Wednesday, April 26, 2017
Higher education is transforming internally and externally. The demographics of learners continue to shift drastically to be more inclusive of people of color, first generation, part-time, returning and older students. Learners are more diverse than ever before. There is also an expansion of types of programs offered to students. Coding boot camps, microdegrees and MOOCs are providing exciting alternatives to learn and gain certain skills. Moreover, a shift in the character of accountability is occurring. Accreditation has been the traditional form of external evaluation of quality for the Academy, governed by the Academy and funded by the Academy. These changes call for an expansion of key stakeholders in the accreditation process – particularly employers and students.
Saturday, April 22, 2017
Voluntary, nongovernmental regulation has long been a hallmark of the American approach to quality assurance in higher education. Unfortunately, while the concept remains valid, the U.S. accreditation system’s actual operations have become overly burdensome. It’s time for an overhaul. In recent years, several detrimental changes to this model have occurred. Read the full CHEA op-ed here.
Friday, April 21, 2017
All of us are accountable. Religions hold us accountable to God. Santa Claus makes a list of who has been naughty and who has been nice. Freud tells us about the super ego. Everyone has a watchdog.
Enter accreditation. These organizations are the overseers of the public yet at the same time they are often “family” — faculty and staff from one school looking into the affairs of another school, and vice-versa. It is this closeness that has drawn the attention of the public and the government. As tuition rises and the ease of employment diminishes, the public wonders what return is gained from the enormous expenditures and high debt. And entrepreneur Peter Thiel is paying young people $100,000 not to matriculate. Read the full CHEA op-ed here.
Monday, April 10, 2017
The Council for Higher Education Accreditation (CHEA) is a national, nongovernmental membership organization of 3,000 degree-granting colleges and universities, the only organization with the sole purpose of providing national coordination of accreditation of higher education institutions and programs.
With the advent of a new Administration and Congress, regulatory relief has become a prominent topic of discussion. The purpose of this CHEA Position Paper is to offer proposals for the reduction of federal regulation as this applies to accreditation, whether in law, regulation or sub-regulatory guidance, acknowledging that the major challenge is at the regulatory/subregulatory levels. This reduction is not intended nor should result in reduced accountability for accreditation, but can provide a more effective and efficient regulatory framework for this important work.
CHEA sees this regulatory relief as central to achieving three major goals to move accreditation forward. These goals are doing more to: • Protect students: Strengthen accreditation rigor and provide expanded, readily understandable and accessible information about institutions and programs. • Advance innovation: Encourage fresh approaches to quality review of traditional providers and expand quality review to new providers and new credentialing. • Sustain the strengths of accreditation: Maintain and enhance the academic leadership of institutions and programs, peer review and the commitment to academic freedom. The federal government maintains an extensive scrutiny of accreditation, a process known as “recognition,” because accredited status is a requirement for institutions and programs to obtain and maintain eligibility for federal funds. At present, approximately $170 billion in student grants and loans, research and program funds go to institutions and programs annually.
Accreditation activity is governed by 10 pages of law, 27 pages of regulation and 88 pages of sub-regulation. Sub-regulation is augmented by “Dear Colleague” letters and “Guidance Letters” issued by USDE. There are more than 200 separate requirements that accrediting organizations must address in order to be considered federally recognized or to have emerged successfully from the USDE recognition review that they must undergo at least every five years.
There is considerable evidence that enormous time and effort is involved in successfully navigating this regulatory regimen. The recognition review requires, for all practical purposes, that an accreditor must attend to actual or expected demands of the federal government on an annual basis. Although accrediting organizations are nongovernmental bodies that are financed by higher education institutions and programs themselves, they are required to operate as if they were federal contractors. The impact on these organizations, while assuring that they operate in a given way, is also deleterious.
