Gobernanza dentro de la Educación Superior durante la Época Colonial

"En general, los colonos querían construir comunidades que integraran la religión con la sociedad, y la religión dependía de un laicado educado" (Cohen, A., & Kisker, C., 2010, p. 24). Las organizaciones religiosas desempeñaron un papel significativo en la gobernanza de las universidades coloniales. Muchas de las primeras universidades estadounidenses fueron fundadas por denominaciones religiosas o funcionaron bajo cartas religiosas. Como resultado, los líderes religiosos a menudo ocupaban posiciones de autoridad dentro de estas instituciones, influenciando los procesos de toma de decisiones y dando forma al plan de estudios para alinearlo con los principios religiosos.

"La gobernanza de las instituciones coloniales prefigura los problemas de gobernanza en la educación superior a lo largo de su historia. Las universidades fueron fundadas con una combinación de control público y privado, con un sesgo hacia este último; el alcance de la influencia de la junta laica y los miembros designados por la corte colonial o la legislatura siempre fue un problema" (Cohen, A., & Kisker, C., 2010, p. 43). Los gobiernos coloniales brindaron apoyo y supervisión a las instituciones de educación superior, otorgando a menudo cartas y financiación para establecer y mantener universidades. Los funcionarios gubernamentales, como los gobernadores coloniales o los cuerpos legislativos, participaban en la designación de fideicomisarios, aprobación de cartas universitarias y provisión de asistencia financiera. Esta participación gubernamental contribuyó a la estructura de gobernanza de las universidades coloniales.

"Las universidades fundadas en la Era Colonial fueron gobernadas por externos, juntas de supervisores compuestas por clérigos o magistrados. El único docente representado en el cuerpo gobernante era el presidente, e incluso él servía a placer de la junta" (Cohen, A., & Kisker, C., 2010, p. 43). Las juntas de fideicomisarios desempeñaron un papel crucial en la gobernanza de las universidades coloniales. Estas juntas estaban típicamente compuestas por individuos influyentes de la comunidad local, incluidos líderes religiosos, funcionarios gubernamentales y benefactores adinerados. Los fideicomisarios eran responsables de tomar decisiones importantes con respecto a las políticas universitarias, las finanzas y los asuntos académicos. Proporcionaban supervisión de la gobernanza y aseguraban el funcionamiento efectivo de la institución.

El enfoque de tres puntas para la gobernanza dentro de la educación superior durante la época colonial, como la influencia religiosa, el apoyo y supervisión gubernamental, y el papel de las juntas de fideicomisarios, proporcionaron una base para el funcionamiento de las universidades coloniales, sin embargo, no creo que fuera completamente suficiente para la época. Al observar el aspecto religioso, hubo una fuerte influencia de las organizaciones religiosas en la gobernanza que limitó la diversidad de ofertas académicas y perspectivas dentro de las universidades coloniales. El énfasis en la educación religiosa restringió el plan de estudios y pudo haber sofocado la libertad académica, especialmente en la exploración de temas no religiosos. Este enfoque restringido a la educación puede que no haya preparado adecuadamente a los estudiantes para los diversos desafíos de la sociedad colonial en rápida evolución. Por ejemplo: Harvard College, fundada en 1636 con un enfoque principal en la educación religiosa, enfrentó desafíos para diversificar su plan de estudios para satisfacer las cambiantes necesidades de la sociedad. A pesar de los esfuerzos por introducir nuevas materias, como matemáticas y ciencias, la influencia de líderes religiosos y denominaciones limitó el alcance de las ofertas académicas durante un período considerable. El enfoque de tres puntas para la gobernanza dentro de las universidades coloniales proporcionó un marco fundamental para su funcionamiento, sin embargo, no fue completamente suficiente para abordar las diversas necesidades y desafíos de la época. La fuerte influencia de las organizaciones religiosas, junto con el apoyo y supervisión gubernamental, y el papel de las juntas de fideicomisarios, crearon limitaciones en la diversidad, la libertad académica, la responsabilidad y la representación dentro de las instituciones de educación superior. A medida que las expectativas de la sociedad evolucionaron, hubo una necesidad de un mayor desarrollo y refinamiento de los mecanismos de gobernanza para garantizar el funcionamiento equitativo y efectivo de las universidades coloniales.

Referencia.

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).

