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Canisius lays off almost 100 people, including 25 faculty; lawsuits promised

The Buffalo News reports Monday was a horrible day at Canisius College. And lawsuits are sure to follow.

Tanya M. Loughead, president of Canisius’ chapter of the American Association of University Professors, said almost all of the faculty being let go are tenured.

She said they have legal rights that would prevent them from being fired, unless the college declares “financial exigency” and “performs a thorough and transparent program review according to shared governance. Canisius has done neither thus far. For these reasons, the proposed cuts will provoke multiple lawsuits,” Loughead predicted.

(ICYMI) K-12 online this year? Yes. Full stop.

If your community resembles the one in which I live, then you know there’s a fierce debate about whether the local K-12 school buildings should reopen next month to allow for in-person teaching.

(Full disclosure: My younger son begins his junior year of high school in a few weeks; it’s for you to determine if that fact influences my thinking.)

Before we go any further, let me state my lines in the sand about K-12 education this academic year:

  1. Even one K-12 student’s death because of coronavirus during the 2020-21 academic year is one too many
  2. Even one K-12 teacher’s death because of coronavirus during the 2020-21 academic year is one too many
  3. No one can guarantee neither a student nor a teacher might die from coronavirus during the academic year if K-12 school buildings are open
  4. People who absolutely believe no K-12 students or teachers might die from coronavirus during this academic year because of open school buildings are fools
  5. The possible number of deaths is used by proponents and critics of opening school buildings, and the conversation about whether they ought to be open is far more complex
  6. The “but you can die from a car accident” and other similar statements miss the mark in the discussion about K-12 schools and coronavirus. Car accidents and the like aren’t contagious and don’t disrupt an entire classroom of 20-30 (if not more) students

With that set up, here’s my argument for why K-12 education ought to be online. Put another way, keep the school buildings closed.

Remote delivery must be the only method of instruction until there’s certainty — and that might never come this academic year — that school buildings are safe for occupancy for up to 8 hours a day.

Once a child (or a teacher) enters a K-12 building at roughly 8 a.m., there’s maybe one opportunity until the end of the school day to go outside and escape the circulating air. I commend school districts that have ample resources for their commitment to tweaking the air units in the building to provide as much fresh air as possible. Likewise, let’s commend the efforts at so-called deep cleaning, in which buildings will be cleansed in far more robust ways than they are in normal situations. But let’s also be realistic: There are thousands of school districts in this country that don’t have those resources. We know many businesses remain eager to keep their employees at home for these reasons: to limit the number of people inhaling and exhaling the circulating air in the building and because it’s costly to deep clean buildings that are used heavily.

Of course, K-12 students and teachers can contract coronavirus from anywhere. However, if they spend 7-8 hours inside a building five days a week with hundreds (or thousands) of other people, then it will be only at home, where hundreds of people don’t live, where they will spend more time under the same roof each day. That’s a lot of people circulating the same air, and those are a lot of buildings that will need to be deep cleaned.

“Hey, you can just open the classroom windows and solve the air circulation problem!” Okay, and what happens on days in which it rains? What if it’s well over 90 degrees? What happens when the temperature drops into the 40s or lower? Oh, and how many of these newer buildings have windows that don’t open? Let’s talk common sense here, please. Opening the windows might be a legitimate option roughly 40 percent of the time. And if you’re going to make the argument that teachers and kids don’t need air conditioning, then please shut down that unit in your house and get rid of it. Let’s see how important it really is, shall we?

Sum it all up, and we’re going to keep students and teachers at home until the air quality issues are neutered and the need for deep cleanings is significantly reduced.

If we get to that point (and let’s be optimistic and say we do), then other factors also could require remote delivery of instruction.

A critical element of any complete plan to keep a school building safe is what I’ll call home care. It’s incumbent on parents to make sure their child(ren) can go to school without signs of coronavirus. But we all know that a child can wake up in the morning and be fine…and by 11:00 a.m. can be found in the nurse‘s office with a fever. If that student is diagnosed with coronavirus, presto, everyone around him or her now is at risk and his or her parents did absolutely nothing wrong when they sent Johnny or Susie out the door that morning.

With online learning, this problem is removed. There will be no need to quarantine and entire class, and at least one teacher, because one child who, along with his or her parents, was following the rules but still brought coronavirus into a classroom.

