higher education

“Average Student Not on Track to Graduate in 5 Years” [Greenberg] + other items re: higher education

On 08/10/2022, in business side of he, career development, changing business models, colleges, community colleges, Daniel S. Christian, higher education, learning ecosystem, United States, universities, by Daniel Christian

Average Student Not on Track to Graduate in 5 Years — from insidehighered.com by Susan H. Greenberg

Excerpt:

The average full-time college student doesn’t even attempt to take enough credits to complete a bachelor’s degree within five years, according to a new Postsecondary Data Partnership Insights report by the National Student Clearinghouse Research Center.

The report evaluated the credit-completion ratio—the ratio of credits earned to those attempted—and the credit-accumulation rate of more than 900,000 first-time students at 342 postsecondary institutions during the 2019–20 school year.

College students average less than 22 credits in their first year, too few to graduate on time — from highereddive.com by Rick Seltzer

(Excerpt from Dive Brief)

Barely over half of a group of first-time, full-time students — 51% — earned 24 or more credits in their first year of college, meaning most aren’t on track to graduate in four or even five years, according to research released Tuesday by the National Student Clearinghouse.
The average full-time student took classes worth under 27 credit hours and earned fewer than 22. Just 28% of students earned 30 hours of credit or more in their first year, which is the annual pace typically required to graduate on time from four-year bachelor’s programs.

More High School Students Are Taking College Classes. But Not Everyone Gets the Chance. — from edsurge.com by Rebecca Koenig
Can better pathways help schools, colleges and students avoid “random acts of dual enrollment”?

Excerpt:

Dual-enrollment programs help nearly 1.4 million high school students take college courses each year. It’s an opportunity that offers lots of proven benefits, like enabling more people to graduate from college, saving families money on higher education and helping community colleges attract more students during an era of falling enrollments. It’s even popular across the political spectrum.

But as dual enrollment grows across the country, access to the option is not distributed equally, according to a new report produced by nearly two dozen higher ed researchers and experts, with funding from the Joyce Foundation.

College is increasingly out of reach for many students. What went wrong? — from npr.org by Terry Gross; with thanks to EdSurge.com for this resource

Excerpt:

Journalist Will Bunch says instead of opening the door to a better life, college leaves many students deep in debt and unable to find well-paying jobs. His new book is After the Ivory Tower Falls.

What’s working in community college baccalaureate degree programs — from ccdaily.com by Tabitha Whissemore

Excerpt:

A growing number of community colleges are offering baccalaureate degree programs.

According to a national inventory published in 2021 by the Community College Baccalaureate Association (CCBA) and New America, there are nearly 570 community college baccalaureate (CCB) programs in the United States, operating at 148 community and technical colleges across 25 states. Most of the programs focus on healthcare or business, though newer programs also are being offered in computer and information sciences, and other STEM fields, as well as education.

It’s Time to End Higher Ed’s Gimmicky Sales Tactics — from chronicle.com by Barmak Nassirian
Teaming up with online program managers comes at a steep reputational cost.

Excerpt:

Initially trumpeted as an innovative model to expand access and drive down costs, the programs have seen a spate of recent media stories that paints a far less favorable picture: College-OPM partnerships are Faustian bargains that drive up tuition costs and reduce educational quality.

How did it come to this?

From DSC:
Though much of what Barmak is saying may be true, the gimmicks were going on long before OPM’s came into play. We should stop blaming everything on OPMs, or on the pandemic, or on online learning, or on this or that technology. The causes of higher education’s current issues go back a long way — such as approving standard/annual cost increases over the last several decades.

For students entering their first year at a college or a university: “24 Tips for Dorm Living” [custom-writing.org]

On 08/10/2022, in colleges, community colleges, higher education, ideas, parents/guardians, productivity / tips and tricks, student-related, surviving, universities, by Daniel Christian

24 Tips for Dorm Living — from custom-writing.org; with thanks to Julia Reed for this resource

Excerpt:

Dorms become like a second home to many students during their university experience. And while dorm life can mean making new friends and having exciting adventures, adjusting to new routines is not always easy. Since most students who come to the dorms have no prior experience living outside their parents’ homes, the reality of taking care of themselves and sharing space with strangers can be overwhelming.