Governance within Higher Education during Colonial Times

“In general the colonists wanted to build communities that integrated religion with society, and religion depended on an educated laity.” (Cohen, A., & Kisker, C., 2010, p. 24). Religious organizations played a significant role in the governance of colonial colleges. Many early American colleges were founded by religious denominations or operated under religious charters. As a result, religious leaders often held positions of authority within these institutions, influencing decision-making processes and shaping the curriculum to align with religious principles.

“The governance of colonial institutions foreshadows issues of governance in higher education throughout its history. The colleges were founded with a combination of public and private control, with a tilt toward the latter; the extent of influence by the lay board  and the members appointed  by the colonial court or legislature was always an issue” (Cohen, A., & Kisker, C., 2010, p. 43). Colonial governments provided support and oversight for higher education institutions, often granting charters and funding to establish and maintain colleges. Government officials, such as colonial governors or legislative bodies, were involved in appointing trustees, approving college charters, and providing financial assistance. This governmental involvement contributed to the governance structure of colonial colleges.

“The colleges founded in the Colonial Era were governed  by outsiders - boards of overseers that were made up of clergymen or magistrates. The only teacher represented in the governing body was the president, and even he served at the pleasure of the board” (Cohen, A., & Kisker, C., 2010, p. 43). Boards of trustees played a crucial role in governing colonial colleges. These boards were typically composed of influential individuals from the local community, including religious leaders, government officials, and wealthy benefactors. Trustees were responsible for making important decisions regarding college policies, finances, and academic matters. They provided governance oversight and ensured the effective operation of the institution.

The three-pronged approach to governance within higher education during colonial times such as the  religious influence, government support and oversight, and the role of boards of trustees provided a foundation for the functioning of colonial colleges, however I believe that it was not entirely sufficient for the time. When looking at the religion aspect there was heavy influence of religious organizations in governance that limited the diversity of academic offerings and perspectives within colonial colleges. The emphasis on religious education constrained the curriculum and may have stifled academic freedom, particularly in exploring non-religious subjects. This restricted approach to education may not have adequately prepared students for the diverse challenges of the rapidly evolving colonial society. For example: Harvard College, founded in 1636 with a primary focus on religious education, faced challenges in diversifying its curriculum to meet the changing needs of society. Despite efforts to introduce new subjects, such as mathematics and science, the  influence of religious leaders and denominations limited the scope of academic offerings for a considerable period. The three-pronged approach to governance within colonial colleges provided a foundational framework for their functioning, however it was not entirely sufficient for addressing the diverse needs and challenges of the time. The heavy influence of religious organizations, coupled with government support and oversight, and the role of boards of trustees, created limitations on diversity, academic freedom, accountability, and representation within higher education institutions. As society expectations evolved, there was a need for further development and refinement of governance mechanisms to ensure the equitable and effective operation of colonial colleges.

Reference. 

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).

Choice Words How Our Language Affects Children's Learning by Peter H. Johnston - Book Review

 "Choice Words" explores the powerful impact of language on children's learning and development. Peter H. Johnston, an educator and researcher, delves into the ways in which teachers' language choices can shape students' attitudes, motivation, and overall learning experiences.

The book emphasizes the significance of the language teachers use in the classroom and its direct influence on students' beliefs about themselves and their abilities. Johnston argues that certain words and phrases can either empower or disempower students, fostering a positive or negative learning environment.

Johnston introduces the concept of "interactive language" - language that engages students in a meaningful way, encourages them to think critically, and promotes a sense of agency. By carefully choosing words that convey respect, trust, and encouragement, educators can cultivate a positive and productive learning atmosphere.

The author also discusses the idea of a "growth mindset" and how language plays a crucial role in developing students' beliefs about intelligence and learning. Teachers who use language that conveys the idea of effort leading to improvement, rather than fixed abilities, can positively impact students' attitudes towards challenges and learning as a whole.

Johnston provides practical examples and anecdotes to illustrate how teachers can implement these language strategies in their classrooms. The book encourages educators to be mindful of their language choices, offering insights into how to create a supportive and inclusive learning environment for all students.

In essence, "Choice Words" serves as a guide for educators to harness the power of language to foster a positive and growth-oriented learning experience for children. It underscores the importance of intentional communication in shaping students' perceptions of themselves and their capabilities, ultimately contributing to a more effective and enriching educational journey.

Reference.