This school year will be interrupted because of another coronavirus wave; there’s NO WAY we’ll get from September to June without a county’s health situation deteriorating. All signs point to the combination of the still-present coronavirus and the regular flu season crippling the health care system in the winter months all over the country.

The best way to not disrupt K-12 education is to emphasize online teaching and learning from the start. We take off the table the inevitable pivot to remote delivery of instruction that will be required once that public health crisis arrives. And keep in mind that once it arrives, we’ll have no way of knowing how long it will last. Why create that kind of uncertainty and worry for our children, their parents and their teachers?

Let’s also not forget that many of the typical school year activities will have to be restricted or eliminated during this academic year. I don‘t care how much your kids love sports, music, theatre, etc., some (all?) of these activities are going to be called off at some point because of coronavirus. These non-events are another indicator the school year won’t be normal. We can best normalize K-12 education by making it consistently online; students can count on knowing how they will learn, and any certainty in uncertain times is a good thing.

Let’s talk about teachers. (Soap box moment: Anyone advocating that teachers need to suck it up and get back to face-to-face teaching need to cool their jets.) God love them, but would you blame teachers if they chose to walk if told to go back into their school building? (I addressed this possibility a few days ago; here’s the link to that post.) We know teachers in at least one state are deeply afraid of returning to their K-12 classrooms; they’re not alone. If you’re a substitute teacher, would you want to walk into a classroom in which a teacher has been ruled out of for at least two weeks because he or she has coronavirus? (Or worse, would you want to replace a teacher who died from it?) Doubt it.

We reduce the potential for teachers to retire — taking all sorts of experience with that decision — by allowing them to teach online from day one this school year.

I absolutely accept learning online isn’t the same as learning on ground. You can place me firmly in the camp that advocates students learn far more with the critical interaction that comes from having a teacher alongside them in the classroom. I can’t guarantee that online K-12 education will be delivered synchronously 100 percent of time; in fact, I accept that’s certainly not going to happen. However, right now, we need to place K-12 students and teachers in the place where they’re safest: in their own homes. If the typical teaching methods educators use need to be modified during this academic year, then that’s a commitment teachers will have to make.

I also absolutely accept K-12 students at home will place an untold number of families in difficult financial situations, and our most vulnerable populations are especially at risk here. A one-parent home in which that parent works or a two-parent home in which both parents work will face major disruption if they must change their employment status because their children are staying home. (Yes, women are more likely than men to sacrifice their professional lives in such situations.) I confess I don’t have a good answer to get around this issue, especially for parents who don’t have extended family or trusted friends to help watch their kids. Good employers will do the right thing and assist in coming up with solutions knowing it’s safer right now for students to stay home and for their parents to be there to keep an eye on them.

I also absolutely accept that countless numbers of students lack the technology to remain up to date with their classes in good times, and this problem will be exacerbated if they need to learn from home. I implore school district leaders and teachers to find creative solutions to keep all students engaged with assignments. Saying that, I have no magic wand to wave to ensure that happens. But I reiterate, it’s safer right now for students to stay home.

Earlier this week in a separate blog post, I provided a list of questions and issues that must be addressed in any conversation about the reopening of K-12 school buildings. Although I’ve answered some of them in this blog post, I reiterate all of them here because I know they’re not getting the attention they require. The non-stop argument about how many K-12 students and teachers might die during the upcoming academic year dominates such return-to-school conversations.

