Providing real job skills and job placement assistance—along with a solid education—should take priority over identifying potential micro-aggressions. And third, colleges must make a real effort to make college affordable to middle-class families.
Though a number of institutions do not see non-credit programming as part of their core mission, practical programming is central to the value universities provide students. Modularizing for-credit programs and bringing in industry experts to provide instruction through a CE or Extension infrastructure can lay the groundwork for a great non-credit program.
The universities must not only reward and promote innovations in the teaching methodologies, but must also provide teacher development programs, in order to cultivate and support new educational approaches.
Higher education — increasingly unaffordable and unattainable — is on the verge of a transformation that not only could remedy that, but could change the role college plays in our society. Can you imagine the benefits of colleges having little bricks-and-mortar overhead, of each student being taught in ways scientifically tailored to their individual needs, of educators, students and researchers being able to capitalize on global intelligence?
This event will provide attendees an overview of two new papers being released by Blackboard and ACE's Center for Education Attainment and Innovation and Center for Policy Research and Strategy. Authors of the papers will be present and there will be a panel discussion and Q&A session.
Competency-based education (CBE) is gaining momentum, and higher education leaders are taking note of this unique market opportunity. Over the last several weeks, Eduventures has released an executive summary.
The task force’s objective with the report was to provide specific recommendations on reducing, eliminating or streamlining duplicative, costly or confusing regulations and reporting requirements to Congress and the administration in anticipation of the ninth reauthorization of the Higher Education Act. The report guides deregulatory efforts to allow colleges to spend more of their time and money educating students, instead of filling out mountains of paperwork.
Universities pressure faculty members to devote their time to researching and writing publications rather than connecting with students. Even the terminology shows how the teaching method changes once college begins. Teachers become professors. Each term invokes distinctly different images. Teachers spend time with students and focus on legitimately teaching — transferring knowledge and skills to students. Professors stand at the front of a large lecture hall filled with nameless students and pontificate about what they are currently researching, to the detriment of their students’ learning.
Coursera, one of the largest MOOC platforms, announced that it had teamed up with more than half a dozen companies that will help create capstone projects for its course series. The companies include the tech giant Google as well as Instagram and Shazam—all names likely to entice students looking to get a start in Silicon Valley.
Nineteen colleges now work with Coursera to offer what amount to microdegrees—it calls them Course Specializations—that require students to take a series of short MOOCs and then finish a hands-on capstone project. The serialization approach has proved an effective way to bring in revenue to support the free courses—to get a certificate proving they passed the courses, students each end up paying around $500 in fees. By helping develop MOOC-certificate programs, companies are giving a seal of approval to those new credentials that may be more important to some students than whether an accredited university or a well-trained professor is involved.
Given the focus employers place on soft skills, colleges are looking at recent university graduates as a promising market. By giving students and employers an opportunity to share their own stories under the InterviewFail umbrella, college marketers allowed their key stakeholders make their case on the college’s behalf.
Instead of relying on high schools to be a pipeline to college for every student, we must be honest with students about whether college is the best place for them after graduation.Some may choose college, others the workforce. Success’s definition varies as much as the students that seek it, no matter if that is through apprentice programs, trade schools, or associate’s degrees.
Forty years ago, the United States had the best-educated workforce in the world. Not any more. Not even close, says the Educational Testing Service in a new report: America’s Skills Challenge: Millennials and the Future. The report is based on ETS’s analysis of data from the OECD Programme for International Assessment of Adult Competencies (PIAAC) survey.
Grandchildren of the Greatest Generation, we are the Most Selfish Generation, running up debts that our kids will have to pay, avoiding hard decisions to rein in unsustainable entitlements, and, in education, worried more about our teaching loads and our perks than the learning of the next generation. Shame.
In today’s technology-driven world, is it best for children to hone their science and math skills to catch up with other countries that outperform the U.S.? Or is it best for them to be more well-rounded, with strong arts and athletic skills as well? Or perhaps parents should instead focus on encouraging less tangible skills in their kids, such as teamwork, logic and basic communication skills.
The report aims to fill the gaps in the knowledge by developing a greater understanding of postsecondary faculty, and their attitudes and beliefs as they affect pedagogical choices and impact student outcomes. The investigation focused on both the intrinsic and extrinsic motivational factors associated with perceptions of education held by postsecondary faculty in the United States. The research illuminates how different internal and external factors (motivational, behavioral, contextual enablers/barriers, values, beliefs, and demographics) come together to influence faculty members’ willingness to learn about new pedagogies, incorporate new ideas in their work, and spread new ideas regarding teaching and learning to peers and campus leaders.
Some of the biggest MOOC producers, including Daphne Koller’s Coursera, may have figured out how to get employers to accept free online courses as credentials: Get big-name companies to help design them
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