University of Akron plans to cut the cost of its general education courses by 86 percent and begin delivering them primarily online in an effort to both increase enrollment and respond to calls from the state’s governor to make college more affordable for Ohioans.
Udemy for Business offers companies a way to “train your employees better, faster, and more efficiently than ever before” by offering courses in programming, web design, digital marketing and business skills, among others. Client companies include many of the multinationals that business school executive education units covet.
Kevin Carey's book "The End of College" is wrong but beautiful. Wrong, because brick-and-mortar college isn't "ending" in our lifetimes. Beautiful, because Carey makes us stop taking online education for granted, and feel the awe this historic achievement deserves.
LinkedIn has entered the growing market for online learning with its $1.5 billion purchase of lynda.com Inc., a website that got its start 20 years ago and has since emerged as a leader in professional training videos.
Behavioral solutions alone won’t eliminate socioeconomic inequalities in postsecondary access and success. But for a relatively small investment in these strategies, we can meaningfully improve the efficacy of existing programs and policies and expand college opportunity for hardworking but economically disadvantaged students.
The AEI writes about CBE indicating that external validity is the central component of their recommendations: - CBE programs should clearly define their competencies and clearly link those competencies to material covered in their assessments. - To support valid test-score interpretations, CBE assessments should be empirically linked to external measures such as future outcomes. - Those empirical links should also be used in the standard-setting process so providers develop cut scores that truly differentiate masters from nonmasters. - In addition to rigorous test development and standard setting, CBE programs should continue to collect and monitor graduates’ life outcomes in order to provide evidence that a CBE credential stands for a level of rigor and preparation equivalent to a traditional postsecondary degree.
A degree has always been a marker of accomplishment -- something that conveys value to the degree holder, employers and society. Through the lens of Gallup's research, it's still true that a college degree is worth its weight in gold, but only for those graduates (and their alma maters) who made the most of their higher education experience as students. Graduates who strongly agree they had the following six experiences in college -- which Gallup refers to as the "Big Six" -- perform markedly better on every measure of long-term success compared with graduates who missed the mark on these experiences: a professor who made them excited about learning; professors who cared about them as a person; a mentor who encouraged them to pursue their goals and dreams; worked on a long-term project; had a job or internship where they applied what they were learning; were extremely involved in extra-curricular activities.
The belief that an entire region within Europe and stretching into Central Asia could develop common systems of governance, finance, law, foreign relations, and higher education has essentially collapsed.
In the past several years, record amounts of investment capital have financed new companies serving – and targeting – US colleges and universities. These efforts often seek to enhance or shift established practices and processes, injecting innovative models and ideas into the existing postsecondary landscape. Here is the Evidence of Learning framework.
While by no means a perfect model, what we’ve done at Utah State showcases the power of engaging faculty and staff as leaders to rethink how a quality degree is defined, assessed and explained. Such engagement couldn’t be more critical. After all, if we are to change the culture of higher learning, we can't do it without the buy-in from those who perform it. Teachers and advisers want their students to succeed, and the D.Q.P. opens a refreshing conversation about success that focuses on the skills and knowledge students truly need. The D.Q.P. helps give higher education practitioners an opportunity to do things differently. Let’s not waste it.
A new report released by a joint research institute of Indiana University and the University of Illinois shows that minority-serving institutions, which educate about 40 percent of students historically underserved in postsecondary education, are actively engaged in determining how well their students are learning.
The Georgetown University Center on Education and the Workforce just published a new report that looks back over decades to track some of the long-term trends -- and they reinforce the importance of higher education.
Far from being caused by funding cuts, the astonishing rise in college tuition correlates closely with a huge increase in public subsidies for higher education. If over the past three decades car prices had gone up as fast as tuition, the average new car would cost more than $80,000.
Any federal attempts to open even a limited amount of aid dollars to noninstitutional providers almost certainly would face a major challenge from established colleges and, probably, faculty groups. Yet many well-placed observers predict the feds will try something sooner than later. The rare bipartisan support for new ways of delivering higher education is too strong to be ignored
MOOC platform providers are also “discovering” that students want to pay for credentials and not learning experiences. This means that many of those companies are tying their fortunes to the issuing of certificates and badge-like credentials.
Peter Thiel and Tyler Cowen, both New York Times bestselling authors, are among today’s top global thought leaders and influential innovators. Watch as these two engage in a serious dialogue on the ideas and policies that will shape the future of innovation and progress in the coming years and decades.
On March 25, 2015 the National Association of Scholars released a report on the global sustainability movement titled "Sustainability: Higher Education's New Fundamentalism." The launch event was held at the UN Millennium Hotel. Arthur Brooks, the president of the American Enterprise Institute, delivered the keynote speech and Herb London, president of the London Center for Policy Research and chairman of the NAS board, and Neil Ross, the U.S. program director for Spiked magazine, also spoke at the event. Additionally, coauthors of the report Rachelle Peterson and Peter Wood delivered remarks at the event. Here is the executive summary of the report.
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