability; and building collaborations for student recruitment to graduate study. With reduced foundation support, collaboration among the three participating regional education compacts declined, but some core compact activities continued through SREB.
Now, NEBHE and its sister regional compacts are launching a collaborative, nine-month planning process to reinvigorate and expand a national Compact for Faculty Diversity. Under the proposed new compact, NEBHE, the Midwestern Higher Education Compact (MHEC), SREB and WICHE would collaborate to invest in the achievement of diversity, equity and inclusion in faculty and staff at postsecondary institutions in all 50 states. Ansley Abraham, the founding director of the SREB State Doctoral Scholars Program at the SREB, has been instrumental in the design and execution of that initiative. He recently published this short piece in Inside Higher Ed.
Fighting COVID. As the head of the Centers for Disease Control and Prevention (CDC) warned of the roughest winter in U.S. public-health history, Wheaton College has stood out. Our Wheaton, in Norton, Mass. (not to be confused with the Wheaton College in Illinois) developed a plan based on science that has kept positive cases low on campus and allowed in-person classes during the fall semester. Wheaton was able to limit the college’s overall fall semester case count to 23 (a .06 positivity rate among 35,000 tests) due to strong protocols, rigorous testing through the Cambridge, Mass.-based Broad Institute and a shared commitment from the community, especially students. In early November, as cases were spiking across the U.S., the private liberal arts college had its own spike of 13 positive cases in one day. But thanks to immediate contact tracing in partnership with the Massachusetts Community Tracing Collaborative, only one positive case resulted after that day, notes President Dennis Hanno. Part of Wheaton’s success owes to its twice-a-week testing throughout the semester. The college also credits its work with the for-profit In-House Physicians to complement internal staff in managing on-campus testing and quarantine/isolation housing.
New England in D.C. The COVID-19 crisis should make national health positions crucial. Earlier this week, President-elect Joe Biden tapped Dr. Rochelle Walensky, an infectious disease physician at Medical School and Massachusetts General Hospital, to lead the CDC and Dr. Vivek Murthy, who attended Harvard and Yale and did his residency at Brigham and Women’s Hospital, to be surgeon general. They’ll work with Dr. Anthony Fauci, the chief medical advisor and College of the Holy Cross graduate who has served six presidents.
Last month, as Biden’s transition team began drawing on the nation’s colleges and universities to prepare to take the reins of government, we flashed back to a 2009 NEJHE piece when Barack Obama was stocking his first administration. “As they form their White House brain trusts, new presidents tend to mine two places for talent: their home states and New England—especially New England’s universities, and especially Harvard,” we noted at the time. Most recently, two New England Congresswomen have scored big promotions on Capitol Hill. Rosa DeLauro (D.-Conn.) became Appropriations chair and Katherine Clark (D.-Mass.) was elected assistant speaker of the House. Richard Neal (D.-Mass.) was already chairman of the powerful House Ways and Means Committee.
Indebted. U.S. Sen. Elizabeth Warren (D.-Mass.), long a champion of canceling student debt, called on Biden to take executive action to cancel student loan debt. “All on his own, President-elect Biden will have the ability to administratively cancel billions of dollars in student loan debt using the authority that Congress has already given to the secretary of education,” she told a Senate Banking Committee hearing. “This is the single most effective economic stimulus that is available through executive action.” About 43 million Americans have a combined total of $1.5 trillion in federal student loan debt. Such debt has been shown to discourage big purchases, growth of new businesses and rates of home ownership among other life milestones. Warren has outlined a plan in which Biden can cancel up to $50,000 in federal student loan debt for borrowers.
Jobless recovery? Everyone knew the public health crisis would be accompanied by an economic crisis. This week, Moody’s Investors Service projected that the 2021 outlook for the U.S. higher-education sector remains negative, as the coronavirus pandemic continues to threaten enrollment and revenue streams. The sector’s operating revenue will decline by 5 percent to 10 percent over the next year, Moody’s projected. The pace of economic recovery remains uncertain, and some universities have issued or refinanced debt to bolster liquidity. (As this biting piece notes, “Just as decreased state funding has caused students to go into debt to cover tuition and fees, universities have taken on debt to keep their doors open.”)