  1. What are the implications for parents/guardians and their work schedules if the health conditions in a particular county deteriorate and therefore require online instruction? Will employers who might have been patient with relaxed work rules a couple months ago continue to be so in the fall?
  2. What role might charter schools play in educating kids this fall? (Or this entire academic year?) Should they play any?
  3. What happens if a sizable number of teachers in any one school district (and by extension across the country) abandon the profession because of their fears of contracting (and perhaps passing on) coronavirus?
  4. Is the “we need to be cautious” crowd being mocked? Why?
  5. Is “we have little to worry about? crowd being mocked? Why?
  6. How do we ensure that children with underlying health conditions and who are told to stay home by their doctors retain some semblance of a typical school experience if so many of his/her friends are in the school building each day?
  7. Do we know with certainty that one reason the number of cases in America’s youth is as low as it is is because that population was isolated at almost the same time cases in the U.S. began to skyrocket?
  8. There’s been much talk about the flu, and yet all of us agree that the quarantine period for coronavirus is longer than the typical amount of days any one kid would miss if he/she caught the flu. How will that affect a child’s ability to keep up in school?
  9. Are there any data that indicate whether substitute teachers would accept a short-term (say 2 weeks) assignment in a room where the teacher is out because of coronavirus?
  10. Who — political figures, scientists, parents, doctors, etc. — will influence the decisions made by school superintendents in the coming weeks as they decide whether to re-open their buildings?
  11. Has there been a series of detailed conversations with staff about re-opening? 
  12. What do we do with school districts that lack the resources to offer either a fully online or hybrid teaching program?
  13. What do the data from the spring tell us about how well and how much students learned after they were sent home?
  14. How much of the typical school experience — everything from extracurricular activities to recess — will be eliminated for part/all of the year?
  15. Why should any parental choice about how their child learns this school year be questioned by anyone else?

Children learn better inside a brick-and-mortar classroom. Parents’ lives are less complicated when their children can attend a brick-and-mortar school building. Extracurricular activities enrich the K-12 learning environment.

However, the health and safety crisis in which the country finds itself, and the revolting absence of leadership from the Executive Branch is a large reason why, mandates that students and teachers be placed in the safest environment: home.

The missing piece of the coronavirus conversation on too many of our college campuses

“This fall, we plan to…”

“Our intention is to begin the fall semester by…”

“While paying attention to health conditions, we have decided that the fall term will…”

Statements such as these have now been made public by America’s colleges and universities. Let’s set aside whether you agree with the decision to go on ground or online; and, yes, I know some institutions are still hashing out the critical details associated with these choices.

However, as college and university leaders continue to work through health and safety protocols, and determine which (if any) students will be on campus (that’s an abbreviated list of challenges), there’s something I don’t hear being sufficiently discussed —


In April, I wrote what one critic described as a “dark” outlook for the future of higher education in the United States. That piece was based on the premise that on Jan. 1, 2021, the American college campus would be returning to normal.

Well, that was folly.

I got that date horribly wrong because there’s no way America’s college campuses will be normal in just six months’ time. (I place primary blame for the national coronavirus disaster on President Trump’s horrific absence of leadership. Now I’ll get off my soap box.)

Coronavirus will continue to tear into the United States throughout the remainder of the summer, into the fall and then into the winter. Therefore, normal is not going to be possible when we welcome in a new calendar year, and that means at least some of the potential changes to higher education I discussed only three months ago now seem all the more likely.

As a result, it’s now time to identify what every college or university’s long-term pandemic plan is.

That plan goes far beyond on ground or remote delivery of instruction (yes, you should throw the hybrid concepts in there); plexiglass shields in classrooms; wearing masks; deep cleaning of buildings; and when the sports teams can play.

These choices might seem simple in comparison to figuring out the institution’s survival. Viewed another way, and I apologize if the following words offend anyone, the fall might resemble parents outlining a plan for watching their child who must stay home for two weeks because of a really bad case of chickenpox, while the future might resemble those parents laying out a plan because one of them has life-threatening cancer.

A few ideas that must be OFF the table as the long-term plan is built

1. “Let’s take the same percentage of money from everyone.”

2. Pet projects

3. Tribalism (“a university is not a university without a …”)

4. Blame

5. Cutting administrative positions just because that offers a sense of fairness

6. Deferring or stopping required maintenance of facilities

7. Athletics are sacrosanct

A few ideas that must be ON the table

1. Solid data that must be openly shared with all

2. Partnerships with other regional institutions

3. Programs with future growth and programs with a record of success are to be enhanced

4. The institution’s current strategic plan retains value

5. Cutting administrative positions where applicable

6. Generating revenue through renting or selling underused or no longer in use facilities

I emphasize the word “few” in both lists; I don’t pretend what I’ve presented here is the be-all-and-end-all to the conversation.

Sadly, the long-term plan at public institutions also must recognize that state funding will continue to be reduced. That’s a short-sighted decision, but too many governors and state legislators don’t seem to care.