The federal presence is disproportionate and distorts the accreditation enterprise. It seriously crowds available space for initiative and innovation. Especially in relation to the goals presented here, accreditors are forced to operate in a culture that, however unintentionally, discourages creativity and experimentation. Unless USDE agrees, accreditors are reluctant to act. They are not going to move forward with creative efforts and are inhibited with regard to risk-taking, anticipating that this could result in the loss of recognition.
Proposal One: Relief with Regard to Federal Regulation 1. Rethink the requirements for the extent of experience in order to become a recognized accreditor. 2. Streamline what is considered “substantive change” for an institution or program in order that fewer changes are subject to this process, including the establishment of branch campuses. 3. Remove the definition of credit hour. 4. Eliminate the requirement for confidentiality such that accreditors cannot inform institutions of investigations.
Proposal Two: Relief with Regard to Sub-Regulation: Dear Colleague Letters/Guidance Communications 1. Eliminate requirement for common definitions and terms. 2. Remove USDE final oversight in posting accreditor actions and decision letters. 3. Eliminate USDE oversight of differentiated review.
Proposal Three: Relief with Regard to Federal Law 1. Retain the Rule of Construction. Oppose legislation that would further expand excessive regulation such as the WarrenDurbin-Schatz Bill introduced in the 114th Congress. 2. Rethink the role of the National Advisory Committee on Institutional Quality and Integrity, including the creation of an alternative committee structure and operation. 3. Revise Negotiated Rulemaking to assure that it is a balanced, transparent and consultative process. 4. Require consultation with academics and accreditors for Dear Colleague Letters and Guidance Letters and clarify their role in federal oversight of accreditation.
Friday, March 24, 2017
Singapore Management University, School of Law Research Fellow
The School of Law at the Singapore Management University (SMU) has an opening for up to two Research Fellow/Research Associate positions for its Applied Research Centre for Intellectual Assets and the Law in Asia (ARCIALA). The appointments will be on a one-year term contract basis, with the possibility of renewal for a further year subject to good performance and the needs of ARCIALA. Research support will be provided as well as a competitive salary commensurate with relevant qualifications, experience, track record and research potential. The Research Fellow will be required to:
- Be resident at SMU School of Law.
- Conduct research, write research reports and publish in both mainstream media and reputable journals.
- Assist in the administration work of ARCIALA and SOL, such as the organization of seminars and conferences or other events, and the update of ARCIALA's website.
- Assist in the academic work of ARCIALA in general.
APPLICATION PROCEDURE: Interested applicants should submit a detailed curriculum vitae, a description of research interest and direction, selected publications, a list of two referees with full contact information, and any other supporting documents to email@example.com. Please quote reference number PDF/RF-LSN-ARCIALA2017.
The closing date for the receipt of applications and references is April 30, 2017. The interviews for the position will take place during the month of May 2017 and the tentative start work date for the Research Fellow will be July 2017. All correspondence should be addressed to Professor Kung-Chung LIU, Director, ARCIALA: firstname.lastname@example.org
University of Idaho Hiring Law Professor for New Campus
The University of Idaho College of Law is doing an off-cycle search for an entry level tenure-track academic year faculty in our Boise location. The teaching package will include Torts, Advanced Torts, Professional Responsibility and a fourth course in an area of mutual interest to the successful candidate and the College of Law. The job posting can be found at:
Preference will be given to applications received prior to April 7, 2017.
Barbara Cosens, Professor and Associate Dean of Faculty, University of Idaho College of Law
Thursday, March 23, 2017
“The National Assessment and Accreditation Council (NAAC), an assessment and accreditation body for higher education institutions in India, has signed a memorandum of affiliation with the Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) of the US.” Read the full story at Hindustan Times
Wednesday, March 22, 2017
"University students could be fined or handed criminal records for plagiarized essays", reads the headline of a Telegraph story here. Apparently, over 20,000 students a year have purchased such services, and PhD dissertations only go for 6,75o pounds sterling (less than $10,000). Read the Telegraph story Ireland is also propsoing criminal sanctions - read teh story here at the Irish Times.
