What You Need to Know About Borrower Defense to Repayment
At the tail end of June, the Department of Education (ED) released a Notice of Proposed Rulemaking (NPRM) on borrower defense to repayment (BDR) an opened a 30-day public comment period. The proposal would reduce the amount of and increase eligibility criteria for relief available for defrauded borrowers. The call for public comment will close on August 30, 2018. This post will provide a brief history of the BDR regulations, including an initial analysis of the new proposed rule. We strongly encourage NASPA members to engage their institutional leadership in conversations about submitting comments on the new proposed BDR rule. NASPA's policy and advocacy staff is working to review the proposed rule in its entirety and will be drafting sample text to distribute to our members next week so that they or their institutional leadership can incorporate it into their own comments.
#SAadvocates Go To The Fair: Engaging with Candidates
As the arrival of August signals the inevitable end of summer and return of students to campuses, it is also a time of county and state fairs across the country. Whether you are attending a fair to work a table for your institution and share information about the contributions your campus makes to your community and region or taking some well-deserved time with your family, fairs provide a great excuse to gather with our neighbors. County and state fairs also often offer unique opportunities to meet and talk with candidates for local, state, and federal elections in a more relaxed and un-scripted environment. If you are heading out to your county or state fair and interested in determining where the candidates in your area stand on issues related to higher education, this post by NASPA Director of Policy Research and Advocacy Teri Lyn Hinds will provide some background and tips to get your conversations started.
The Space Between Controversy with Civility and Civic Action
The CLDE Theory of Change highlights Civic Action and Agency, specifically the ability to work across difference to actively respond to social challenges, which frequently includes taking risks, challenging policy, and questioning institutional practice. It speaks to the diversity of religion, race, ethnicity, socioeconomic status, and the significance of recognizing the unique talent, skills, and experience that unique individuals bring to the process of global change. In many ways, the Theory of Change emphasizes the same components of the Social Change Model (collaboration, consciousness of self, commitment, common purpose), however it has the capacity to deepen the application and understanding of these concepts through a more critical lens.
Tempered Radicals, Social Entrepreneurs, and Cookie Bakers
Tempered Radicals, describe those professionals who maintain multiple, sometimes conflicting, commitments to their constituents and to social justice ideals (Dostilio, 2017, p. 16). These radicals are adept at holding conflict in one hand and leveraging relationships, priorities, and resources in the other. The one-day service during orientation is one such example. One-day events may not be as axis shifting as other high impact practices, but that does not mean they are not without merit.
Don’t Look Away: Digging Deep with Political Dialogue
This is an incredible time to be alive. Our political system in the United States is in a state of tremendous change, impacting lives within and beyond our man made borders. We are inundated with news from sources both credible and questionable, social media posts that often reinforce our existing echo chambers or ruffle our feathers, and conversations with colleagues and friends about how to be engaged without feeling overwhelmed.
Civic Action: Instilling a Lifetime of Active Citizenship
Will we be able to make every student we connect with an active citizen? Maybe. For some we will be able to do it while they are at the university level. For some, they will already be well on their way before they set foot on campus. As for the others, we are simply planting seeds and asking questions that will lead to a lifetime of active citizenship after they leave the university. I would argue that if we were able to make one of these three impacts on every student then we would have succeeded in our goal of creating lifelong active citizens.