#university-anniversary

#university-anniversary

The book talk will look back on the career and family history of Bill Gould, an influential professor of law at Stanford, who was a key figure in ending the 1994-95 Major League Baseball strike.

"This is a wonderful day for the students to show their spirit and kind of shed the super-academic, super-intense [persona] and just really be fun College students enjoying a little healthy competition."

Social anxiety and depression had other plans, leaving me in an ugly cycle of self-isolation and rumination. Terrified of rejection, I'd meet someone interesting during one of my English lectures and invite them out for frozen yogurt in my head.

Forde graduated from St. John's with a dual bachelor's degree in psychology and sports management in 1994. She went on to spend 22 years in the Mets' media relations department, beginning as an intern in 1994 before rising all the way to senior director.

Alejandra's unwavering commitment to serving others is deeply inspiring, from her efforts to expand access to high-quality healthcare in historically underserved communities to her tireless advocacy for first-generation students,

During those 10 years, her students have created 63 new articles and edited 588 others, adding 332,000 words and more than 3,000 citations across pages that have collectively been viewed more than 900 million times. "As a professor, I am really proud of the impact my students are having to make sure that Wikipedia reflects the diversity of the world," Rodríguez told PinkNews.

Named for Cornell's first president, the program sponsors scholars and public intellectuals in the life sciences, physical sciences, humanities, social sciences and the arts. Other scheduled A.D. White PAL visits this semester: Keri Putnam (arts): Cornell Tech, March 13-15; Ithaca campus, March 16-20; May Berenbaum, Ph.D. '80 (life sciences): March 16-18; Louis Massiah '77 (arts): April 6-10; and Jordan Ellenberg (physical sciences): April 13-17.

National Student Pride, a non-profit organisation created in 2005, said its income had reduced by about two-thirds in the last two years, "largely due to widespread cuts to Diversity, Equity and Inclusion (DEI) budgets" by sponsors. It said other sponsors had to be dropped after it introduced an "ethical sponsorship" policy last year, following some LGBTQ+ groups' protests against sponsors' links to Israel and the fossil fuel industry. In 2024, the event had 24 sponsors, this year there are only eight.

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.

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.

I assume that it's intended to provide ammunition to go after disfavored faculty and/or to instill such a chill on campus that nobody would dare to say anything provocative in the first place. Whether those motivations are locally held or are meant to keep the university below the radar of certain culture warriors, I don't know. The effects are the same either way, and they're devastating to the mission of a university.

A tweet can travel far, but it cannot spark a spontaneous conversation in the hallway. Conferences offer in-person engagement, but they are infrequent and often exclusive or too busy. Hanging a paper on your office door? That's immediate, local and quietly powerful. It is a symbolic gesture that brings your research into the physical space of the university, something rarely done in today's digital culture.

Whether it's executive coaching or life coaching, people understand the concept and know that there is value to it in higher ed. However, what's been missing is this foundational research that really explains why coaching works in this context and how you can then leverage it to have the most impact on student success. What does a coach need to know, and at what skill level do they need to operate in order to have the impact on students that we want to see?