Renown economist, Dr. Dan Ariely, tested the quality of these services and published some examples here.
Friday, March 17, 2017
Inside Higher Ed reports that Senators Marco Rubio and Michael Bennet this week reintroduced a bill that would create an alternative accreditation pathway. The proposed legislation would give previously unaccredited institutions access to federal financial aid under a five-year pilot program. Providers, including new ones, would be eligible for aid through contracts with the U.S. Department of Education, but only if they can demonstrate quality through positive student outcomes, the two senators said in a written statement. Read the full Inside Higher Ed article
Sunday, February 26, 2017
border quality assurance.The development of the European Higher Education Area (EHEA) through the Bologna Process has contributed to an increase in cross-border exchange and cooperation in higher education and facilitates the enhancement of trust and confidence among higher education systems. In this context, there is increasing attention to cross-border quality assurance, whereby a quality assurance agency evaluates a higher education institution (or one of its programmes) that is based outside the agency’s normal area of operation.
EUA has worked in cooperation with ENQA (European Association for Quality Assurance in Higher Education), ESU (European Students’ Union), EURASHE (European Association of Institutions in Higher Education) and EQAR (European Quality Assurance Register for Higher Education) to develop the “Key considerations for cross-border quality assurance in the EHEA”, which contains a set of questions to be taken into account to support the success of cross-border quality assurance activities.
This publication builds on previous work carried out by EUA and the partner organisations in the field of quality assurance, including as authors of the “Standards and guidelines for quality assurance in the EHEA” (ESG).
Friday, February 24, 2017
Pedagogical Knowledge and the Changing Nature of the Teaching Profession
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
This publication presents research and ideas from multiple perspectives on pedagogical knowledge - the knowledge of teaching and learning - and the changing nature of the teaching profession. It provides a modern account of teachers’ professional competence, and how this relates to student learning. The report looks at knowledge dynamics in the teaching profession and investigates how teachers’ knowledge can be measured. It provides precious insights into 21st century demands on teacher knowledge.
This volume also offers a conceptual base for a future empirical study on teachers’ knowledge. It will be a useful resource for those interested in understanding the different factors underlying high quality teaching through examining and outlining the complexity of the teaching profession. In particular, this publication will be of interest to teacher educators, educational leaders, policy makers and the research community.
Monday, January 30, 2017
Treasury Extends Relief to (Law) Students for "Defense to Repayment” or “Closed School” discharge process
Revenue Procedure 2017-24 provides relief from discharge of indebtedness income for taxpayers whose Federal student loans, taken out to attend a school owned by the American Career Institutes, Inc., are discharged by the Department of Education under the "Closed School" or "Defense to Repayment" discharge process. The revenue procedure also provides that the IRS will not assert that the entity discharging these loans has an information reporting requirement. This revenue procedure modifies Rev. Proc. 2015-57, 2015-51 I.R.B. 863, to provide similar reporting relief for creditors under that revenue procedure.
Revenue Procedure 2017-24 will be IRB 2017-07, dated 2/13/17.
Friday, January 20, 2017
Forbes reports that "Kroll issued its report on February 6, 2015. Based on an inspection of admissions records over six years, the researchers concluded that there had in fact been favoritism by president Powers towards well-connected Texans who wanted their children to get into UT as undergraduates or into its law and business schools."
"Watchdog’s Jon Cassidy calculated that 746 students (not 73 as Kroll had said) with grades and scores that would otherwise merit prompt rejection were admitted to keep legislators and wealthy university supporters happy."
Read the investigative story here. (Wonder if these under-qualified matriculants were reported to US News for ranking purposes?)
Wednesday, January 4, 2017
University & College Enrollments Decreasing. Smaller Potential Pool of Graduate and Professional Studies Applicants?
