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The Women in Public Service Project colloquium will be simulcast live through the WPSP website and in Bryn Mawr’s Campus Center today.
Inside Bryn MawrRachel Yutzky wins Third Prize in PSCSW Awards ProgramCoffee Hour to be Held on Sept. In today’s fast-paced world, it’s sometimes challenging to keep up with the latest news and trends. EAB Daily Briefing: Presented by the EAB and accessible only to EAB members, the briefing rounds up highlights of higher-education news and posts them Monday through Friday. In which a veteran of cultural studies seminars in the 1990s moves into academic administration and finds himself a married suburban father of two. Technology and Learning: Joshua Kim, director of digital learning initiatives at the Dartmouth Center for the Advancement of Learning, contributes to this blog.
Read more about this new trend and Rehn's video commentary in this Chronicle of Higher Education blog. Kelsey Suyehira, a senior computer science student at Boise State and alum Marianna Budnikova engaged with the Boise tech community not once, but twice in the past week as participants on panels devoted to solving diversity in tech issues.
More than 1,200 software developers and hardware geeks will come together for the Northwest’s most popular development summit: Boise Code Camp.
The fourth annual Bronco Appathon was held March 6-8, 2015 and brought out some of the best student programmers and entrepreneurs at Boise State University. The Idaho Statesman highlight the need for more women in Computer Science by featuring noteable Boise State CS alumni, Marianna Budnikova. Boise State will begin offering a nine-week summer Research Experiences for Undergraduates (REU) Site this summer, focused on software security. 23 students and 4 faculty and staff from Boise State University's computer science department participated in the 2014 CS Education Week (December 8th-14th), impacting thousands of Treasure Valley school kids by helping facilitate several Hour of Code and other computer science workshops.
At the International Society for Technology in Education conference in Denver this week — attended by more than 15,000 K-12 teachers, school officials, vendors, and reporters — the biggest news was Amazon’s release of Inspire.
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You can hardly mention higher education today without hearing the word "innovation," or its understudies "change," "reinvention," "transformation." Last summer the National Governors Association opened its meeting with a plenary session on higher education, innovation, and economic growth.
I was right that the shifts and competition would create a new playing field for higher education, but the pace of change is stuck somewhere between sluggish and glacial. Even major higher-education projects and government initiatives are just playing around the margins.
A recent spate of books diagnoses the impediments to change and offers a broad menu of recommendations.
As Taylor, a philosopher of religion at Columbia University, argues, until colleges accept the need to change, they have little incentive to overcome their natural inclination to stay the same.
You might expect such talk from a writer like Rosen, chairman and chief executive of Kaplan Inc.
Now Christensen and his co-author Eyring, an administrator at Brigham Young University-Idaho, write that higher education is next in line for transformation. Higher education is hardly to blame for the collapse of the economy, but we should be held accountable for our inability to control costs, our inadequate graduation rates, and our students' lack of preparedness for the modern work force. Ideas are everywhere, and innovation, technology, and accountability are their critical components.
I am often struck by how critics of university reform evoke "privatization" and "corporatization" as the twin demons that threaten to destroy the fabric of higher education. But even if the strategies were deemed worthy, putting them into effect would have to survive the slow death by the decentralized decision making that is a fact of life in higher education.
Where is the enlightened university leader to find the courage and backbone to explore those avenues or find ones of her or his own? As the creators of new knowledge, faculty should be in the vanguard of change, and sometimes they are.
We have changed too little in how we prepare fledgling college professors to become great teachers. Technology provides ways for great teachers to refresh their own scholarship and pedagogy and bridges the gap between how our students experience their college curriculum and how they learn everything else.
Online courses are an important component of higher education's productivity tool kit, one of the few that offers an intellectually rigorous, measurable, and fiscally responsible way to serve more students while making better use of physical space. No discussion of change in higher education should omit international study as a key component of a comprehensive undergraduate program. Running like a vein of gold through much of the recent writing on change in higher education is the comforting theme that universities are more important than ever, since society needs educated citizens more than ever. The ultimate threat to universities could come from the disaggregation of the degree, as students take advantage of the growing availability of open-source learning networks to present evidence of competency to prospective employers. All of those are signposts to a future where competency-based credentials may someday compete with a degree. At this point, if you are affiliated with an Ivy League institution, you'll be tempted to guffaw, harrumph, and otherwise dismiss the idea that anyone would ever abandon your institution for such ridiculous new pathways to learning.
Here's the saddest fact of all: It is those leading private institutions that should be using their endowments and moral authority to invest in new solutions and to proselytize for experimentation and change, motivated not by survival but by the privilege of securing the future of American higher education.