Nevertheless, that doesn’t mean that dorm life has to be a total culture shock. This list of excellent tips compiled by Custom-Writing.org will help you settle in and make the most out of your student life.

Addendum on 8/13/22:

Lisa L. Lewis on the Sleep-Deprived Teen — from gettingsmart.com

Key Points

Middle and high school should start no earlier than 8:30 a.m. This is just one factor in the life of the sleep deprived teen, but it is a policy issue.
California will become the first state with a start school later policy.

Online Learning, From the Margins to the Center [Schroeder]

On 08/03/2022, in 21st century, 24x7x365 access, Augmented Reality (AR), business side of he, change, changing business models, collaboration, colleges, community colleges, education technology, educational games / serious games, emerging technologies, engagement / engaging students, face-to-face, future of higher education, game-changing environment, higher education, Holographic comms, ideas, immersion, innovation, instructional design, interaction design, IT in HE, law schools, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, Metaverse, Mixed Reality (MR), online learning, society, teaching & learning, trends, United States, universities, user experience (UX), virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, wearables, web-based collaboration, Web3, XR - extended reality, by Daniel Christian

Online Learning, From the Margins to the Center — from insidehighered.com by Ray Schroeder
Online learning has evolved over the past 25 years from a niche position on the margins of higher ed to the leading driver of growth in enrollment and innovation.

Excerpt:

Online learning has grown from a marginal niche of higher ed to the largest provider of postsecondary learning in the world. We are now on the cusp of yet another technological evolution in the delivery of online learning. The advent of the metaverse in higher education is closer than many casual observers may think. By 2025, we will begin to see significant numbers of offerings using avatars and immersive technologies such as virtual reality, augmented reality and extended reality engaging learners at a distance.

Do you have developmental immersion laboratories for your faculty and staff to prepare for 2025? Who at your university is advocating for the integration of VR, AR and XR into online delivery? Are you already collaborating with industry and business in developing the most effective and relevant technology-enhanced online programs that will meet their needs? Those who lead in these ventures will set the standards and gain the recruiting advantage in higher education.

The edtech top 50 — emerging companies for higher education

On 08/03/2022, in education technology, emerging technologies, higher education, innovation, instructional design, technology (general), vendors, by Daniel Christian

The edtech top 50 — emerging companies for higher education — from medium.com by Nic Newman (back from June 27, 2022)

Two Years After Promising a ‘Transformational’ Partnership, the U. of Arizona and Zovio Part Ways [Bauman]

On 08/03/2022, in business side of he, change, changing business models, collaboration, colleges, community colleges, distance education, global / globalization, higher education, learning ecosystem, online learning, United States, universities, vendors, by Daniel Christian

Two Years After Promising a ‘Transformational’ Partnership, the U. of Arizona and Zovio Part Ways — from chronicle.com by Dan Bauman

Excerpt:

The University of Arizona Global Campus announced on Monday it would take over management of its online education programs from Zovio Inc. — the same company that two years earlier transferred its for-profit college holdings to the University of Arizona in what was touted then as a “transformational” agreement.

The news marks a precipitous end for the original deal, Arizona acquired Zovio’s Ashford University in 2020 and created the University of Arizona Global Campus, a nonprofit organization affiliated with the traditional public university.

The article links to “An Open Letter from Paul Pastorek” (President of the University of Arizona Global Campus) — from uagc.edu

Excerpt:

As an institution, this new chapter reflects our belief that our mission demands that the governance and control of critical functions, in particular enrollment, marketing, student advising, and financial aid, rest exclusively with UAGC leadership. It is grounded in a conviction that outsourcing such functions is inherently at odds with our aspirations and desired outcomes. Placing all of our services under one roof, we believe, will increase efficiency, reduce costs, and is a necessary precondition to making good on our commitments to our students.