Table 1: Estimated National Enrollment by Sector (Title IV, Degree-Granting Institutions)
|Fall 2016||Fall 2015||Fall 2014|
|Sector||Enrollment||% Change from Prior Year||Enrollment||% Change from Prior Year||Enrollment||% Change from Prior Year|
Enrollment, All Sectors
|Four-Year, Private Nonprofit||3,788,980||-0.6%||3,811,176||-0.3%||3,823,465||1.6%|
|Unduplicated Student Headcount (All Sectors)||
Estimated Undergraduate Enrollment at Four-Year Institutions by Classification of Instructional Program Family
|Fall 2016||Fall 2015|
|CIP Family Code||CIP Family Title||Enrollment||% Change from Prior Year||Enrollment|
|52||Business, Management, Marketing, and Related Support||1,639,373||-1.2%||1,659,647|
|24||Liberal Arts and Sciences, General Studies and Humanities (includes undeclared)||1,289,296||4.7%||1,231,558|
|51||Health Professions and Related Programs||1,142,636||-0.6%||1,149,576|
|26||Biological and Biomedical Sciences||601,572||1.6%||592,175|
|11||Computer and Information Sciences and Support Services||406,889||-0.2%||407,834|
|50||Visual and Performing Arts||394,347||-3.9%||410,464|
|09||Communication, Journalism, and Related Programs||325,973||-2.9%||335,815|
|43||Homeland Security, Law Enforcement, Firefighting, and Related Protective Services||300,666||-6.0%||319,872|
|31||Parks, Recreation, Leisure and Fitness Studies||234,763||-0.6%||236,219|
|23||English Language and Literature/Letters||146,898||-3.9%||152,822|
|44||Public Administration and Social Service Professions||144,546||-0.8%||145,750|
|15||Engineering Technologies and Engineering-Related Fields||108,420||-14.5%||126,768|
|19||Family and Consumer Sciences/Human Sciences||100,552||-7.0%||108,103|
|01||Agriculture, Agriculture Operations, and Related Sciences||93,442||1.2%||92,358|
|27||Mathematics and Statistics||87,164||1.4%||85,958|
|03||Natural Resources and Conservation||77,542||2.5%||75,647|
|16||Foreign Languages, Literatures, and Linguistics||54,919||-6.1%||58,503|
|04||Architecture and Related Services||39,253||4.1%||37,725|
|38||Philosophy and Religious Studies||33,056||-5.6%||35,017|
|39||Theology and Religious Vocations||30,335||-4.8%||31,858|
|49||Transportation and Materials Moving||26,571||-2.6%||27,279|
|22||Legal Professions and Studies||24,793||-10.9%||27,824|
|12||Personal and Culinary Services||23,651||-17.8%||28,774|
|05||Area, Ethnic, Cultural, Gender, and Group Studies||23,083||-2.7%||23,729|
|10||Communications Technologies/Technicians and Support Services||18,296||-8.2%||19,930|
|47||Mechanic and Repair Technologies/Technicians||17,226||-8.4%||18,810|
Monday, January 2, 2017
College Accreditor ACICS Files in Court in Last Ditch Attempt To Keep Its Accrediting Power Over 320,000 students
Politico reports that "Lawyers for the accreditor filed nearly 1,000 pages of court documents and exhibits, outlining why they believe the department’s decision was unfair and inappropriately politicized. But the documents also lay out in stark terms the existential threat to the accreditor of losing its federal recognition. And they underscore the messy and unprecedented process of possibly shutting down an accreditor that says it currently oversees nearly 690 branch and main campuses that collectively enroll some 320,000 students. — Read the full ACICS court filings here and here."
Friday, December 23, 2016
DeVry University and its parent company have agreed to a $100 million settlement of a Federal Trade Commission lawsuit alleging that they misled prospective students with ads that touted high employment success rates and income levels upon graduation. The FTC settlement secures significant financial redress for tens of thousands of students harmed by DeVry’s conduct.