NYU’s Scott Galloway: Dozens of U.S. colleges soon will perish

NYU business professor Scott Galloway is at it again.

Less than two months after suggesting in a magazine story that coronavirus will cause dozens of U.S. colleges to close (an argument I dissected), he is again making the dire prediction that the immediate future for many U.S. higher institutions is bleak.

Galloway has taken a look at over 400 American colleges and universities, and he believes more than 20 percent of them are doomed. (Full disclosure: My employer is on that list.) Summarized briefly, he contends institutions with low value and high vulnerability might be toast because of the lingering coronavirus pandemic.

According to Galloway, because of that pandemic every U.S. college and university should

…immediately announce fall classes will be all online, no in-person classes. It will be devastating economically for the weakest. State governments desperate for cuts in the face of shrinking tax revenues will need help from the federal government: If we can give Kanye $5 million, we can help save Purdue. The Fed just expanded the “Main Street” lending program to nonprofits, including universities. Alumni who have parlayed their education into fortunes should step up and make sure the next generation can follow.

He adds that cutting costs and prices are a mandatory next step.

He also cites a New Yorker article to identify how creative solutions could allow for some students to live on campus even though the typical college experience will be missing. Those creative solutions also entail looking for ways to get students and faculty together — perhaps in parks — to discuss assignments and engage in deep conversations.

Obviously, Galloway scoffs at any effort higher education leaders across the country are making to provide college students what an overwhelming majority of them have always wanted — an enriching academic experience on the college campus. This experience includes learning from their professors inside a classroom, supplemented by enough extracurricular options to have some fun.

I accept — and anyone who knows me will attest that I’ve said this many times over the past four months — that the 2020-21 academic year will not be normal. I doubt we’ll get through the 9-month academic year without a deteriorating health situation that will require colleges and universities to shift to remote delivery of instruction, even if for only a couple of weeks. I’m not convinced athletics teams should play competitive sports this fall, and that ban could be extended to the spring if coronavirus and the flu season provide a double wallop to health conditions. I realize a host of those aforementioned extracurricular activities will be cancelled, if for no other reason than to keep students separated whenever possible.

However, the same grit Galloway addresses at the end of his report needs to be on display now. I’ve advocated that K-12 schools ought to begin the academic year online (and might have to operate that way trough June). But there are critical differences that support the idea of trying to hold in-person college classes this fall.

-While K-12 students and teachers are inside one building for roughly eight hours (with maybe one opportunity per day to go outside), college buildings are revolving doors of people entering and exiting. Therefore, the potential for falling prey to contaminated air is less.

-Closely related to this, college students are not in classes from roughly 8 a.m.-4 p.m. five days a week, as their K-12 colleagues are. (Yes, I know, some schools have half-day kindergarten.) The potential for them to contaminate classroom buildings is reduced.

-Colleges and universities, generally speaking, have better technological capabilities than their K-12 counterparts, and this technology advantage allows for creative teaching options such as half the students being in class and the other half being online.

-Next, college students come from all over the country and all over the world; heterogeneity defines our colleges. That means many of our students don’t have the technological capabilities that many of us take for granted. Because of that, the campus library and computer labs are communication lifelines that they might not otherwise have. These must stay open for as long as possible so that all students can meet their academic responsibilities.

-The diversity that is on display (to varying degrees) on our campuses reflects the real world; it’s incumbent upon campus leaders to at least attempt at offering this critical and intangible learning benefit to all students.

-For all the joking about college students being immature, they are far more likely to wear a mask (even if they don’t want to) and leave it on when told. I have serious doubts that 16-year-old Billy and 6-year-old Susie will always follow those orders.

Of course, reasonable accommodations for our vulnerable faculty, staff and students must be considered at any institution that has open doors this fall. We fail as ethical leaders if we place anyone in situations where their legitimate fears for their health overpower their ability to teach, work and learn. (Thankfully, that’s a decision I’m not tasked with making.)

Should every college and university deliver only online instruction this year? The answer might be yes; however, I admit that I’m not yet convinced of that answer. Of course the financial health of the college or university is one of the factors being considered in these conversations. But more importantly, until we know for certain that health conditions in our area will not allow for on ground teaching, we must seek ways to make such teaching possible.