Johnston, P. H. (2004). Choice Words: How Language Affects Children's Learning. Stenhouse Publishers.

"Positive Mindset Habits for Teachers" by Grace Stevens - Book Review

 "Positive Mindset Habits for Teachers" by Grace Stevens is a transformative guide designed to empower educators in cultivating and maintaining a positive mindset throughout their teaching careers. The book addresses the inherent challenges faced by teachers and offers practical insights and strategies to foster resilience, growth, and overall well-being.

The journey begins with an exploration of the common challenges teachers encounter in the profession, urging them to confront these issues openly in the first chapter, titled "The Elephant in the Room." Stevens emphasizes the importance of acknowledging obstacles while maintaining a positive outlook.

The subsequent chapters delve into fundamental aspects of a positive mindset. "The Power of Positivity" explores the profound impact of positive thinking on both personal and professional aspects of teaching. "Building Resilience" provides actionable steps to bounce back from setbacks and navigate the dynamic nature of the education field.

Stevens further explores the concept of a growth mindset in "Nurturing a Growth Mindset," guiding teachers on fostering adaptability and continuous learning. "Creating a Positive Classroom Culture" focuses on the teacher's role in shaping a supportive and encouraging learning environment, benefiting both educators and students. "Reclaim Your Schedule," in the penultimate chapter, offers practical advice on time management, encouraging teachers to prioritize tasks, set boundaries, and achieve a healthy work-life balance.

The author summarizes key takeaways and encourages teachers to integrate positive mindset habits into their daily lives. The book aims to equip educators with the tools and mindset needed not only to overcome challenges but also to thrive in their roles, ultimately contributing to a positive and fulfilling teaching experience.

Reference.

Stevens, G. (2018). Positive Mindset Habits for Teachers. Red Lotus Books.

Embracing Generations: The My Dear Friend Campaign by GlamourGals Foundation

In a world that often seems to prioritize the hustle and bustle of everyday life, there is an organization that has been quietly fostering intergenerational connections and making a profound impact on the lives of seniors in care homes nationwide. For the past 24 years, the GlamourGals Foundation has been on a mission to lift the burden of social isolation experienced by senior residents through the dedication of their teen volunteers.

A Legacy of Compassion: GlamourGals Foundation

Founded in 2000, the GlamourGals Foundation has been connecting high school and college chapters across the country with seniors in care homes. The organization boasts an impressive network of over 10,000 teen volunteers who, through their commitment and compassion, have created a movement of compassionate leaders.

Reflecting on Connections: Teen Volunteers' Online Journals

One of the unique aspects of GlamourGals is the way in which teen volunteers share their experiences through online journals. These journals, written by the very individuals who are on the front lines of the My Dear Friend Campaign, provide an intimate look into the lives of both the volunteers and the seniors they serve. With over 100,000 journals reflecting the diverse stories of intergenerational connections, GlamourGals has created a platform for empathy and understanding.

Sustained Impact: Two Decades of Making a Difference

Since its inception, GlamourGals has achieved sustained impact, touching the lives of two generations. Senior residents in care homes now feel a renewed sense of community and self-worth, thanks to the efforts of these dedicated volunteers. The organization's alumni, numbering 30,000 strong, stand as a testament to the lasting influence of the GlamourGals experience.

Join the My Dear Friend Campaign: Brightening Lives Through Holiday Cards

As the holiday season approaches, GlamourGals Foundation invites everyone to join their My Dear Friend Campaign. The campaign encourages individuals to write holiday cards to seniors living in care, bringing warmth and joy to those who may be feeling isolated. Since 2020, I have joined so many volunteers and participants, sending over 200 holiday cards to seniors in the New York metro area.

I am proud to be part of such a great initiative. By participating in the My Dear Friend Campaign, volunteers not only spread holiday cheer but also contribute to the broader mission of GlamourGals in fostering intergenerational connections.