The name of the game for many higher education institutions (HEIs) is coronavirus relief money from the federal government. NEBHE has written letters to Congress calling for increased relief based on the many New England students and families struggling with reduced incomes or job loss and the costs associated with resuming classes that were significantly higher than anticipated. These costs have been growing based on regular virus testing, contact tracing, health monitoring, quarantining, building reconfigurations, expanded health services, intensified cleaning and the ongoing transition to virtual learning. Citing data from the National Student Clearinghouse, NEBHE estimated that New England’s institutions in all sectors lost tuition and fee revenue of $413 million. And that’s counting only revenue from tuition and fees. Most institutions also face additional budget shortfalls due to lost auxiliary revenues (namely, from room and board) and the high costs of compliance with new health regulations and the administration of COVID-19 tests to students, faculty and staff. (When the relief money is spent and by whom is important too. Tom Brady’s sports performance company snagged a Paycheck Protection Program loan of $960,855 in April.) Anna Brown, an economist at Emsi, told our friends at the Boston Business Journal that higher-ed staffers working in dorms, maintenance roles, housing and food services have been hit hard, and faculty will not be far behind
Admissions blast from the past. I’ve overheard too many conversations lately with reference to “testing” and wondered if the subject was COVID testing or interminable academic exams. Given admissions tests being de-emphasized by colleges, we were reminded me of a 10-year-old piece by Tufts University officials on how novel admissions questions would move applicants to flaunt their creativity. The authors told of how “Admissions officers use Kaleidoscope, as well as the other traditional elements of the application, to rate each applicant on one or more of four scales: wise thinking, analytical thinking, practical thinking and creative thinking.” Could be their moment?
Anti-wokism. The U.S. Department of Education held “What is to be Done? Confronting a Culture of Censorship on Campus” on Dec. 8 (presumably not deliberately on the anniversary of John Lennon’s assassination). The hook was to unveil the department’s “Free Speech Hotline” to take complaints of campus violations. The event organizers contended that “Due to strong demand, the event capacity has been increased!” The department’s Assistant Secretary for Postsecondary Education Robert King began noting that we’ll hear from “victims of cancel culture’s pernicious compact” where generally “administrators cave to the mob and punish the culprit.” He noted, “Coming just behind this are Communist-style re-education camps” and assured the audience that the department has launched several investigations into these kinds of offenses like those that land awkwardly in my inbox from Campus Reform. Universities are no place for “wokism,” one speaker warned, adding that calls for diversity and tolerance actually aim to squelch unpopular opinions.
Welcome dreamers. Last week, a federal judge ordered the Trump administration to restore the Deferred Action for Childhood Arrivals (DACA) program to how it was before the administration announced plans to end it in September 2017. DACA provides protection against deportation and work authorization to certain undocumented immigrants who were brought to the U.S. as children. DACA participants include many current and former college students. NEBHE issued a statement in support of DACA in September 2017 and has advocated for the initiative’s support.
John O. Harney is executive editor of The New England Journal of Higher Education.
M. Gabriela Torres/Claire Buck/Cary Gouldin: At Wheaton College, making the sudden leap from in-person teaching to virtual
Panorama of Wheaton College’s campus, in the small town of Norton, south of Boston
From The New England Journal of Higher Education, a service of The New England Board of Higher Education (nebhe.org)
As our computer screens filled with tiny squares of faces of students and faculty alike, we watched them fidget with their chairs and screens and heard their voices ring in our earphones … Social distancing measures took hold at Wheaton College, in Norton, Mass., forcing the same screen encounters that are now spreading across higher education nationwide.
In the wake of the effort to control the rapid spread of COVID-19, the conversations we have been having with students and faculty are not as different as you might imagine. Both groups described new contexts in which they would be learning: now sharing confined spaces at home with others, unable to have all the answers they needed to understand the future of their work, working through the differences among themselves and the others who now inhabited their unexpectedly virtual classes.
The virtual technologies for connection have included many tools that are now ubiquitous in higher education such as Google Meet and Zoom, a doubling down on course-management system use (in our case, Moodle), shared documents and worksheets, as well as immediate connection tools such as slack and project management tools like Trello.
But perhaps most importantly, this transition has enabled us to see continuity in three key issues that Wheaton’s Center for Collaborative Teaching and Learning (CCTL) has been addressing since it launched a year ago: inclusion and diversity, the educator as learner, and the strategic importance of centers for teaching and learning in the educational mission of colleges and universities.
When students were surveyed about their access to technology, their ability to focus on school projects in their relocated settings and changes in their autonomy to manage their schedule, the inequalities were stark. While some students had stable connections and multiple devices, others were only able to access phones and had no privacy. Similarly, as we got a sense of faculty familiarity with technology and how the changes compelled by social distancing affected child and elder care, it became clear that the move to remote teaching and learning was fraught with inequities.