Impatient for workers, businesses help students take college shortcuts — from hechingerreport.org by Lilah Burke
Employers and states are adding faster-paced skills training for people who want to forgo college

Excerpt:

It’s part of an accelerating movement of noncredit, short-term training programs, not just in technology, but in many fields for which students are impatient for jobs and employers for workers who want to leapfrog their way to careers — and do it without necessarily spending the years and money it takes to earn a university degree.

These are among the ways “employers are creating the solutions they need in order to deal with their talent demands,” said Bridgette Gray, chief customer officer at Opportunity@Work, a nonprofit that encourages employers to hire more people without degrees.

Now some companies, motivated by a mix of corporate social responsibility and the need for talent, are edging toward a new model in which they create their own, or hire from other, training programs.

2U announces layoffs and new approach to tuition-share agreements [Schwartz]

On 07/30/2022, in business side of he, change, changing business models, colleges, community colleges, content development, aggregation, repositories, higher education, learning ecosystem, new business models, online learning, United States, universities, vendors, by Daniel Christian

2U announces layoffs and new approach to tuition-share agreements — from highereddive.com by Natalie Schwartz
The online program manager expects the restructuring will lead to about $70 million in annual cost savings.

Excerpt:

2U announced across-the-board layoffs and changes to its business strategy on Thursday, as it reorients the company around edX, a prominent MOOC platform it acquired last year.
…
2U officials announced the company is updating this part of the business model, saying it will offer tuition-share agreements starting at 35% of a program’s revenue — with higher rates available to colleges that want more services.

The workforce is changing. Can community colleges change with it? [Burke]

On 07/30/2022, in 21st century, adult learning, career development, communities of practice, community colleges, funding / grants, higher education, reinvent, research, skills, society, staying relevant, surviving, United States, workplace, by Daniel Christian

The workforce is changing. Can community colleges change with it? — from workshift.opencampusmedia.org by Bylilah Burke; with thanks to Dr. Paul Czarapata for this resource
Advocates and researchers in education are asking if two-year institutions might transform to reach a fuller potential—serving as community hubs for social and economic mobility.

Excerpt:

Increasingly, they’re also the place students like Plunkett turn to when they find themselves at a dead end in their career and need to retool. And advocates and researchers in education are asking if these institutions might transform to reach a fuller potential—serving as community hubs for social and economic mobility.

That’s certainly the future envisioned by groups like Achieving the Dream, a leader in the student success movement. Karen Stout, president and CEO of the organization, has said that means colleges must take a more active role in bringing career-aligned education and reskilling opportunities—whether their own programs or those developed by industry—to the community.

“In the past, community colleges were lifelong-learning institutions,” Stout told Work Shift earlier this year. “Now we must become lifelong career-matching institutions—a source of upskilling, a rational pathway to career development that weaves together opportunities for students to move in and out of work and school that is designed to progressively lead to a career in a particular field.”

It’s a tall order, as the American workforce from Alabama to Wyoming is set to change drastically over the next few decades. Can community colleges rise to the occasion? Some already are.

Also from workshift.opencampusmedia.org, see:

A series of high-profile researchers and commentators this past week put the U.S. financial aid system under the microscope—looking at whether it reduces or perpetuates inequality. @kevincarey1, @dynarski, @linzcpage, @jscottclayton, Art Hauptmanhttps://t.co/YBhzEC3p3D

— workshiftnews (@workshiftnews) July 28, 2022

4 Institutional Effectiveness Indicators to Watch [Neill]

On 07/29/2022, in business side of he, colleges, community colleges, funding / grants, future of higher education, game-changing environment, higher education, organizational change, United States, universities, by Daniel Christian

4 Institutional Effectiveness Indicators to Watch — from campustechnology.com by Jack Neill
Is your college or university on track to achieve its strategic goals? Taking the pulse of these four areas can identify problems that need attention or successes moving the institution forward.