In a world where kindness can sometimes seem in short supply, organizations like GlamourGals Foundation remind us of the profound impact simple acts of compassion can have. As we approach the holiday season, consider joining the My Dear Friend Campaign and becoming part of a movement that transcends generations, making a difference one heartfelt card at a time.

www.glamourgals.org

www.glamourgals.org/my-dear-friend-holiday

Entrenamiento Ético Dentro de una Organización Escolar

Entrenamiento ético dentro de una organización escolar es indispensable para fomentar la confianza, la integridad y un entorno de aprendizaje positivo. "El entrenamiento ético es necesario con un enfoque particular en comprender las bases básicas para tomar decisiones morales, identificar las ideologías éticas relevantes a cubrir y pasar del contexto reactivo tradicional a una mentalidad proactiva" (Bayley, 2012, p. 2). Al inculcar una comprensión de la conducta ética, las escuelas pueden asegurar que los estudiantes, padres, maestros y administradores confíen en la institución para operar con transparencia y honestidad. Además, dicho entrenamiento ayuda a proteger a los estudiantes y al personal al crear conciencia sobre comportamientos inapropiados y proporcionar pautas para prevenir problemas como el acoso y la discriminación. Enfatizar las consideraciones éticas también contribuye a la equidad y las oportunidades iguales, creando un terreno de juego nivelado para todos los miembros de la comunidad escolar. Más allá del imperativo moral, el entrenamiento ético se alinea con los requisitos legales, ayudando a la escuela a cumplir con leyes y regulaciones relacionadas con la educación, la privacidad y los derechos de los estudiantes. Abordar el comportamiento académico incorrecto, fomentar el profesionalismo entre los educadores y establecer una cultura de responsabilidad mejora aún más la experiencia educativa general. En última instancia, el entrenamiento ético es fundamental para dar forma a un entorno escolar donde el comportamiento ético sea la norma, asegurando un viaje educativo seguro, respetuoso y enriquecedor para todos los involucrados.

Gestión de Registros e Información en Entornos Escolares:

Expresión Incorrecta:

Imagina a un administrador escolar que altera intencionalmente las calificaciones de los estudiantes para que el rendimiento académico de la escuela parezca mejor de lo que realmente es. La forma incorrecta de manejar esta situación sería ignorar la manipulación y permitir que la información falsa se incluya en los registros oficiales. Esto no solo compromete la integridad del sistema académico, sino que también distorsiona el rendimiento real de los estudiantes.

Forma Correcta de Resolver:

En este escenario, la forma correcta de resolver el problema sería realizar una investigación exhaustiva sobre la alteración de las calificaciones, asegurando la confidencialidad del proceso. Si se encuentra culpable al administrador, se deben tomar medidas disciplinarias apropiadas y restaurar las calificaciones correctas. Además, implementar mejores controles y supervisión en el sistema de gestión de registros puede prevenir tales manipulaciones en el futuro.

Comunicación Responsable en Entornos Escolares:

Expresión Incorrecta:

Considera una situación en la que un maestro, frustrado con el rendimiento de un estudiante, humilla públicamente al estudiante frente a toda la clase. La forma incorrecta de manejar esto sería dejar pasar el incidente sin abordarlo, lo que podría causar angustia emocional al estudiante y afectar negativamente el ambiente en el aula.

Forma Correcta de Resolver:

La forma correcta de abordar el incidente sería que la administración escolar lo haga de inmediato. Esto implica tener una conversación privada con el maestro para discutir el comportamiento inapropiado, enfatizando la importancia de una comunicación respetuosa y responsable. Se debe proporcionar al maestro orientación sobre formas efectivas de abordar las preocupaciones de rendimiento con los estudiantes en privado, centrándose en retroalimentación constructiva y apoyo en lugar de humillación pública. Además, organizar sesiones de capacitación sobre comunicación efectiva para todos los miembros del personal puede contribuir a crear un ambiente escolar positivo y respetuoso.

En un entorno escolar, la confianza es fundamental entre estudiantes, padres, maestros y administradores. El comportamiento ético asegura que las partes interesadas puedan confiar en la institución educativa para operar con integridad, honestidad y transparencia. Cuando todos en la organización comprenden y siguen pautas éticas, se fomenta un ambiente donde la confianza puede prosperar. "El entrenamiento ético es un componente vital de la instrucción anual de cualquier organización. Superficialmente, ayuda a proporcionar un posible amortiguador ante cualquier ramificación disciplinaria y/o legal que pueda surgir de miembros de una organización tomando decisiones incorrectas cuando se enfrentan a problemas desafiantes. Sin embargo, lo más importante es la posibilidad de que un enfoque proactivo inculque las creencias e ideologías que forman el núcleo de lo que hace grande a una organización y prepare mejor a los empleados para enfrentar problemas y desafíos éticos" (Bayley, 2012, p. 4). El entrenamiento ético ayuda a crear conciencia sobre el comportamiento apropiado e inapropiado, especialmente en lo que respecta al bienestar de los estudiantes y el personal. Esto incluye comprender y prevenir problemas como el acoso, la discriminación o cualquier forma de abuso. Al proporcionar pautas y entrenamiento sobre conducta ética, las escuelas pueden proteger mejor a sus estudiantes y personal contra daños.

