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There is growing research showing that taking a bridge year boosts motivation, confidence and achievement and, for many, a cost savings as it decreases the timeline to graduation. 

When we enable students to step out of the classroom and focus on what really matters, they discover who they are and who they hope to become. And they do that before someone (whether a parent, benefactor or government program) makes the single largest investment of a young person’s life: a college education.

It's time to rebrand the “gap year” as what it has the potential to be -- a “bridge year” or “launch pad” -- and to make it a more encouraged, accepted and accessible option for kids from all backgrounds. 

“Creating workplaces that have a lot of flexibility, that allow for people to work in a way that fits best with them, boosts creativity and job satisfaction,” Metcalf says, and these are the settings where women stay and thrive.

No matter what type of organization women work for, large or small, public or private, their relationships with their immediate bosses are critical to whether they feel engaged and content. The ideal supervisor is committed to his or her subordinates’ advancement and development, assigns stretch projects, and provides necessary support and feedback to help them be successful, Bilimoria says. And workplaces that employ women in higher levels are more apt to retain women at the lower levels. “There need to be multilevel champions [of women] from the top as well as from the bottom and the middle, because women are more sensitive to dealing with gender bias,” she says. Workplace initiatives that offer leadership development, mentoring, and networking for women reap the benefits by retaining women, Bilimoria’s research shows.

They have advanced the careers of male economists, often at women’s expense

The central problem is that employment policies that are gender-neutral on paper may not be gender-neutral in effect.

Succeed within seven years and you have a job for life. Fall short, and you’re fired.

Throughout our research, we find that newly created online communities can change people’s behaviors by addressing the following psychological needs:

The Need to Trust.

The Need to Fit In.

open to learning on the fly

Many people think we earn a living. But you learn a living

Our research and others’ have found that those further afield from you may be able to introduce you to job opportunities. So it helps to have a diverse network with people who aren’t in your industry or geographic area.

regimented education system with one that fosters skills like teamwork, communication and exploration.

Today, the average paper has four times as many authors as it did then and the work being done is far more interdisciplinary and done at greater distances than in the past.

but it's imperative to be able to ascribe meaning from data.

Connected learning is when you’re pursuing knowledge and expertise around something you care deeply about, and you’re supported by friends and institutions who share and recognize this common passion or purpose. Click here to learn more about the connected learning model and the research that supports it.

The problem, of course, is that those students represent the precise group MOOCs are meant to serve. “MOOCs were supposed to be the device that would bring higher education to the masses,” Jonathan Rees noted. “However, the masses at San Jose State don’t appear to be ready for the commodified, impersonal higher education that MOOCs offer.” Thrun’s cavalier disregard for the SJSU students reveals his true vision of the target audience for MOOCs: students from the posh suburbs, with 10 tablets apiece and no challenges whatsoever—that is, the exact people who already have access to expensive higher education. It is more than galling that Thrun blames students for the failure of a medium that was invented to serve them, instead of blaming the medium that, in the storied history of the “correspondence” course (“TV/VCR repair”!), has never worked. For him, MOOCs don’t fail to educate the less privileged because the massive online model is itself a poor tool. No, apparently students fail MOOCs because those students have the gall to be poor, so let’s give up on them and move on to the corporate world, where we don’t have to be accountable to the hoi polloi anymore, or even have to look at them, because gross.

