This week, Education Dive took a look at things college presidents wish they had known during their climb up the academic ladder.
Also in higher ed, can greater campus interventions against "psychological strain" improve outcomes? Research from the College Transition Collaborative suggests so, and we've got the details on how efforts to ease freshmen's transition to higher ed has helped at Stanford and other institutions.
Meanwhile, the U.S. Department of Education this week unveiled massive monitoring and sanctioning guidelines for colleges and universities posting negative outcomes in student loan defaults and employability, an effort that will largely impact for-profits and some single-sex, minority-serving and tribal colleges. And a 500-tweet outburst between faculty at the University of Toronto highlighted the growing role of social media in academic discourse.
Be sure to check out our look at the role relentless data tracking has played in MTSU's success and more in this week's most-read Education Dive posts!
- Ed Dept targets predatory, financially risky colleges: The US Department of Education announced a new proposal Monday to increase institutional accountability for finances and value of a degree.
- What I wish I'd known: College presidents share lessons learned: Presidents share insight about governance, culture and best practices at an American Associaton of State Colleges and Universities training institute for future presidents.
- Relentless data tracking key to MTSU's success: Middle Tennessee State University uses registration data to help track progress made toward retention, reviewing year-over-year comparisons on a weekly basis.
- Paying attention to students' psychological strain could improve outcomes: The College Transition Collaborative studies interventions that reduce 'psychological friction' among at-risk groups of students, helping them cope and go on to succeed in college.
- 500-tweet outburst sparks faculty battle over 'King Lear': The back-and-forth highlights the role of social media in public engagement and scholarly debate.
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