Referencia:

Bayley, B. K. (2012). Organizational Ethics Training: A Proactive Perspective. The Journal for Quality and Participation, 35(2), 15-19.

Ethics Training in Educational Settings

Ethics training within a school organization is indispensable for fostering trust, integrity, and a positive learning environment. “Ethics training is necessary with a particular focus on understanding the basic foundations of making moral decisions, identifying the relevant ethical ideologies to be covered, and moving from the traditional reactive context to a proactive frame of mind” (Bayley, 2012, p. 2). By instilling an understanding of ethical conduct, schools can ensure that students, parents, teachers, and administrators trust the institution to operate with transparency and honesty. Moreover, such training helps protect students and staff by raising awareness about inappropriate behaviors and providing guidelines to prevent issues like harassment and discrimination. Emphasizing ethical considerations also contributes to fairness and equal opportunities, creating a level playing field for all members of the school community. Beyond the moral imperative, ethics training aligns with legal requirements, helping the school adhere to laws and regulations related to education, privacy, and student rights. Addressing academic misconduct, promoting professionalism among educators, and establishing a culture of responsibility further enhance the overall educational experience. Ultimately, ethics training is integral to shaping a school environment where ethical behavior is the norm, ensuring a safe, respectful, and enriching educational journey for all involved.

Records and Information Management in School Settings:

Wrong Expression:

Imagine a school administrator intentionally alters student grades to make the school's academic performance appear better than it actually is. The wrong way to handle this situation would be to ignore the manipulation and allow the false information to be included in official records. This not only compromises the integrity of the academic system but also misrepresents the students' actual performance.

Right Way to Solve:

In this scenario, the right way to solve the issue would be to conduct a thorough investigation into the grade alteration, ensuring the confidentiality of the process. If the administrator is found guilty, appropriate disciplinary actions should be taken, and the correct grades should be restored. Additionally, implementing better controls and oversight in the records management system can prevent such manipulations in the future.

Responsible Communication in School Settings:

Wrong Expression:

Consider a situation where a teacher, frustrated with a student's performance, publicly humiliates the student in front of the entire class. The wrong way to handle this would be to let the incident pass without addressing it, potentially causing emotional distress to the student and negatively impacting the classroom environment.

Right Way to Solve:

The right way to solve the issue would be for the school administration to address the incident promptly. This involves conducting a private conversation with the teacher to discuss the inappropriate behavior, emphasizing the importance of respectful and responsible communication. The teacher should be provided with guidance on effective ways to address performance concerns with students privately, focusing on constructive feedback and support rather than public humiliation. Additionally, organizing training sessions on effective communication for all staff members can contribute to creating a positive and respectful school environment.

In a school setting, trust is fundamental between students, parents, teachers, and administrators. Ethical behavior ensures that the stakeholders can trust the educational institution to operate with integrity, honesty, and transparency. When everyone in the organization understands and follows ethical guidelines, it fosters an environment where trust can thrive. “Ethics training is a vital component of any organization's annual instruction. On a superficial level it helps provide a potential buffer to any disciplinary and/or legal ramifications that may arise from members of an organization making poor decisions when faced with challenging issues. More importantly, however, is the possibility that a proactive approach will instill the beliefs and ideologies that form the core of what makes an organization great and better prepare employees to face ethical issues and challenges” (Bayley, 2012, p. 4). Ethics training helps create awareness about appropriate and inappropriate behavior, especially concerning the well-being of students and staff. This includes understanding and preventing issues such as harassment, discrimination, or any form of abuse. By providing guidelines and training on ethical conduct, schools can better protect their students and staff from harm.

Reference.

Bayley, B. K. (2012). Organizational Ethics Training: A Proactive Perspective. The Journal for Quality and Participation, 35(2), 15-19. https://kean.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/organizational-ethics-training-proactive/docview/1033210820/se-2