Under the settlement resolving the FTC charges, DeVry will pay $49.4 million in cash to be distributed to qualifying students who were harmed by the deceptive ads, as well as $50.6 million in debt relief. The debt being forgiven includes the full balance owed—$30.35 million—on all private unpaid student loans that DeVry issued to undergraduates between September 2008 and September 2015, and $20.25 million in student debts for items such as tuition, books and lab fees.
“When people are making important decisions about their education and their future, they should not be misled by deceptive employment and earnings claims,” said FTC Chairwoman Edith Ramirez. “The FTC has secured compensation for the many students who were harmed, and I am pleased that DeVry is changing its practices.”
The FTC’s complaint charged that DeVry misled consumers in violation of the FTC Act by claiming that 90 percent of graduates actively seeking employment landed jobs in their field within six months of graduation. Advertisements making these claims appeared on television and radio, as well as online and in print and other media.
The complaint further alleges that DeVry misled students by claiming that graduates with bachelor’s degrees, on average, had 15 percent higher incomes one year after graduation than the graduates with bachelor’s degrees from all other colleges or universities.
The proposed federal court order requires DeVry to notify the students who will receive debt relief, and to inform the credit bureaus and collection agencies of the debt forgiveness. All loan and debt forgiveness will occur automatically. DeVry will also release transcripts and diplomas previously withheld from students because of outstanding debt and will cooperate with future requests for diplomas and transcripts and related enrollment or graduation information.
The settlement also includes provisions designed to prevent DeVry from misleading consumers in the future. Among other things, it prohibits DeVry from misrepresenting the likelihood that graduates will get a job as a result of their degree. It specifically prohibits DeVry from including jobs students obtained more than six months before graduating whenever DeVry advertises its graduates’ success in finding jobs near graduation. The settlement also prohibits DeVry from misrepresenting the compensation or compensation ranges that students or graduates have received or can be expected to receive.
The FTC also has a new consumer blog that describes how the refund process was developed and implemented.
The FTC would like to thank the Department of Education and the Department of Veterans Affairs for their cooperation and collaboration.
For more information about the refund and debt forgiveness program, visit ftc.gov/devry or call 844-578-2645. Sign up to get email updates about the FTC’s DeVry refund program.
The Commission vote approving the proposed stipulated order was 3-0. The FTC filed the proposed stipulated order in the U.S. District Court for the Central District of California.
NOTE: Stipulated orders have the force of law when approved and signed by the District Court judge.
Wednesday, December 21, 2016
AALS Jan 4 Wed in San Fran "Practical Approach to Developing and Assessing Experiential, Meaningful Placements for Incoming and Outgoing Students"
AALS 2017 Wednesday Jan 4th 13:30 ‐ 16:30
A Practical Approach to Developing and Assessing Experiential, Meaningful Placements for Incoming and Outgoing Students
This ½ day panel will be a well-attended because it is a joint panel with many co-sponsors: Sections on International Legal Exchange and Post-Graduate Legal Education, Co‐ Sponsored by Clinical Legal Education, East Asian Law & Society, and Graduate Programs for Non‐U.S. Lawyers.
(register separately Joint Section Breakfast on Thursday Jan 5th 7:00am – 8:30am w/ Post-Grad Legal Education).
JD Panel A 13:30 - 14:50 A practical approach to developing and assessing experiential, meaningful placements for incoming and outgoing JD law students.
Moderator: William Byrnes (Chair, International Legal Exchange): Texas A&M Law
- Jessica Burns: Director of Operations, Global Experiences (15,000+ externship placements)
- Gillian Dutton: Seattle University Law, Externship Program Director and Associate Professor of Lawyering Skills
- Carole Silver: Northeastern University Law School Professor of Global Law & Practice
- Charlotte Ku: Texas A&M Law, former director of ASIL and of Lauterpacht Center (Cambridge)
LLM Panel B 15:00:16:20 A practical approach to developing and assessing experiential, meaningful placements for incoming and outgoing LLM law students.
