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administrators

Kevin P. Reilly

Kevin P. Reilly

Despite a governing board’s tremendous responsibilities, fulfilling these obligations hinges, to no small degree, on the quality of experiences among students and their professors. Curriculum and instruction are appropriately the domain of the faculty. But our face-to-face and online classrooms can’t be a “black box.” Too much is riding on what happens inside. How, then, can trustees, system leaders, and policy makers make instructional quality a priority? In short, raise the issue. It’s appropriate for boards to engage with presidents and

Eduardo J. Padrón

Today, higher education is confronted by enormous challenges. Our enduring charge is student learning—the cultivation of deep understanding and the capacity to apply new knowledge. But our enterprise is more complex than ever. Technology’s constant evolution, increased student diversity, and the transformation of our workforce all demand new responses. We have not lacked for effort. We’ve expanded advising and provide supplemental instruction. We monitor predictive analytics, intervene accordingly, and redesign courses to make pathways clear and coherent. We’re focusing on the

Nancy Cantor

Nancy Cantor

I think it’s incredibly important to have evidence-based practices brought to bear in teaching. We bring evidence-based practices to bear in our scholarship. We bring it to bear in the way in which we do collective impact work in Newark, for example, with the way our high-impact scholars do their work. Why would we not bring it to bear within the classroom? That bringing it to bear means giving faculty a chance to understand that, to learn it, to imbibe

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