SG_Debug && SG_Debug.pagedebug && window.console && console.log && console.log('[' + (new Date()-SG_Debug.initialTime)/1000 + ']' + ' Bottom of header.jsp'); SlateEducationGetting schooled.Nov. 19 2013 11:43 AM The King of MOOCs Abdicates the Throne 7.3k 1.2k 101 Sebastian Thrun and Udacity’s “pivot” toward corporate training. By Rebecca Schuman &nbsp; Sebastian Thrun speaks during the Digital Life Design conference on Jan. 23, 2012, in Munich. Photo by Johannes Simon/Getty Images requirejs(["jquery"], function($) { if ($(window).width() < 640) { $(".slate_image figure").width("100%"); } }); Sebastian Thrun, godfather of the massive open online course, has quietly spread a plastic tarp on the floor, nudged his most famous educational invention into the center, and is about to pull the trigger. Thrun—former Stanford superprofessor, Silicon Valley demigod, and now CEO of online-course purveyor Udacity—just admitted to Fast Company’s openly smitten Max Chafkin that his company’s courses are often a “lousy product.” Rebecca Schuman Rebecca Schuman is an education columnist for Slate. Follow This is quite a “pivot” from the Sebastian Thrun, who less than two years ago crowed to Wired that the unstemmable tide of free online education would leave a mere 10 purveyors of higher learning in its wake, one of which would be Udacity. However, on the heels of the embarrassing failure of a loudly hyped partnership with San Jose State University, the “lousiness” of the product seems to have become apparent. The failures of massive online education come as no shock to those of us who actually educate students by being in the same room wit

nd why the answer is not the MOOC, but the tiny, for-credit, in-person seminar that has neither a sexy acronym nor a potential for huge corporate partnerships.

top reason is the quality of the society or association’s research-based content, closely followed by the prestige of the organization. The membership requirement to attend the annual meeting, career certification requirements , and networking opportunities round out the top five.

Members and nonmembers alike highly value societies’ peer-reviewed journals and opportunities for continuing education. Whereas members value the peer-reviewed journal first and continuing education second, the order swaps for nonmembers.

92% of teens report going online daily — including 24% who say they go online “almost constantly,”

African-American teens are the most likely of any group of teens to have a smartphone, with 85% having access to one, compared with 71% of both white and Hispanic teens. These phones and other mobile devices have become a primary driver of teen internet use: Fully 91% of teens go online from mobile devices at least occasionally.

Texting is an especially important mode of communication for many teens. Some 88% of teens have or have access to cell phones or smartphones and 90% of those teens with phones exchange texts. A typical teen sends and receives 30 texts per day2

There is no doubt that we need to innovate, collaborate and evaluate, to name three of the “21st-century” so dear to digital literacy enthusiasts. But such skills can’t be separated from the knowledge that gives rise to them. To innovate, you need to know what came before. To collaborate, you must contribute knowledge to the joint venture. And to evaluate, you have to compare new information with knowledge you’ve already mastered.

There is no doubt that we need to innovate, collaborate and evaluate, to name three of the “21st-century” so dear to digital literacy enthusiasts. But such skills can’t be separated from the knowledge that gives rise to them. To innovate, you need to know what came before. To collaborate, you must contribute knowledge to the joint venture. And to evaluate, you have to compare new information with knowledge you’ve already mastered.

There is no doubt that we need to innovate, collaborate and evaluate, to name three of the “21st-century” so dear to digital literacy enthusiasts. But such skills can’t be separated from the knowledge that gives rise to them. To innovate, you need to know what came before. To collaborate, you must contribute knowledge to the joint venture. And to evaluate, you have to compare new information with knowledge you’ve already mastered.

From that sample, the researchers found online students lagging behind face-to-face students in three critical areas: Completing courses (regardless of grade). Completing courses with passing grades. Completing courses with grades of A or B.

"Our results also have implications for student support in online classes," they write. "Faculty members teaching online should be aware of the performance penalty associated with taking courses online and consider implementing course policies and practices that would allow them to detect student disengagement in the absence of the physical cues that FtF [face-to-face] instructors can rely on. Students should be made aware that success rates are systematically lower in online than in FtF sections so that they can make informed enrollment decisions, and should be introduced to study strategies and time management strategies that promote success in online formats."

mechanism by which this shift in power from institutions to individuals would take place. We now know that mechanism is pull.

Pull allows each of us to find and access people and resources when we need them, while attracting to us the people and resources that are relevant and valuable

Employers that fail to provide sufficient professional development opportunities for their employees. These companies will lose their most talented workers to more magnetic organizations that provide better chances for learning and growth.

mix of iPads and tablets with detachable keyboards.

HP EliteBook Revolve 810 G3, a laptop-tablet hybrid

Some K-12 systems are moving away from iPads and on to Chromebooks. And many elementary schools use Kindles and tablets made by Samsung and Android rather than Apple iPads.