Moderator: Aric Short, Chair, Post Graduate Legal Education: Texas A&M Law
- Jeff Thomas: UMKC (literature review, IDI competency index to contrast study abroad with overseas externship with outlook to develop instrument for assessment)
- Susan Schechter: Field Placement Director and Lecturer-in-Residence, Berkeley Law
- Sri Ragavan: Texas A&M Law, Director of South Asia programs
The ABA Section on Legal Education has, via its amendment of the Standards, required U.S. law schools to provide at least six credit hours of meaningful experiential opportunity for each student. Some state bar authorities have considered adopting this new standard, have adopted it, or have adopted a rule exceeded the standard. New York adopted §520.18 “Skills Competency Requirement for Admission” which requires applicants for the bar examination based upon having attended an ABA-approved law school or based upon their foreign legal education alone submit a certification from the applicant's approved law school confirming that the applicant enrolled in and successfully completed 15 credit hours of practice-based experiential coursework designed to foster the development of professional competencies, as defined by the ABA.
The ABA Section on Legal Education requires at least six credit hours of meaningful experiential opportunity for each student. Some state bar authorities have considered exceeding this standard. How are the International Legal Exchange and Post Graduate Legal Education coordinators and programs going to address these new challenges of providing meaningful experiential opportunities on a scale for all of their students? How are these stakeholders working with the law school clinicians?
Experiential opportunities may include by example: local clinical opportunities for foreign law students and the equivalent for US law students in foreign countries, field placements, externships, student trainee exchange programs (STEP) pursuant to the ELSA model, among a host of other creative solutions, as well as include practice-based experiential coursework within the curriculum. Challenges faced include by examples: (a) sourcing enough meaningful externships for incoming international and post-graduate students and securing for outgoing exchange JD students, and managing these and the other placement opportunities, (b) developing field placement templates that address labor issues within and outside the U.S., (c) outcomes and assessment for placements such as rubrics and other instrument for assessment among others. The panelist of this half-day program will share their secret recipes for addressing these issues.
The moderators will solicit and then prepare several questions from the two Joint sections and from the two co-sponsoring sections. The moderator will then, for each question, seek responses to the questions from some or all of the 4 panelists, keeping response times to about 4 minutes so that the discussion moves among the panel members. The panel should wrap up at 80 minutes to allow swap of panelists/coffee break. The moderators will have worked with the panel beforehand to identify who is best to respond to which questions.
Business meeting at end.
Aric Short, Vice Dean of Texas A&M University Law, oversees new degree programs, academic collaborations with other schools, and an innovative Professionalism and Leadership Program. Dean Short also established and leads the law school’s annual pro bono summer trip to Costa Rica. He expanded experiential learning and professionalism training, including a skills-based winter term, building new clinical partnerships with the Tarrant County District Attorney's Office and the Federal Aviation Administration, and helping implement an oral skills graduation requirement. Dean Short served on the ABA committee that revised distance-learning standards for legal education. Prior to teaching, Dean Short practiced international law at Wilmer, Cutler & Pickering in Washington, D.C.
William Byrnes (Texas A&M University School of Law) is the author and co-author of eight Lexis law treatises, a Kluwer 10-volume company and trust law compendium, three tax books for National Underwriter, and has authored the re-issue of 16 chapters for West’s Mertens Federal Taxation treatise. Prof. Byrnes pioneered online education in the early nineties, for which India’s National Board of Accreditation recognized him with its 2012 Education Leadership Award, the chair remarking: “Professor William Byrnes’ leadership and contribution to the field of education is well known,” calling him a "role model" for innovation. Fulbright and the State Department Bureau of Education and Cultural Affairs (ECA) selected him to its Specialist Roster for the areas of pedagogy and comparative taxation.
Jessica Burns is the Global Experiences Director of Operations responsible for all day to day operations, global partnerships, and program management. Global Experiences has been providing life changing experiences for thousands of young professionals since 2001. Through our years of experience, we have crafted an international internship program that has been recognized for its innovation and high-quality programming by the higher education community.