Future-proofing higher ed means knowing what’s coming and not waiting to enact a plan. In terms of what’s coming, we know advancements in technology, changing accreditation requirements, student demand, and employer-led education and job training (to name a few examples) are quickly changing the nature of how we learn and how we work. When it comes to future planning, embracing the new era of Institutional Effectiveness is the way forward.

Excerpt:

Like many things in life, Institutional Effectiveness is easier to define than it is to implement. But now we can’t deny the urgency for institutions to get these next steps right when it comes to executing their short-term and long-term strategic plans. Institutional change can take a long time, and while a holistic approach is encouraged, it’s usually not feasible (or recommended) to try to tackle everything all at once. Therefore, it’s important to recognize which areas require immediate attention in order to successfully steer the college or university in the right direction.

Here are four key indicators to watch, and how to determine if your institution is on the right track:

Online education’s reputation jumps, survey says [Seltzer]

On 07/29/2022, in adjunct faculty, colleges, community colleges, education technology, faculty/staff, higher education, online learning, teaching & learning, United States, universities, by Daniel Christian

Online education’s reputation jumps, survey says — from highereddive.com by Rick Seltzer

Excerpt from “Dive Brief:”

Almost half of adults in the U.S., 47%, think online education is of roughly the same quality as in-person instruction, increasing sharply from about a third who said the same last year, according to survey data released Tuesday by left-leaning think tank New America.
But four out of five respondents said online education should cost less than in-person instruction, the survey found. More generally, people are almost evenly divided over whether students can get affordable, high-quality education after high school.

10 cybersecurity best practices for your business [bdo.com]

On 07/27/2022, in business, corporate / business world, higher education, IT in HE, K-12 related, law schools, platforms, privacy, productivity / tips and tricks, tools, trends, United States, universities, workplace, by Daniel Christian

10 cybersecurity best practices for your business — from bdo.com; with thanks to Mr. Michael Haan for this resource out on LinkedIn

Excerpt:

According to a study by N-able, managed service providers (MSPs) report that 82% of their customers have seen an increase in attempted cyberattacks since the pandemic. Even MSPs themselves are a target for cybercriminals, which can have wide-reaching impacts on their customers and network of resources if breached. As threats become more prevalent it’s imperative that organizations not only implement cybersecurity best practices, but that they work with strategic advisors who value the same practices.

The Cybersecurity & Infrastructure Security Agency released a report detailing how managed service providers and their customers should be protecting against cyber threats. Below you will find a summary of the report as well as BDO Digital’s recommendations for keeping your company safeguarded against threats.
Here are ten cybersecurity best practices that should be top of mind for your organization.

Americans’ Confidence in Higher Ed Drops Sharply [Fischer]

On 07/27/2022, in career development, change, colleges, future of higher education, game-changing environment, higher education, leadership, learning ecosystem, trends, United States, universities, user experience (UX), by Daniel Christian

Americans’ Confidence in Higher Ed Drops Sharply — from chronicle.com by Karin Fischer

Excerpt:

Public confidence in higher education’s ability to lead America in a positive direction has sunk steeply in recent years, falling 14 percentage points just since 2020.

Two years ago, more than two-thirds of Americans said colleges were having a positive effect on the country, according to a survey conducted by New America. In the most recent version of the survey, released Tuesday, barely half agreed.

.

Another resource from Goldie Blumenstyk from The Chronicle (emphasis DSC):

I’m Goldie Blumenstyk, a senior writer at The Chronicle covering innovation in and around higher ed. This week I report some early details on how a new $800-million nonprofit is shaping its strategy to improve online learning. I also share some thoughts on how colleges should treat climate change and some hopeful signs in recent public-opinion polling on higher ed.
.
Hey, can you do me a favor? If you know others who might also enjoy The Edge, please share this sign-up link with them so they can get it free in their inbox every week, too.

10 Arguments for Inciting Learning — from insidehighered.com by Cathy N. Davidson and Christina Katopodis
Active learning has been clearly shown to be more effective than traditional modes, write Cathy N. Davidson and Christina Katopodis, who outline its many merits to those who continue to resist it.