The Chronicle welcomes constructive discussion, and our moderators highlight contributions that are thoughtful and relevant. USA Science Fest and other regional events are doing a great job generating excitement around STEM.
At the Society for Science Intel International Science and Engineering Fair, 1500 students from 70 nations demo their projects. Math & Science for Minority Students hosted at Phillips Academy provides 3 enriching pre-college summers. SCVNGR, a Google-funded mobile game about going places, doing challenges and earning points.
State Department and the Seven Sisters Colleges host the inaugural colloquium of the Women in Public Service Project, a post by Bryn Mawr President Jane McAuliffe in The Chronicle of Higher Education explains why an initiative that aims to prepare women for leadership roles in government and public service around the world dovetails perfectly with the missions of the women’s colleges that sponsor it. We reached out to community college presidents to find out which blogs are required reading.
The blog also includes summaries of research and insights from the main EAB website, announcements of Web conferences and other events, and commentary from EAB experts. In fact, she will be co-teaching this fall the class "Just Hacking" with Assistant Professor of Mathematics Bill Kronholm, where they will examine hacking as the art of creative problem solving. Not only that, but those who joined the conversation virtually, were able to interview the speakers and presenters. We’re here to help you make the most of the time, money, and energy you invest in your education — and in your future. In total, 20 of the program's 29 participants were declared CS majors and they helped make up a piece of each of the eight competing teams. The grant will support groups of 10 undergraduate students each summer for three years as they develop confidence as researchers and scientists.



Tim Andersen and a number of fantastic industry partners are quoted in an Idaho Business Review article about the increased investment in Boise State's computer science department and expansion goals. Tim Andersen, discusses the Kestrel High Performance Computing Cluster with media as they retrace the footsteps of President Barak Obama as he toured Boise State College of Engineering labs Wednesday. Plus your subscription includes weekly print or digital delivery of The Chronicle and The Review and the Chronicle iPad® Edition. We have journals galore (Innovative Higher Education, Journal of the International Council for Innovation in Higher Education, etc.), more conferences on "innovation" and higher education than I can count, and reports about innovation (in teaching, research, university business models, technology, you name it). When I re-engaged with higher education after a 20-year absence in the private sector, I felt like Rip Van Winkle: The generations were different, but the landscape remained the same. Take the international-export activity in education: Some institutions have indeed begun ambitious expansions with overseas branch campuses or partnerships, but they are merely transporting the old model to new physical space abroad. We have Reinventing Higher Education: The Promise of Innovation, edited by Ben Wildavsky, Andrew Kelly, and Kevin Carey (Harvard Education Press, 2011); the second edition of Higher Education? And most of their conclusions are surprisingly consistent, especially about the ways in which academic culture strangles innovation and reform. The reverence for tradition that sends graduating seniors walking out through the gate they entered as freshmen can permeate an institution's entire world view: Honoring the past is a hedge against whatever barbarians are assaulting it in the present. But you will find similar sentiments in almost every one of the excellent essays in Reinventing Higher Education. In his widely read 1997 book The Innovator's Dilemma, Christensen, a professor at the Harvard Business School, argued that when a mainstream organization encounters a "disruptive technology," place your bet on the upstart. Universities have been protected by the prestige of their brands and the lack of any real competition. Grove, of a "strategic inflection point," the critical moment when an organization confronts a huge change and must, virtually overnight, adapt or fail. 1 in college degrees held by 25- to 34-year-olds, by 2010 the United States was 12th among 36 developed nations.
But they require tough choices and thick skins to survive the attack of the antibodies against change.
It would indeed be a sad world if the lofty goals of creating and transferring knowledge were reduced to the rhetoric and mechanics of the marketplace. The New York Times recently noted that from 1998 to 2008, enrollment in public and private universities went up less than 25 percent. No wonder most presidents focus more of their time on fund raising and burnishing the prestige of their brand than on the dangerous work of reinventing the university.
