The crisis of confidence in liberal arts education is caused by self-inflicted wounds. But as outlined in this report, there is a solution, if only trustees, administrators, and faculty will do their jobs. Higher
education needs to reclaim the standards of “higher,” and liberal arts colleges must rededicate themselves to the liberality of mind.
Seventeen institutions and other Incubator participants recently released this joint paper outlining several potential areas in which to develop and test new policies together with a discussion on "competency-based education".
Assessment of student learning continues to climb higher on the national agenda. There are multiple reasons for this, including persistent prods from external bodies such as accrediting and governmental entities and institutions recognizing that they need more and better evidence of student accomplishment. This NILOA survey results suggest that American higher education may be on the verge of an inflection point on SLOs.
In NILOA's twentieth occasional paper, author Rebecca Klein-Collins, Senior Director of Research and Policy Development for the Council for Adult and Experiential Learning (CAEL), discusses the methodology, practices, and policies surrounding competency-based education.
How can colleges best measure student learning? Should measures focus on subject-matter knowledge, skills such as critical thinking, or both? What roles do faculty members and administrators play in determining the measures? How can students be better prepared to learn well? What is the role of motivation in student learning – and in measuring student learning? This compilation of articles and opinion essays from Inside Higher Ed with the support of ETS offers a range of ideas and perspectives on these issues.
The report, "Expanding Education and Workforce Opportunities Through Digital Badges," examines how digital badges can be used to improve student learning and outcomes. It explains what digital badges are and how they work, provides examples of digital badges that have already been implemented, and speculates on the future of the system.
In the past, a college degree all but assured job seekers employment and high earnings, but today, what you make depends on what you take. In Hard Times 2013, we show differences in unemployment and earnings based on major for BA and graduate degree holders.
This report amounts to a cry for help -an urgent call to deepen the relevance of higher education to employment and entrepreneruship so that the promise of higher education is fulfilled. It raises more questions than answers but it reviews eight key findings in context, and discuss implications.
Smart Higher Ed already posted this report when it first came out last February 2013 but we are adding now today's Gallup review of that report by Brandon Busteed, Excecutive Director of Gallup Education. The key point is that it is incumbent upon employers and education leaders to collaborate to make sure higher education degrees are a strong preparation for a good job. The world is changing far too fast for us to tolerate a disconnect between our educational system and the jobs our economy needs to thrive.
Higher education has been visibly slow to embrace the potential of online education. Many public universities are shying away from the challenge. This report identifies the most common challenges to implementing successful distance-education programs, including cost, quality, and faculty buy-in.
The Association of American Colleges and Universities (AAC&U) released a report on April 10, 2013, "It Takes More Than a Major: Employer Priorities for College Learning and Student Success," summarizing the findings of a national survey of business and nonprofit leaders. Among other things, the survey reveals that 74 percent of business and nonprofit leaders say they would recommend a twenty-first century liberal education to a young person they know in order to prepare for long-term professional success in today’s global economy.
The theory of disruptive innovation (Bower and Christensen, 1995) offers an explanation as to why some innovations disrupt existing markets at the expense of incumbent players. In this case, there is a significant question for higher education institutions to address: are online teaching innovations, such as MOOCs, heralding a change in the business landscape that poses a threat to their existing models of provision of degree courses? This white paper tries to address this issue.
This report shows trends likely to drive technology planning and decision-making over the next five years in higher education. They are sorted into three time-related categories — fast-moving trends that will realize their impact in the next one to two years, and two categories of slower trends that will realize their impact within three to five or more years. All of the trends listed here were explored for their implications for global higher education.
The provosts of ten important universities and the University of Chicago are in high-level talks to create an online education network across their campuses, which collectively enroll more than 500,000 students a year. And these provosts from some of America’s top research universities have concluded that they – not corporate entrepreneurs and investors -- must drive online education efforts. Read here the document with their plans.
The goal of Research & Practice in Assessment is to serve the assessment community as an online journal focusing on higher education assessment. The Summer 2013 issue of RPA is devoted to technology, MOOCs and assessments.
The report focuses on six public research universities: Arizona State University, University at Buffalo, University of California at Riverside, University of Central Florida, Georgia State University, and the University of Texas at Arlington. These universities are continuing their commitment to world class research while increasing enrollment and graduation rates, even as the investments from their states have declined.
This report aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today's pedagogical landscape; and could they provide a viable model for developing countries?
"The MOOC Moment" is a collection of articles organized by "Inside Higher Ed" -- in print-on-demand format -- about massive open online courses, or MOOCs. The articles aren't today's breaking news, but reflect long-term trends and some of the forward-looking thinking of experts on how MOOCs may change higher education. The goal is to provide these materials (both news articles and opinion essays) in one easy-to-read place.
In his new book “College (Un)bound: The Future of Higher Education and What It Means for Students,” Jeffrey Selingo, editor-at-large of the Chronicle of Higher Education, argues that America’s higher education system is broken but technology can transform it for the better. While the impact remains to be seen, “College (Un)Bound” emphasizes that one thing is certain: the class of 2020 will have radically different college experiences than their parents had. Here is a provocative panel discussion on the future of higher education innovation.
Last month, SIIA released a Guide to Open Educational Resources (OER) to help inform the field about the benefits, challenges and total costs that must be considered around the funding, development and adoption of educational resources, including OER. Included in the Guide was an SIIA editorial sharing our perspective and public policy recommendations.
Outsell's 2013 report "MOOCs: Cutting Through the Hype" takes a deeper look at MOOCs and their impact on this market, their influence on students and learning, and how student expectations affect business models.
This report correctly describes a large number of important developments that have had an impact on higher education. They also identify a coming taxonomy of higher education institutions, based on the idea that ‘distinctiveness matters’. There will be five university ‘models’: (1) the elite university; (2) the mass university; (3) the niche university; (4) the local university; and (5) the lifelong learning mechanism.
The European University Association (EUA) represents and supports higher education institutions in 47 countries, providing them with a unique forum to cooperate and keep abreast of the latest trends in higher ed and research policies. Members of the association are European universities involved in teaching and research, national associations of presidents/rectors and other organizations active in higher ed and research. Here is their latest report on MOOCs.
The NMC Horizon Report is an annual report jointly released by NMC and EDUCAUSE Learning Initiative (ELI), and is based on findings from the NMC Horizon Project, which identifies emerging technologies that are likely to have a substantial impact on education.
MOOC2Degree helps learnesrs achieve their academic goals, giving opportunities to try online learning for free. Academic Partnerships is collaborating with many of its 40 public university partners to launch the MOOC2Degree initiative which provides learners with free, open online courses that lead to academic credit as a first step toward degree.
Smart Higher Ed is an independent, nonprofit, nonpartisan information website devoted to issues and trends around higher education. It provides a forum for discussion and debate about America’s higher ed as well as global perspectives on the dramatic transformation from brick and mortar institutions to open and virtual teaching and learning. Smart Higher Ed addresses a diverse range of professional challenges, from updates on current developments to explorations of key overarching issues. It also includes insights and ideas from and for professionals working in higher education as well as a repository of research studies, reports and other information on disruption and innovation. It is edited and curated by Alberto Acereda, Ph.D, Senior Strategic Advisor for Higher Education at Educational Testing Service in Princeton and former faculty member and administrator at Arizona State University. Any opinions or views expressed in Smart Higher Ed are those of the original content authors and not necessarily of Alberto Acereda or Educational Testing Service.