Srividhya Ragavan is a Professor of Law at the Texas A& M University School of Law. Prof. Ragavan’s research emphasizes issues relating to international trade law and intellectual property rights. Ragavan’s monograph Patents and Trade Disparities in Developing Countries was published by the Oxford University Press. Ragavan’s co-edited book with Irene Calboli titled Diversity in Intellectual property was published by Cambridge University Press. Ragavan has served as a Fulbright Nehru Scholar affiliated with NLSIU in Bangalore. She was a visiting faculty of the IP program at NALSAR in Hyderabad. She hold the LL.B. (National Law School, Bangalore), LL.M. (Kings College, University of London), and S.J.D. (George Washington School of Law).
Carole Silver is Professor of Global Law & Practice at Northwestern University Law School. Her scholarship investigates the influence of globalization on the work and structure of law firms, on legal education and on regulation of the profession. She teaches courses on business associations, globalization and the legal profession and professional responsibility. Professor Silver served as a member of the ABA’s Ethics 20/20 Commission from 2009 – 2013, a group created by the ABA President to study the influence of globalization and technology on lawyer regulation.
Charlotte Ku is Associate Dean for International Programs and Professor of Law at the Texas A&M University School of Law. Previously, she was the Assistant Dean for Graduate and International Legal Studies and Professor of Law at the University of Illinois College of Law. She served as the Acting Director of the Lauterpacht Centre for International Law at the University of Cambridge following a twelve year term as Executive Vice President and Executive Director of the American Society of International Law.
Gillian Dutton is the Director of the Externship Program and Associate Professor of Lawyering Skills at Seattle University School of Law. She is a Korematsu Center Faculty Fellow and Faculty Advisor to the Iraqi Refugee Assistance Project and the Access to Justice Institute Citizenship Project. She teaches four externship seminars (civil, criminal, judicial and international) and continues to work in the areas of language access, cross-cultural communication, immigrant benefits, human trafficking and refugee health. Professor Dutton has an M.A. in Chinese history and is a 1988 graduate of Boalt Hall School of Law at the University of California at Berkeley. She is a recipient of the 1999 Charles A. Goldmark Award for Distinguished Service and the 2005 Northwest Immigrant Rights Project Golden Door Award. A national expert on language access on the law, she served as a consultant on the ABA Standards for Language Access in Courts. Having lived abroad a number of years, she speaks Spanish, French, German and Mandarin.
Sue Schechter (Berkeley Law) for more than a decade has been teaching in and helping to administer field placement programs. She was an Adjunct/Clinical Professor at Golden Gate and is currently Boalt Hall’s first full-time Field Placement Coordinator working with students doing general field placements, judicial externships, and away placements. Prior to her work at law schools, Schechter was the Project Director for the Public Interest Clearninghouse’s Public Interest Law Program in San Francisco; a Patients’ Rights Advocate/Attorney at the Mental Health Advocacy Project in Santa Clara County; and as a Campus Organizer/Staff Attorney with the National Association for Public Interest Law (NAPIL, now known as Equal Justice Works) in Washington, DC.
Wednesday, November 23, 2016
One year post-BEPS: The OECD, EU, USA and Mexico perspectives - Monday, 28 November 2016, 8:00 – 13:00 (breakfast included)
Monday, 28 November 2016, 8:00 – 13:00 (breakfast included) at The University Club of Mexico - Salón Terraza, Paseo de la Reforma 150, 06600 D.F. Mexico city
During this morning-seminar, organized by the Amsterdam Centre for Tax Law (ACTL) of the University of Amsterdam, Texas A&M University School of Law, IFA Mexico and Universidad Nacional Autónoma de México (UNAM), several aspects of anti-BEPS measures of States around the world will be highlighted. The discussion will be the OECD BEPS initiatives and the resulting EU-measures, USA measures and Mexican measures.