Not from alumni, who are enthusiastic cheerleaders but usually prefer everything to be the way it was when they were young. While there are many excellent faculty-led efforts, and others supported by important institutions like the Carnegie Foundation for the Advancement of Teaching, participation is voluntary and tends to draw from the same small circles. If you play video games, you will have no problem fantasizing that we could someday get to the point where online courses have a smidgeon of the immersive power of, say, Skyrim. We could have tremendous impact by shifting first-year, entry-level courses wholly or mostly online, developed cooperatively but taught locally. The next step is a consistent and broad-minded strategy that embraces technology and learning at all levels, beginning with faculty who teach with digital gusto, and who are themselves qualified to direct technology-rich projects that will characterize an exciting new generation of scholars and teachers. In addition to better tools, more effective teaching, and a flexible curriculum, we need to connect more students to a meaningful global experience. Only we can issue an accredited degree, the precious entry ticket to the knowledge economy. The value of the diploma is symbolic, backed not by gold but by the graduate's sense of its worth and the employer's willingness to accept it as the currency of competency. It is already true that more than one-third of college students attend multiple colleges, cobbling together credits from various places.
The Massachusetts Institute of Technology has been the one to watch here; after following early forays like Fathom into open-enrollment e-learning, MITx will soon offer paying customers a certification of competency in various fields. Macaulay Honors College at the City University of New York and author of Sala's Gift: My Mother's Holocaust Story (Free Press, 2006). Smith College of Engineering and Computer Science for an important discussion about recruiting students into science, technology, engineering and mathematics (STEM) disciplines. Join Zinch’s college admissions experts Bob Patterson and Gil Rogers as they share survey findings on the ever-growing group of high school students who are using social media and other online platforms to inform their decision in the college process. Learn how Welcome to College can help secure real-time data on your college visit programs.
Jim Buffenbarger are quoted in a Chronicle of Higher Ed piece about second degree students in CS. During my long self-exile, I worked primarily in media and technology businesses, including with Fathom, an interactive knowledge network in partnership with Columbia University and other institutions here and abroad.
Or technology: Although e-learning has been around for nearly 20 years, technology in and out of the classroom is at the discretion of the professor, with rare institutional support or enthusiasm. How Colleges Are Wasting Our Money and Failing Our Kids—and What We Can Do About It, by Andrew Hacker and Claudia Dreifus (St. Love and respect for our educational mission do not deter these writers from identifying the greatest hurdle to overcome in higher education: inertia. For Taylor, inertia has turned into a crisis because tenure and traditional departments stifle the sharing of ideas. Market dominance and a history of loyal customers delude the big company into complacency and a false sense of invincibility. But online learning is that catalytic technology du jour, they argue, and universities will be committing "slow institutional suicide" if they fail to revolutionize their classroom-based models of instruction. Whichever formulation you prefer, there is no getting around the fact that higher education must navigate an unprecedented series of threats, challenges, and opportunities. The hard-working and deeply committed administrators and faculty of our colleges are not unique in seeking ways to make progress, while still preserving the status quo. Graduation rates (except for the handful of students at our most selective institutions) lag; tuitions rise, while the unemployment rate is at record highs for recent college graduates. Some university constituents hear the dreaded word "productivity" as a euphemism for bigger classes or just more classes taught on the backs of already overworked, underpaid adjuncts. However, surely we can learn something from the way commercial enterprises are driven to continual improvement by competition, consumer demand, and responsibility to their stakeholders. That reality makes it crucially important to consider new approaches—like streamlining pathways to degrees, redesigning models of instruction, competency-based programs, better advising, shutting down or consolidating underperforming programs, and more comprehensive and efficient support services focused solely on getting students to graduation. Not from accreditation agencies, which are the watchdogs of the status quo (remember their cousins, the financial ratings companies).
Hacker and Dreifus identify "the Professorial Campus" as representative of a fundamental misalignment between faculty incentives and institutional goals.
When they graduate, they will find online learning already fully integrated into the workplace.
But even in their still rudimentary form, and despite a self-selection bias (students sufficiently motivated to attempt self-paced online courses), those courses are already worthy alternatives to the classroom.


It can be accomplished by faculty working in teams or in conjunction with experienced instructional designers who understand how to create large-scale projects like MOOC's huge, open online courses, which have been pioneered by Stanford and other universities. At my university, we have a cadre of "instructional technology fellows," who are doctoral students assigned to work with faculty and students on technological enhancements to the curriculum.
Only about 14 percent of American college students study abroad, and few of them are students of color or low income. The infrastructure to facilitate the creation of a personalized degree is not yet in place; students still end up with the last institution's name on the diploma.
Most measures of prestige in higher education are based on exclusivity; the more prestigious the college, the larger the percentage of applicants it turns away. I thought then that the shift to a global, technology-based knowledge society, as well as competition from international and for-profit institutions, would force innovation. Online learning has about as much credibility on some campuses as global warming at a Tea Party rally. Imagine, $1-trillion in student debt—and then our graduates enter the worst job market in years. In defense of the university, they head to the ramparts to demand increased state financing and cuts in administrator salaries, as if those were the only solutions. Students and their families, as well as taxpayers, legislators, and donors, pay dearly for the services of the university.