Differences in access arising from a wide variety of inequalities are always present in higher education, and the transition to our work in the cloud only clarified these. Our work in a close-knit liberal arts college with a social justice bent moved us to pay attention to inclusion. The CCTL was already mandated in its mission to focus on inclusion. To this end, we regularly work with the educators in our college to maximize the access for all learners in classrooms and co-educational spaces such as peer advising and residential life leadership trainings. We work based on the idea that to enable inclusive teaching, we begin by viewing ourselves as learners.
In the past two weeks, we have lost our ability to ignore how much we need to learn about technology and the changing world, but most importantly, to learn about one another. Reframing educators as learners central to our mission was no longer a difficult sell. In the transition to remote teaching, learning to sustain connections with our students is critical as we manage the need for physical distance. A college like ours that has for the past 186 years prided itself as being a community where relationships between faculty and students are fostered and valued is remaking itself anew driven by the need to sustain our connections—albeit, now at a distance. To honor our legacy, our work in teaching and learning is focused on the intentional creation of connection and community. Today, in the midst of physical distancing measures that have been misnamed as “social distance,” and the isolation of lockdowns, this heritage is more important than ever.
A humanized virtual experience
Strategically, our problem became less about learning the tools to make us virtual and more about creating courses where students and faculty alike have the possibility of being successful through a rapidly morphing global crisis. In other words, our problem was how to create a more humanized virtual educational experience that enables our students and us to withstand the unknowns that are to come.
To provide a sustainable and humanized educational experience, the work of the CCTL is grounded on our values: We view our students as full persons, we prioritize our relationships and collaboration with each other, and sustain our commitment to thoughtful and impactful teaching.
In practice, this has meant that, in less than a week, we consulted individually with 25 percent of our faculty with more consultations scheduled in the weeks ahead. We have also facilitated a network of colleagues willing to support their peers with learning new technologies—relationships that we hope will yield as much community as they do technological capacity. Our approach is based on the understanding that proficiency in software tools is not the same as knowing how to use tools to further pedagogical goals. Next week, we begin communities of practice where we can discuss pedagogical strategies as they emerge. Pedagogical practices will require sharing, problem solving and iterative revision as we transition to remote teaching that communities of practice enable. Before COVID-19, Wheaton College did not offer any online courses with regularity. Supporting educators as fully social persons at a time of physical distance, we believe will yield fruit in the student experience.
Though the strategic work of our CTL has moved quickly constructing offerings curated tools, a menu of pedagogical strategies in the span of a week, and one-on-one support, our pre-existing toolkit focused on inclusion, collaboration and connection has been invaluable to our rapid take off.
We have worked to assuage what one college termed “the pressure of feeling that you have to go at it alone.” This work has involved colleagues at all stages of online-readiness. We work with colleagues who have decades of excellence in teaching but who are now just learning to turn on the camera on their computers, as well as with colleagues who are ambitiously trying to recreate classroom discussions through novel use of collaborative mapping tools such as Mural. In both cases, the work we do together revolves around core values: how to teach effectively and compassionately, and keeping the varied student experience that each approach will yield at the center of our concern.
The value of a pedagogy focus offered to colleges and universities by centers for teaching and learning has, in our experience, provided a sense of calm and clarity. Instead of fearing new technologies, our one-to-one approach to a pedagogy-centered transition gave faculty members we heard from the agency they had originally thought they had lost in moving to the cloud. Enabling colleagues to repurpose their expertise as teachers, albeit in a different venue, empowered one colleague to now feel that she can “continue to find the right balance for my students.” Finding balance can sometimes be a challenge, one that she realized she is familiar with in a face-to-face class. In both settings, online and traditional, we balance tools to best support our students’ learning.
M. Gabriela Torres, Claire Buck and Cary Gouldin are co-directors of the Center for Collaborative Teaching and Learning at Wheaton College.
Ferocious in fiber
“Dream Team: Forrest Bess, Cave Painter, and Hieronymous Bosch’’ (textile), by Caroline Wells Chandler, at Wheaton College’s Beard and Weil Galleries, Norton, Mass., Jan. 30-March 28.
This show features the unique textile work of seven contemporary artists, Caroline Wells Chandler, Pilar Sans Coover, Gabrielle Ferreira, Sean Paul Gallegos, Sarah E. Jenkins, Saberah Malik and Sarah Zapata.
