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The Consumer Financial Protection Bureau on Wednesday sanctioned Edfinancial Services , a student loan servicer, for making deceptive statements to student loan borrowers and misrepresenting their forgiveness and repayment options to them. Edfinancial “deceived borrowers with Federal Family Education Loan Program loans about their eligibility for Public Service Loan Forgiveness,” the bureau said. The bureau is ordering the company to contact all affected borrowers, provide them with accurate information and pay a $1 million civil penalty. Edfinancial did not respond to a request for comment. Ad keywords:  studentaid Is this diversity newsletter?:  Hide by line?:  Disable left side advertisement?:  Is this Career Advice newsletter?:  Trending:  Live Updates:  liveupdates0 from Inside Higher Ed https://ift.tt/owMNKWu via IFTTT

With accreditation under intensified scrutiny from state legislators and other quarters, two national associations have issued a joint statement reminding governing boards of the importance of higher education’s quality assurance system and the role they should play in it. The Joint Advisory Statement on Accreditation & Governing Boards 2022 , from the Association of Governing Boards of Universities and Colleges and the Council for Higher Education Accreditation, refreshes a 2009 statement the two groups issued at another time when accreditation had taken heat, then from the Bush administration’s Spellings Commission on the Future of Higher Education. More recently, legislators in Florida have proposed legislation that would require colleges to regularly change accreditors and give them the right to sue accreditors that take regulatory action against them. The Florida measure came in response to an accrediting agency’s inquiry into external influences over governance at two

For millennia, the transfer of knowledge (a.k.a. learning) has been a locus for innovation. What we once painted on cave walls and etched into stone we later captured in printed books and then translated into binary code. The expertise of a single teacher, once constrained by disciplinary boundaries and classroom walls, is now accessible to learners across the globe, on demand and at their own pace. Today, we wrestle with questions about what the future of learning could and should look like, such as what roles both human instructors and emerging technologies will play and how we might harness innovation to advance opportunity and equity. To answer these questions, Secretary of Education Miguel Cardona should borrow a page from his colleague Secretary of Transportation Pete Buttigieg, who recently laid out a forward-thinking vision for the changing nature of transportation , and share his vision for what innovation could look like for education. The most profound innovations come

Column:  Letters to the Editor Matt Reed’s response to my essay on the humanities and general education nicely applies the issue to community colleges.  Before doing that, however, he issues some criticisms that must be answered.  First, he states that he will “leave it to those in Stanford’s orbit” to assess my description of what happened after the school scrapped Western Civ. He repeats the point a paragraph later. This is strange. The links are there for Dr. Reed to check sources, but he prefers to insinuate a suspicion of my truthfulness. The name for that is passive aggression.  Next, he raises the advent of AP and IB as causes of English’s decline, not the reason I gave (that profs lost the conviction and erudition needed to present momentous, sweeping visions of civilization to the young). The problem here is that when humanities enrollments plunged right after Stanford made the change in 1969, IB and AP were barely around. One point of my essay was to go back in t

Blog:  Just Visiting Guest Post: The Narrative About College Students and Covid Is Wrong By Christine Wolff-Eisenberg ( christine.wolff-eisenberg@temple.edu )   Like many who have a vested interest in the success of today’s learners and teachers, I often find myself coming across arguments for why we must get college students back on campus for face-to-face learning. In recent months, many have been spurred by colleges and universities modifying the start of the spring semester in response to the Omicron variant. These perspectives span news media to social media , from those working in colleges and universities to those entirely removed from the sector. And yet they tend to have a basic premise in common: college students are uniformly young and healthy, isolated from at-risk communities, and demanding in-person learning. This premise is deeply flawed.  When we fail to unpack commonly referenced myths about today’s college students, and base judgements and commentary

Image:  Viktoriia Yevtushenko, a freshman at Pace University, is caught between two worlds. Back home in Ukraine, her country is under siege from hostile Russian forces, which prompted her family to flee, losing their home and business in the process. But in the U.S., life continues as normal on Pace’s New York City campus, thousands of miles from the war. “It’s like living in two different realities. There’s a war and people are dying. But at the same time here, everything is fine,” Yevtushenko said. “Everybody is smiling, and everything is OK.” While the war may seem distant, its challenges have reached Yevtushenko in the U.S. When her family lost their home and business, her financial situation changed almost overnight. “My family had money to pay for this semester, including my housing and meal plan,” Yevtushenko said. “Right now, I’m OK. I know that I can be here through May. But after May, I don’t know.” With her family now in Germany, Yevtushenko faces an uncertain

Image:  Melody Rose intends to resign as chancellor of the Nevada System of Higher Education on Friday after less than two years in the role. The system Board of Regents will hold a special meeting Friday to consider a separation agreement that Rose has already signed. The agreement, which would terminate her four-year contract after only 19 months, stipulates that Rose will receive a $610,000 lump-sum severance payment and that she has up to one week to revoke the agreement after it is approved. She will continue to receive health benefits through the month of April and will forfeit any remaining vacation pay, housing allowance and other benefits. It’s unclear exactly what pushed, or pulled, Rose out of her position. She and members of board leadership did not respond to Inside Higher Ed ’s request for comment Tuesday, and a system spokesperson declined to comment. But her likely departure comes six months after she submitted a harassment complaint to the system general c

Image:  State lawmakers have proposed a record 238 anti-LGBTQ+ bills so far this year, according to an analysis by NBC News —nearly six times as many as in all of 2018. They range from a proposed school library ban on books about sexual or gender identity in Oklahoma to legislation prohibiting scholars from publicly discussing or teaching “LGBT issues or lifestyle” in Tennessee . Much of the legislation is aimed at K-12 students, including Florida’s “Don’t Say Gay” bill , which prohibits classroom instruction on sexual orientation and gender identity. But the deleterious effects of these legislative efforts are seeping into higher education, normalizing antagonism toward LBGTQ+ students on some campuses and creating additional pain and stress for a population that already bears more than its fair share. “Any time you have any type of extreme anti-LGBTQ rhetoric, it impacts not only young people in K-12, but by having this climate where the news and media are all focused on

In his March 21 opinion piece , Mark Bauerlein reflects on the history of Stanford’s first-year requirements to make an argument about the relation between general education and humanities majors. In the process, he refers to Stanford’s Thinking Matters courses but omits to mention that while Stanford continues to offer these courses in the present academic year, we are phasing them out as we transition to a new first-year program. As the faculty director of that program, I would like both to clarify our requirements and explain how our new program proposes different answers to the concerns that Bauerlein raises. Stanford’s first-year requirement since September 2021 is now Civic, Liberal and Global Education. Called COLLEGE for short, it replaces the Thinking Matters requirement, which had been in place since 2012. Both of these programs occupy the space once filled by the Western Culture (1980–1988) and Western Civilization (1935–1970) requirements, which Bauerlein also discuss

Not a week goes by in which we don’t read an academic dirge that deplores the demise of the humanities in higher education. In one of the recent ones, Mark Bauerlein claims to have identified another cause for the crisis, arguing that the curricular retreat away from canonical works and monumental grand narratives has dampened student interest in the humanities. In order to turn the disastrous enrollment trends around, Bauerlein implores instructors “to make the humanities great again” (yes, really!). He advocates a return to teaching “masterpieces” and “strokes of genius” representative of the “long march of civilization” (think: Western civ!). He calls on humanities instructors to declare, “If you don’t know the story of Dido and Aeneas, the last eight minutes of Götterdämmerung , what happened at Dunkirk, the First Amendment, how Malcolm Little changed in prison … you are a deprived individual.” If humanities instructors can’t declare this with enthusiastic conviction then, he p