While MOOCS are hardly a step forward pedagogically, they have brought distance learning out of the shadows and into daily discourse about the future of higher education.
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Technological Advances Demand Adaptation from Public Higher Education | The EvoLLLution - 0 views
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The lines between for-profit and not-for-profit are blurring as partnerships evolve between community colleges offering two-year diplomas and for-profit colleges awarding the bachelor’s degree. For-profit corporations now provide the platform and technical know-how for expanding the reach of not-for-profit master’s programs at many major universities.
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Creative ways of reaching new student audiences — those of all ages, background and locales — will expand the institutional footprint in exciting new ways. No future academic enterprise will be blessed with guaranteed support and students. All will be vulnerable. But the net result, through collective leadership, can take us into a new era of higher learning.
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With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as “disruptive innovation” have abated.
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No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation.
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The innovations taking place may not seem to be as dramatic as those that loomed in 2012, but the consequences are likely be even more far-reaching, challenging established business and staffing models.
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Especially attractive is competency-based education’s prospect of accelerating time to degree, since students can potentially receive credit for skills and knowledge acquired through life experience or alternative forms of education.
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But with the U.S. Department of Education and accreditors increasingly willing to allow institutions to experiment with competency-based models and direct assessment, such programs are poised to take off. The trend is moving beyond just a few institutions like Western Governors University, as even Harvard Business School, for example, launched its HBX CORe program, a “boot camp” for liberal arts college students who want to understand the fundamentals of business.
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Personalization has been the hallmark of contemporary retailing and marketing, and now it’s coming to higher education
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But recognition of the fact that all students do not learn best by following the same path at the same pace is beginning to influence instructional design even in traditional courses, which are beginning to offer students customized trajectories through course material.
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Convinced that a curricular smorgasbord of disconnected classes squanders faculty resources and allows too many students to graduate without a serious understanding of the sweep of human history, the diversity of human cultures, the major systems of belief and value, or great works of art, literature, and music, a growing number of institutions have sought to create a more coherent curriculum for at least a portion of their student body.
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companies like Learning Ace are creating new portals that allow faculty and students to easily search for content in e-books, subscription databases, and on the web.
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By promoting system-wide or state-wide purchasing, institutions seek to take advantage of scale in procurement of software and other services.
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large-scale data storage, and high bandwidth data access, enables researchers within 15 UT System institutions to collaborate with one another
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As more and more students enroll in community college to save money, a great challenge is to insure that courses at various institutions are truly equivalent, which will require genuine collaboration between faculty members on multiple campuses.
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By inverting the classroom, off-loading direct instruction and maximizing the value of face-to-face time, the flipped classroom are supposed to help students understand course material in greater depth.
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Institutions like MIT, “Future of MIT Education” and Stanford, “Stanford2025,” aware of such tensions and risks, are taking both bottom-up and top-down approaches to ensure they get the best of the flipped classroom without sacrificing face-to-face interactions.
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A growing number of institutions are launching a single contact point for student services, whether involving registration, billing, and financial aid, academic support, or career advising. The most innovative, inspired by the example of the for-profits, make services available anytime. When it opens in Fall 2015, the new University of Texas Rio Grande Valley, which will serve an expansive 60-mile-wide region, will offer students a holistic student lifecycle management and CRM and support system accessible across the region.
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Even as these ten innovations gradually become part of the higher education ecosystem, several new educational models are appearing, which potentially challenge business as usual.
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Early college/dual enrollment programs that grant high school students college credit. Expanded access to Advanced Placement courses. Bachelor degree-granting community colleges. Three-year bachelors degree programs. All of these efforts to accelerate time to degree are gaining traction. Particularly disruptive is the way students now consume higher education, acquiring credits in a variety of ways from various providers, face-to-face and online.
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The University of North Texas’s Dallas campus, designed with the assistance of Bain & Company, the corporate management consulting firm, has served as a prototype for a lower-cost option, with an emphasis on teaching and mentoring, hybrid and online courses (to minimize facilities’ costs), and a limited number of majors tied to local workforce needs.
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Minerva Project, seek to reinvent the university experience by combining a low residency model, real-world work experience through internships, and significantly reduced degree costs through scaled online learning
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the University of Phoenix, Kaplan, and other online-only institutions have created physical locations and even MOOC providers stress the importance of learner MeetUps and are focused on implementing hybrid courses on traditional campuses.
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While some corporations partner with academic institutions (GM, for example, offers a MBA through Indiana University), the number of stand-alone corporate universities now exceeds 4,200
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Although these corporate units do not offer degrees, they may well pose a threat to traditional universities in two ways. First, by their very existence, the corporate universities infer that existing undergraduate institutions fail to prepare their graduates for the workplace. Second, these entities may well displace enrollment in existing graduate and continuing education programs.
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The irony may be that all the so-called disruption will actually bring higher education back to its core mission. In the words of the public intellectual du jour, William Deresiewicz, “My ultimate hope is that [college] becomes recognized as a right of citizenship, and that we make sure that that right is available to all.”
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"With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as "disruptive innovation" have abated. No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation."
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Underserved and overburdened, transfer students face an uphill battle to earn their deg... - 0 views
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37 percent of all students who began college in 2008 have transferred institutions at some point. Nearly half of transfer students transfer more than once.
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At ASU, our university, nearly 13,500 transfer students enrolled in fall 2014 and spring 2015 semesters, outnumbering first-time freshmen by more than 2,000. These transfer numbers are likely to explode in coming years, with profound consequences for students and universities alike.
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Today, more than one-third of college students are 25 or older. Only 14 percent of college students are residential students, and 46 percent are part-time college students.
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Serving transfer students better is one of the few ways to make a significant, positive impact on the cost of college and degree completion, without the need for new regulations. Every transfer student who has earned postsecondary credits must have a basic set of rights associated with turning those credits into a degree and that degree into opportunity. A bill of rights will help do just that.
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students transferring to public institutions benefit from the highest rate of credit acceptance: 20 percent more than students transferring to private non-profit colleges and 52 percent more than students transferring to private for-profit colleges. It’s not clear what academic interests explain this disparity, especially among top public and private colleges.
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we need a Transfer Student’s Bill of Rights that guarantees access to degree programs, sequences, and prerequisites guiding higher education to do a much better job in serving the nation’s transfer students.
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That means ensuring all students understand what prior courses will transfer to their new institutions before choosing their next university.
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It means having access to data from all colleges and universities about their track record accepting credit and the fine print.
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Central to transfer students’ rights is an imperative that every higher education institution adopt an infrastructure for electronic student records exchange, so that credits can be discovered and processed in an efficient, effective and timely manner.
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Few realize that in higher education today, we have the equivalent of thousands of local railroads, each with its own gauge track. Our independent, decentralized system of higher education has many strengths, but if we are to lead the world in degree attainment our colleges and universities must be equipped with the same institution-to-institution record exchange capabilities that sectors such as finance put in place years ago.