higher education trends
When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are tossed around with great frequency. But is that perception still valid? Are all instructors so set in their ways, skeptical of anything new, and fearful of deviating from what they’ve done that it’s nearly impossible to get them to try something new?
The New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI) have released the 2014 Horizon Report. This year’s NMC Horizon Report identifies the “Online, Hybrid, and Collaborative Learning” and “Social Media Use in Learning” as fast moving trends likely to drive substantive changes in higher education over the next one to two years.
Dead ideas that limit teaching and learning—that was the topic of Professor Diane Pike’s plenary session at the recent Teaching Professor Conference. There’s a tyranny associated with dead ideas. They limit and constrain our thinking, and can lead us in the wrong direction. An idea may pass on without us noticing, and discovering it is dead can be provocative. Consider, for example, these three ideas that Pike proposed.
It wouldn’t be the end of the year without a few top 10 lists. As we say goodbye to 2012, we’re doing our list with a little twist: the top 12 articles of 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-through rates, web traffic and other reader engagement metrics.
When it comes to college students and studying, the general rule most first-year students hear goes something like this. “For every one credit hour in which you enroll, you will spend approximately two to three hours outside of class studying and working on assignments for the course.” For a full-time student carrying 12 credits that equals at least 24 hours of studying per week.
The provocative new book Academically Adrift: Limited Learning on College Campuses sparked intense debate. So what’s next? Join the conversation on what can be done to improve academic rigor in the face of larger class sizes, shrinking budgets, and competing priorities.
audio Online Seminar • Recorded on Thursday, March 24th, 2011
With the growth of distance education and changes in student demographics, the traditional class schedule, when a class meets two or three times a week, may no longer be what students want or need to meet their educational goals. In its place, institutions are offering online, hybrid, and accelerated courses, which provide greater flexibility and
Colleges and universities need leadership at every level, but often faculty are reluctant to lend their leadership abilities because the notion of them as leaders is often at odds with their perception of themselves as academics. “It’s not who we are. We’re people who challenge and question all the time. When we associate leaders with
As college teachers, most of us know that the profession is changing, but we aren’t always as up on the details as we should be. The changes occurring today have implications for everyone who teaches. Just a couple of facts make that abundantly clear. According to the National Center for Educational Statistics, between 2001 and
A recent informal poll conducted by Magna Publications’ electronic newsletters Faculty Focus and Eye on Students asked, “Would you like to see student affairs work more closely with academic affairs on your campus? What is preventing-or encouraging-collaboration on your campus?” The replies from the academic affairs and student affairs respondents might be summarized with one