Excerpts:

So what can we do to convince more instructors to actually support and use active learning? Over the past several years, we’ve been researching and interviewing faculty members around the world for our upcoming book on teaching and learning, The New College Classroom. And a number of those faculty have asked us how they can best explain the merits of active learning to colleagues and administrators—and even to students and their parents— who continue to be resistant to it. Here are 10 principles, or convincing arguments, that we’ve shared with them.

“Nothing will change until faculty incentives do.
Until we change our academic reward structures for hiring and promotion, faculty members have no reason to take valuable time out from writing monographs or refereed papers to rethink their role in the classroom. We cannot incite students to learn without inciting—and incentivizing—their instructors first so they will invest in understanding and applying active learning. We’ve already made the case for why such an educational approach is vitally important, so we now say simply to top administrators: let’s do it!

Audre Lorde

I think we’ve run out of time to effectively practice law in the United States of America [Christian]

On 07/25/2022, in 21st century, accreditation, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), Blockchain, change, changing business models, cloud-based computing / apps / other cloud-related, communities of practice, copyright/ownership/NFTs, corporate / business world, Cost of legal services - including access, credentialing, cryptocurrencies, dangers of the status quo, Daniel S. Christian, distance education, emerging technologies, engineering, entrepreneurship, experimentation, face-to-face, future, higher education, Holographic comms, human-computer interaction (HCI), hybrid learning, Hyflex learning, ideas, innovation, instructional design, law schools, leadership, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, Legal operations, legal reform, legal technologies, legislatures / government / legal, Metaverse, Michigan, Mixed Reality (MR), Natural Language Processing (NLP), Near Field Communication (NFC), online learning, organizational change, pace of change, platforms, policy, productivity / tips and tricks, reinvent, robotics, skills, society, staying relevant, strategy, surviving, technology (general), telelegal, trends, Uncategorized, United States, universities, using teams, vendors, Virtual courts and law firms, Virtual Reality (VR) / worlds / learning, vision/possibilities, Web3, workplace, XR - extended reality, by Daniel Christian

From DSC:
Given:

the accelerating pace of change that’s been occurring over the last decade or more
the current setup of the legal field within the U.S. — and who can practice law
the number of emerging technologies now on the landscapes out there

…I think we’ve run out of time to effectively practice law in the U.S. — at least in terms of dealing with emerging technologies. Consider the following items/reflections.

Inside one of the nation’s few hybrid J.D. programs — from highereddive.com by Natalie Schwartz
Shannon Gardner, Syracuse law school’s associate dean for online education, talks about the program’s inaugural graduates and how it has evolved.

Excerpt (emphasis DSC):

In May, Syracuse University’s law school graduated its first class of students earning a Juris Doctor degree through a hybrid program, called JDinteractive, or JDi. The 45 class members were part of almost 200 Syracuse students who received a J.D. this year, according to a university announcement.

The private nonprofit, located in upstate New York, won approval from the American Bar Association in 2018 to offer the three-year hybrid program.

The ABA strictly limits distance education, requiring a waiver for colleges that wish to offer more than one-third of their credits online. To date, the ABA has only approved distance education J.D. programs at about a dozen schools, including Syracuse.

Many folks realize this is the future of legal education — not that it will replace traditional programs. It is one route to pursue a legal education that is here to stay. I did not see it as pressure, and I think, by all accounts, we have definitely proven that it is and can be a success.

Shannon Gardner, associate dean for online education

From DSC:
It was March 2018. I just started working as a Director of Instructional Services at a law school. I had been involved with online-based learning since 2001.

I was absolutely shocked at how far behind law schools were in terms of offering 100% online-based programs. I was dismayed to find out that 20+ years after such undergraduate programs were made available — and whose effectiveness had been proven time and again — that there were no 100%-online based Juris Doctor (JD) programs in the U.S. (The JD degree is what you have to have to practice law in the U.S. Some folks go on to take further courses after obtaining that degree — that’s when Masters of Law programs like LLM programs kick in.)

