The CECE Model
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CECE Model is a theoretical model and associated surveys developed by Dr. Samuel Museus and provided by the National Institute for Transformation & Equity (NITE).
It analyzes how campus environments shape the experiences and outcomes of diverse student populations.
It acknowledges that external and pre-college factors influence college success, but focuses on the positive correlation between access to culturally engaging campus environments and individual traits (like a sense of belonging, motivation, and performance) that contribute to success.
Recapturing the fun of teaching
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The February 20, 2025 Teaching newsletter from The Chronicle of Higher Education explores how faculty at Washington University in St. Louis are rediscovering joy in teaching through a playful, community-focused program called “Teaching With Joy.” It also reflects on how political shifts, particularly in the early days of a second Trump administration, are prompting faculty to rethink course content and classroom discussions. Finally, it highlights essays urging educators to prioritize meaning over efficiency and to find resilience amid changing visions of academic life.
Small ways to spark joy in your teaching
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The New International Student
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The stereotype that international students predominantly hail from wealthy families persists throughout higher ed. But is this really the case?
The definition of the international student is shifting. Today, a majority of international students are focused on college costs and looking for financial support.
There are more international grad students now than there ever were international undergrads pre-pandemic. With increasing concerns around falling enrollment, international students are an audience you can’t ignore.
In the Virtual Forum, “The New International Student,” The Chronicle explored how institutions are:
Adapting to the new wave of budget-conscious international students.
Understanding the challenges that lie ahead for international students.
Finding opportunities for growth during this redefining, tumultuous period.
Some Assembly Required: How K-12 reforms and recent disruptions created Gen Z's baffling habits
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Supiano examines how Gen Z students often arrive at college with significant gaps in their academic preparation, particularly in analytic writing and historical understanding. She links these deficiencies to the pervasive emphasis on standardized testing in K‑12 education—where instruction is geared toward producing formulaic responses for test performance rather than fostering deeper learning or critical thinking. The consequences are compounded by pandemic-era disruptions and increasing social and economic pressures, which have collectively nurtured habits that undermine effective learning in higher education.
Why Generation Z Gives These Professors Hope Today’s students are challenging to teach. They can also be inspiring, if you know what makes them tick.
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Although Generation Z students often present challenges—appearing disengaged, risk‑averse, overly focused on grades, and litigious about grading or cheating—many professors find them deeply inspiring. Educators appreciate Gen Z’s emotional insight, authenticity, creativity, and readiness to question authority. By inviting students to explore the “why” behind their learning, engaging them in meaningful conversations, and creating role‑play opportunities that encourage risk‑taking and authenticity (such as reenacting the Athenian Assembly or trial of Socrates), instructors have discovered new ways to cultivate curiosity, connection, and intellectual play in the classroom.
7 Ideas to Perk Up Your Last Day of Class: How to end the semester with a flourish instead of a fizzle.
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Rather than letting your final class of the semester fizzle out amid springtime exhaustion, make the last day intentional and celebratory. Turning it into both a synthesis of learning and a joyful culmination leaves a stronger, more meaningful impression on students. Special moments on this day can transform it from a rushed wrap-up into a reflection-rich finale that reinforces course themes and honors students’ engagement.
The Chronicle of Higher Education
Critique Is Creative
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A thorough introduction and lively exploration of a widely recognized method for giving and getting useful feedback Winner of Silver Nautilus for Creativity & Innovation, given by Nautilus Book Award, 2023 Devised by choreographer Liz Lerman in 1990, Critical Response Process® (CRP) is an internationally recognized method for giving and getting feedback on creative works in progress. In this first in-depth study of CRP, Lerman and her long-term collaborator John Borstel describe in detail the four-step process, its origins and principles. The book also includes essays on CRP from a wide range of contributors. With insight, ingenuity, and the occasional challenge, these practitioners shed light on the applications and variations of CRP in the contexts of art, education, and community life. Critique Is Creative examines the challenges we face in an era of reckoning and how CRP can aid in change-making of various kinds. With contributions from: Bimbola Akinbola, Mark Callahan, Lawrence Edelson, Isaac Gómez, Rachel Miller Jacobs, Lekelia Jenkins, Elizabeth Johnson Levine, Carlos Lopez-Real, Cristóbal Martínez, Gesel Mason, Cassie Meador, Kevin Ormsby, CJay Philip, Kathryn Prince, Sean Riley, Charles C. Smith, Shula Strassfeld, Phil Stoesz, Gerda van Zelm, Jill Waterhouse, Rebekah West