The federal government estimates that 7,500 for-profits enroll some 670,000 students each year in degree programs. Many of those were put forth in a recent McKinsey & Company study, "Winning by Degrees," of strategies to expand enrollments and increase graduation. And not from trustees, who are loving guardians but shun the role of agent provocateur (except perhaps in politically volatile states, a situation with its own problems).
Faculty are rewarded as individual performers for their research and their contribution to their field, but have no incentives for institutional loyalty or accountability for student success. Twigg in 1999, and validated by trial programs over five years with 30 two- and four-year institutions. At my own institution, where 60 percent of our high-achieving students are immigrants or from immigrant families, we require all of our students to complete internships, or conduct independent research, or study abroad. The transfer process is often a nightmare, as one faculty committee may reject a course taken elsewhere, even if the course is taken from another fully accredited institution—sometimes even from an institution within the same university system. Consider the nonprofit Khan Academy, with its library of more than 3,000 education videos and materials, where I finally learned just a little about calculus. The American university, the place where new ideas are born and lives are transformed, will eventually focus that lens of innova-tion upon itself. Andersen illustrates the earnings potential of a full CS Bachelors Degree, as opposed to a CS Masters Degree coupled with a non-CS Bachelors Degree. Higher education is facing a future that looks terrifyingly like the American tragedy known as our elementary and secondary schools. Meanwhile, Academically Adrift, a controversial but oft-quoted 2011 study by Richard Arum and Josipa Roksa, demonstrates that after four years, about a third of students have not significantly improved their writing, critical thinking, or analytical thinking.
There is nothing shameful or anti-intellectual or soulless in acknowledging that we are accountable to them. There will continue to be serious concerns about academic rigor, recruiting, and the use of financial aid.
A recent study, "Still on the Sidelines," by Public Agenda (on whose board of directors I also serve) shows that most university trustees believe their role is to support the administration in solving short-term challenges, rather than to engage with broader issues of higher-education reform. How many faculty even know the graduation rates of their colleges, or consider it their problem? Department of Education study demonstrated that elementary and secondary students who took all or part of a class online did better on average than those taking the same course through traditional face-to-face instruction.
Her research documented that when institutions redesigned their large lecture courses, retention and learning outcomes improved, and costs went down. While more-effective teaching should be its own reward, a major professional-development effort would provide a new opportunity to realign institutional and faculty goals. Some disciplines have already begun "tuning" and standardizing their majors à la Europe's Bologna model.
Just my crystal ball, but I would expect that institutions without significant endowments will be forced to change by 2020. But for-profits are not going away, nor is their challenge to traditional higher education.
Perhaps McKinsey's recommendations, couched in consultantspeak phrases like "reduce nonproductive credits," strike the academic ear so harshly that the truth of the message simply doesn't get through.
In fact, most respondents consider the biggest challenges to the university to be external, especially declining state support and poorly prepared students, as opposed to any internal problems, such as obsolete models of education or unresponsive systems of governance. Scholarly activity tends to distance professors from undergraduate teaching and learning, as the former Harvard College dean Harry R.
A radical expression would be to change the rules of tenure to require faculty to teach online or otherwise demonstrate their facility with 21st-century methodologies, as virtually every other employer now requires of their work force. We guide their choices with academic advising that ties their program abroad to their course of study at home, and aid them with financial support. But an even more radical change is on the drawing board, courtesy of entrepreneurs who will force our crazy quilt of half-hearted articulation agreements to give way to an international network of course and credit exchanges.
It is using the vast data from that audience to improve its platform and grow still larger. Lewis has argued in his 2006 Excellence Without a Soul: How a Great University Forgot Education.
Their experience has proven time and again to be a vital and transformative part of their education. TED, the nonprofit devoted to spreading ideas, just launched TED-Ed, which uses university faculty from around the world to create compelling videos on everything from "How Vast Is the Universe?" to "How Pandemics Spread." Call it Khan Academy for grown-ups. Add to that the previous Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities, by Mark C. In fact, the reward for good faculty behavior is less contact with students—tenure equals less teaching. But we have the advantage of being a relatively young institution, with leadership that emboldens us to think that change can be a very good thing.
The Stanford University professor Sebastian Thrun's free course in artificial intelligence drew 160,000 students in more than 190 countries. No surprise, the venture capitalists have come a-calling, and they are backing educational startups like Udemy and Udacity.



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