Why was this I asked? Much of the answer lies with the extremely tight control that is exercised by the American Bar Association (ABA). They essentially lay down the rules for how much of a law student’s training can be online (normally not more than a third of one’s credit hours, by the way).

Did I say it’s 2022? And let me say the name of that organization again — the American Bar Association (ABA).

Graphic by Daniel S. Christian

Not to scare you (too much), but this is the organization that is supposed to be in charge of developing lawyers who are already having to deal with issues and legal concerns arising from the following technologies:

Artificial Intelligence (AI) — Machine Learning (ML), Natural Language Processing (NLP), algorithms, bots, and the like
The Internet of Things (IoT) and/or the Internet of Everything (IoE)
Extended Reality (XR) — Augmented Reality (AR), Mixed Reality (MR), Virtual Reality (VR)
Holographic communications
Big data
High-end robotics
The Metaverse
Cryptocurrencies
NFTs
Web3
Blockchain
…and the like

I don’t think there’s enough time for the ABA — and then law schools — to reinvent themselves. We no longer have that luxury. (And most existing/practicing lawyers don’t have the time to get up the steep learning curves involved here — in addition to their current responsibilities.)

The other option is to use teams of specialists, That’s our best hope. If the use of what’s called nonlawyers* doesn’t increase greatly, the U.S. has little hope of dealing with legal matters that are already arising from such emerging technologies.

So let’s hope the legal field catches up with the pace of change that’s been accelerating for years now. If not, we’re in trouble.

* Nonlawyers — not a very complimentary term…
I hope they come up with something else.
Some use the term Paralegals.
I’m sure there are other terms as well.

From DSC:
There is hope though. As Gabe Teninbaum just posted the resource below (out on Twitter). I just think the lack of responsiveness from the ABA has caught up with us. We’ve run out of time for doing “business as usual.”

Law students want more distance education classes, according to ABA findings — from abajournal.com by Stephanie Francis Ward

Excerpt:

A recent survey of 1,394 students in their third year of law school found that 68.65% wanted the ability to earn more distance education credits than what their schools offered.

Aurora Institute: Create Learning Ecosystems & Competency-Based Pathways Aligned Across K-12, Higher Education, Career & Technical Education, & the Workforce

On 07/25/2022, in 21st century, 24x7x365 access, active learning, adult learning, Alternatives, assessment, Bias | Diversity Equity & Inclusion (DE&I), budgets, career development, change, changing business models, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, Design Thinking, education, education reform, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, legislatures / government / legal, lifelong learning, love of learning, more voice more choice more control, motivation, participation, passions, personalized/customized learning, policy, real-world assignments, reinvent, skills, society, staying relevant, strategy, student-related, surviving, teachers, teaching & learning, training / L&D, United States, user experience (UX), vision/possibilities, vocational / trades, workplace, youth, by Daniel Christian

“We must invest in building the new policies, practices, and infrastructure that drive transformational
change toward aligned, lifelong learning ecosystems w/personalized + #CBE pathways. In learning ecosystems, learning is organized around individuals…” https://t.co/xWCIngcEV5

— Emily Liebtag, Ed.D. (@EmilyLiebtag) July 21, 2022

Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org

Introduction:

It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.

To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.

Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.

From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.

Learning Ecosystems

“Average Student Not on Track to Graduate in 5 Years” [Greenberg] + other items re: higher education

Online Learning, From the Margins to the Center [Schroeder]

The edtech top 50 — emerging companies for higher education

Two Years After Promising a ‘Transformational’ Partnership, the U. of Arizona and Zovio Part Ways [Bauman]

Impatient for workers, businesses help students take college shortcuts [Burke]

2U announces layoffs and new approach to tuition-share agreements [Schwartz]

The workforce is changing. Can community colleges change with it? [Burke]

4 Institutional Effectiveness Indicators to Watch [Neill]

Online education’s reputation jumps, survey says [Seltzer]

Americans’ Confidence in Higher Ed Drops Sharply [Fischer]

Categories

Tags