Minerva is an accredited university with administrative offices and a dorm in San Francisco, and it plans to open locations in at least six other major world cities. But the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
In the digital age, knowledge retention and student engagement are constant challenges for teachers. With students seemingly attached to their laptops and cell phones, the approach teachers take can produce major difference in the learning outcomes for their students.
The Alternative Credit Project™ is a free tool that helps students find low-cost options to get them back back to college to complete degrees & certificates. Last month the American Council on Education launched the Alternative Credit Project Ecosystem. Through this project, students who successfully complete courses in a pool of 111 low-cost or free lower-division general-education online offerings will have a transparent pathway to determine, prior to transferring, whether certain higher education institutions will accept those alternative credit courses. ACE has engaged 40 colleges, universities and systems that all have a strong commitment to access and attainment and that have agreed to accept a large amount, if not all, of the courses in the pool.
BY GEORGE LORENZO, Fast Company What if you could earn a technology-centric credential at a similar level to a postgraduate for less than $1,000? And what if earning that high-level credential took about six to nine months?
Article on the growing trend to deconstruct the traditional university degree in favor of an amalgam of separate pieces. The author argues that this trend further complicates the current debate about what a university degree should represent.
This essay proposes five models of innovation in higher education that expand our "Ideas of the University," envisioning educational start-ups in the spirit of entrepreneurial experimentation. The author seeks to realize each of these feasible utopias as a way to disrupt higher education.
To develop a national data strategy that increases breadth and quality while reducing duplication and the burden on institutions and also securing data privacy and security. The data that the Gates Foundation and IHEP focus on are those many schools have already voluntarily begun collecting to better serve their own students. If any of these data requirements become federal policy, however, they will almost certainly mean more work for institutions.
Such programs will not solve the problems that plague community colleges in getting most of their students the credentials they seek, but they provide examples of how to improve links to four-year schools of every kind.
A newly-released inquiry report by the Higher Education Commission entitled From Bricks to Clicks: The potential of data and analytics in higher education explores what the data revolution – or 'big data', defined as high-volume, high-velocity and high-variety information assets – can mean for higher education and students.
Recently, the use of predictive analytics has garnered well-deserved interest and attention in higher education. Colleges and universities are using academic data and profiles (demographics, financial information, and past performance) to approximate risk and identify cohorts of students in need of additional support. In higher education, we know a lot about what students did but very little about what they are doing. We have models to predict outcomes but haven’t yet approached the equivalent of the clickstream data that transformed online advertising. Early analytics efforts are producing meaningful results, but the real transformation will not happen until real-time data on actual student behavior is introduced into the equation.
While English jobs in the MLA database have historically been more likely than foreign language jobs to be tenure track, the levels for both English and foreign languages are down significantly from where they once were when more jobs were listed.
Tomorrow’s learners could be using the mind and the body to aid their study, the OU’s Innovating Pedagogy Report reveals, in its annual look towards emerging trends in education. Professor Mike Sharples, Chair in Educational Technology at the OU’s Institute of Educational Technology and lead author of this year’s report, highlights three emerging trends.An interesting one is embodied learning, the way people are starting to learn through their minds and body.
Creating more online and self-service pathways for students to complete bureaucratic tasks lines up with their expectation for the university to operate in a similar fashion to other modern businesses.
Colleges can lead students to education, but since many are unprepared for it or not interested in it, little or no learning happens. That being the case, no real improvements will come about through external pressures like Gainful Employment or accreditation standards. Our great problem is that a high percentage of the people who graduate from high school—the raw material of colleges—are not ready for anything resembling higher education.
The Organisation for Economic Cooperation and Development’s annual “Education at a Glance” report, an encyclopedic collection of education-related statistics across 46 countries, is being published today.
The hiring outlook for college graduates continues to improve as employers plan to hire 11 percent more new college graduates from the Class of 2016 for their U.S. operations than they did from the Class of 2015, according to results of NACE's Job Outlook 2016 survey.
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