#education-leadership

#education-leadership

"For the life of me, I couldn't figure out what they actually did."

"When you talk to people about breaking them down, they feel like they're going to get flattened. This negative perception of breaking down siloes can impact the organization's ability to solve the siloes in the first place."

Tim Cook described John Ternus as 'a brilliant engineer and thinker who has spent the past 25 years building the Apple products our users love so much, obsessed with every detail, focused on every possible way we can make something better, bolder, more beautiful, and more meaningful.'

McMahon is familiar with organizations built around an increasingly unstable man who is a genius at spinning story lines that inflame the crowd and damage enemies and institutions but, if you think too hard about them, don't necessarily add up to a coherent narrative.

A diagnostic assessment is a pre-instruction evaluation used to identify learners' prior knowledge, skill gaps, and misconceptions before teaching begins. Its purpose is not to grade performance, but to inform decisions about teaching, pacing, and support.

The CIOs I most want to work with are the ones who haven't abandoned either role. They're genuinely curious about how the infrastructure works, not just what it delivers.

Learning today doesn't usually look broken. It looks like a well-run treadmill, always on, always moving, quietly exhausting everyone. New initiatives, new tools, new priorities. New "must-have" skills. Even when learning is thoughtfully designed, there's a nagging sense that nothing sticks because nothing gets a chance to. People finish the course, grab the badge, and move on to the next thing before the last thing has had time to show up in how they work.

Cuts that hurt are obvious: layoffs, program closures, college closures, furloughs, deferred maintenance, pay freezes, travel freezes, etc. It's a well-worn playbook at this point. Most of the moves in this category involve either attacking employee compensation, which causes obvious pain, or putting off necessary investments and living with gradual declines in quality.

This is a striking decision at a moment when public confidence in higher education is eroding. It is also puzzling because rigorous research and evaluation have demonstrated, over and over, the value of the work of centers for teaching and learning, including positive impacts on student learning outcomes, institutional effectiveness and faculty development.

Of course, anything can become controversial simply by virtue of somebody objecting. I wouldn't encourage anyone to do this-heaven forbid-but hypothetically, someone could loudly object to discussions of capitalism, traditional gender roles, law enforcement or even the Trump administration, thereby making them "controversial" and out of bounds. After all, objections can come from the left as well as the right. A few well-orchestrated rounds of public objection could highlight the absurdity of the law pretty quickly.