Why STEM Matters

In light of finding the Top Education Degrees infographic below on “Why STEM (Science, Technology, Engineering, and Mathematics) Matters,” we asked a couple members of our leadership team at Academic Partnerships the question, “Why do the STEM disciplines matter?” Take a look at their responses.

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Why STEM Matters

Faculty eCommons

In light of finding the Top Education Degrees infographic below on “Why STEM (Science, Technology, Engineering, and Mathematics) Matters,” we asked a couple members of our leadership team at Academic Partnerships the question, “Why do ……

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Learning is not the same as Education (Unfortunately)

What is the point of education reform?  I feel like many people have jumped on the bandwagon in recent years, with myself included.  I have begun to rethink my interest in this “reform”.  I’ve been asking myself questions like, “Can education be reformed at all within the current system?” and “SHOULD education even be reformed?”.…

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My thoughts on the future of higher education [Christian]

My thoughts on the future of higher education -- March 2013 by Daniel Christian

 

 

From DSC:
Though the title of this article I wrote says 10 years, it may be more or less (and given the pace of change, I would lean towards sooner rather than later).  

If you haven’t read Christensen’s/Horn’s/Johnson’s work re: disruption — such as Disrupting Class and/or The Innovator’s Dilemma — it would be worth your time to do so.

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The future of higher ed according to Richard DeMillo; some thoughts/perspectives worth reflecting on

Traditional institutions will close, number of colleges and universities will rise (audio and transcript) — from evoLLLution.com (where LLL stands for lifelong learning) by Richard DeMillo | Director of the Center for 21st Century Universities, Georgia Institute of Technology
Excerpt (emphasis DSC):
.

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(Open) Attitude is Everything, Part 1

Time for change

After reflecting on the sessions I participated in, viewing the archives of the sessions I couldn’t participate in, reading blog posts, and skimming Storifys of #ETMOOC Topic #4: The Open Movement – Open Access, OERs & Future of Education, my brain is once again in a state of jumbled awesomeness.…

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The professors who make the MOOCs [Kolowich]

The professors who make the MOOCs – from The Chronicle by Steve Kolowich

Excerpt:

Like many professors at top-ranked institutions, Mr. Sedgewick was very skeptical about online education. But he was intrigued by the notion of bringing his small Princeton course on algorithms, which he had taught for five years, to a global audience.…

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Reflections on “Harvard’s plan to dominate higher education” [Uldrich]

Harvard’s plan to dominate higher education – from jumpthecurve.net by Jack Uldrich

Excerpt (emphasis DSC):

Critics of online education and MOOCs may delude themselves by thinking  an online course can never offer the same level of intimacy or interaction as a traditional college course but they are missing a key  component of the MOOC movement: analytics.…

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The Professors’ Big Stage [Friedman]

The Professors’ Big Stage – op-ed from the New York Times by Thomas Friedman

Excerpt:

I just spent the last two days at a great conference convened by M.I.T. and Harvard on “Online Learning and the Future of Residential Education” — a k a “How can colleges charge $50,000 a year if my kid can learn it all free from massive open online courses?”…

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MOOCs are Not the Enemy. Sorta.

So. I stood up in front of a whole room of academics and theorists and grad students with funky glasses this weekend and said the word “MOOC.” And nobody threw a single tomato, which surprised me.

My presentation for Theorizing the Web 13 at CUNY was entitled “MOOCs are Not the Enemy: Networked, Non-Imperialist MOOC models.” Or in simplest terms, “cMOOC is for cyborg.” Ahem.

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