7:45 – 8:00 Registration and Breakfast
8:00 – 8:45 Keynote Practical Tax Information Exchange and Use: CbCR software application pilot for Mexico by Dr. George Salis (Vertex) and David Deputy (Vertex)
8:45 – 9:00 Welcome by Miguel Ortiz (President IFA Mexico; Ortiz, Sosa Y Asociados, S.C.)
9:00 – 10:30 Panel 1 One year post-BEPS What’s happening around the world?
Chair: Prof. William Byrnes (Texas A&M University School of Law)
EU anti-BEPS implementation: What can we expect? Prof. dr. Dennis Weber (ACTL, University of Amsterdam)
The EU and non-EU countries: treaty abuse, EU blacklist Dr. Bruno da Silva (ACTL, University of Amsterdam)
Impact of BEPS in practice - Jeroen Janssen (Loyens & Loeff)
USA new MAP/competent authority procedures - Melissa Muhammad (OECD & U.S. Treasury, APMA Competent Authority)
11:00 – 12:30 Panel 2 One year post-BEPS The Mexican perspective
Chair: Prof. Gabriela Rios (UNAM)
Anti-BEPS measures in Mexico Manuel E Tron (Manuel Tron, SC)
Making dispute resolution mechanisms more effective (BEPS Action 14) Armando Lara (Chevez, Ruiz, Zamarripa)
Disclosure of Tax Arrangements (BEPS Action 12) Jorge Correa (Creel, García-Cuéllar, Aiza y Enríquez)
Challenges for the government to implement anti-BEPS measures Juan Carlos Perez Pena (Secretaria de Hacienda y Credito Publico)
12:30 networking until 13:00
Friday, October 7, 2016
Founded in 1912, ACICS is the largest national accrediting organization, accrediting over 800 degree granting institutions with over 800,000 students. These 800+ institutions must now scramble to find another accreditor or the 800,000 students will lose access to Title IV federal student loans.
The DOE (Department of Education) announced on September 22, 2016 its decision to terminate recognition of the Accrediting Council for Independent Colleges and Schools (ACICS). ACICS on September 23, 2016 announced its decision to appeal, stating that it can mend its many deficiencies. ACICS, if it loses its appeal, can seek appeal to the district court. If ACICS loses its court appeal, ACICS-accredited institutions then would have 18 months to find a new accreditor and then Title IV will be withdrawn for their students.
DOE has published a blog of FAQs for the 800,000 students who may lose Title IV access and the 800+ institutions who may find themselves without the minimal accreditation that ACICS provides.
Thursday, October 6, 2016
On September 22, 2016, three prominent Democrat Senators (Warren Massachusetts; Durbin Illinois; and Schatz Hawaii) announced the introduction of the Accreditation Reform and Enhanced Accountability Act of 2016. Click here for a copy of the bill and click here for a fact sheet. While it is too late in the political season to see any movement on the bill this year, it is a foreshadow of next year's education legislative agenda for a Clinton administration.
The provisions include:
Require the Department of Education to establish standards for student outcome data (e.g. loan repayment rate, loan default rate, graduation rate, retention rate, student earnings, job placement rate, etc.) that accreditors must use when evaluating colleges, including minimum baseline thresholds for select outcomes metrics that colleges must meet in order to remain accredited.
Safeguard access by giving accreditors the ability to evaluate college affordability and Pell student enrollment levels.
Strengthen consumer protections by forcing accreditors to respond quickly to federal and state investigations and lawsuits regarding fraud, and by requiring accreditors to take action to protect students in the face of other warning signs of institutional instability.
Increase transparency around accreditation decisions for students, families, and regulators.
Clean-up conflicts-of-interest in college accreditation between accreditors and the colleges they accredit.
Increase accountability by giving the Secretary more authority to terminate or fine accreditors that fail to do their job.
Education at a Glance 2016
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD countries and a number of partner countries.
Educational Research and Innovation
Education Governance in Action
Lessons from Case Studies