Private colleges’ net tuition revenue from first-year students declined in 2021-22, study finds — from highereddive.com by Rick Seltzer
The revenue drop comes as tuition discount rates for first-year undergraduates rose to 54.5%, NACUBO found. Selective colleges discounted less than others.

Dive Brief (emphasis DSC):

  • Tuition discount rates for full-time first-year students attending private nonprofit colleges rose 2.1 percentage points to average 54.5% in 2021-22, a new record high, according to the National Association of College and University Business Officers.
  • Average tuition discount rates also climbed for all undergraduates attending private nonprofits, increasing by 1.4 percentage points to 49%, an annual NACUBO study released Thursday found. That measure hit its highest recorded mark as well.
  • Net tuition revenue from first-time undergraduates fell for just the second time in 10 years, with colleges that aren’t selective in admissions struggling most.

Also relevant/see:

Smaller and Restructured: How the Pandemic Is Changing the Higher Education IT Workforce — from educause.edu by Jenay Robert

 

 

The Science of Learning: Research Meets Practice — from the-learning-agency-lab.com by Alisa Cook and Ulrich Boser; with thanks to Learning Now TV for this resource
Six Research-Based Teaching Practices Are Put Into Practice

Excerpt:

For the nation’s education system, though, the bigger question is: How do we best educate our children so that they learn better, and learn how to learn, in addition to learning what to learn? Additionally, and arguably just as challenging, is: How do we translate this body of research into classroom practice effectively?

Enter the “Science of Learning: Research Meets Practice.” The goal of the project is to get the science of learning into the hands of teaching professionals as well as to parents, school leaders, and students.

 
 

‘Stackable credentials’ could be future of higher education in Colorado — from thedenverchannel.com by Nicole Brady; with thanks to Ray Schroeder for this resource out on LinkedIn

Stackable credentials could be future of higher education in Colorado

Excerpt (emphasis DSC):

DENVER — Metropolitan State University of Denver is one of Colorado’s largest four-year institutions, but some students are spending just months there — not years — before joining the workforce.

They’re doing it by “stacking” credentials.

“Stackable credentials are really a convergence of individuals wanting to learn in smaller chunks and industries being willing to accept those chunks,” said Terry Bower, associate vice president of Innovative and Lifelong Learning at MSU Denver.

The career launchpad lays out exactly what steps are needed to work in those industries and how much money a person can earn with different credentials.

For students who decide they want to add more credentials or work toward a degree, they can return to MSU with no credits lost.

From DSC:
That part that says “The career launchpad lays out exactly what steps are needed to work in those industries and how much money a person can earn with different credentials” will likely be a part of a next-generation learning platform. Here are the skills in demand. Here are the folks offering you the ability to learn/develop those skills and here’s what you can expect to earn at different levels of this type of job. The platform will be able to offer this type of information and these types of opportunities throughout your lifetime.

Cloud-based learner profiles will be part of this new setup — along with recommendation engine-based results based upon one’s learning preferences (not learning styles — which don’t exist — but upon one’s learning preferences).

Learning from the living class room

 
 

The Pandemic’s Lasting Lessons for Colleges, From Academic Innovation Leaders — from edsurge.com by Nadia Tamez-Robledo, Rebecca Koenig, and Jeffrey R. Young

Excerpts:

“Universities are in the business of knowledge, but universities do a very poor job of managing their own knowledge and strategy,” says Brian Fleming, associate vice chancellor of learning ecosystem development at Northeastern University. “You may have faculty members who study organizational development, but none of that gets applied to the university.”

University leaders should learn to think more like futurists, he argues, working to imagine scenarios that might need planning for but are beyond the usual one-year or five-year planning cycles.

The pandemic prompted more faculty to ask the question, “What do we actually want to use class time for?” says Tyler Roeger, director of the center for the enhancement of teaching and learning at Elgin Community College. And the answer many of them are landing on, he adds, is: “Actual face-to-face time can be dedicated to problem-working, and working in groups together.”

 

4 Online Tactics to Improve Blended Learning — from campustechnology.com by Megan Burke, CPA, Ph.D.
An accounting professor shares how best practices from online pedagogy have helped her create a blended learning environment that supports student success.

Excerpts:

Now that students are back in the classroom, I have been combining these tactics with in-person instruction to create a blended learning environment that gives my students the best of both worlds.

The right activities, on the other hand, can make a significant difference. For example:

  • Breakout rooms (for think/pair/share);
  • Polls and quizzes that are low-stakes and anonymous to encourage full engagement;
  • Using the whiteboard option; and
  • Having reviews of material at the end of class.

I also encourage faculty (and myself!) to get out and meet with employers and ask what we can do to better prepare students, so that we can get a better feel for what first-year staff really need to know — and ensure that we present that knowledge and information in the classroom.

 
 

The Exit Interview Nine departing presidents on how the job — and higher ed — is changing. — from chronicle.com by Eric Kelderman

“One of the things I’ve learned in this job is that it’s time for us to really think hard about the obligations the postsecondary educational sector has to the country,” Quillen said. “What is, as it were, the social contract between that sector and the society that supports us? And what do we need to do to fulfill our obligations there?”

Carol Quillen


Carol Quillen
 

A Rubric for Selecting Active Learning Technologies — from er.educause.edu by Katie Bush, Monica Cormier, and Graham Anthony
A rubric can be an invaluable aid in evaluating how well technologies support active learning.

Excerpt:

Because the use of active learning is characterized by a broad range of activities in the classroom, comparing technology and determining which option provides more benefit to an active learning classroom can be difficult. The Rubric for Active Learning Technology Evaluation can provide some differentiation when comparing technology offerings. It has been designed to reveal subtle but impactful differences between technology in the context of active learning. The rubric was designed to be a tool for comparative technology evaluation and as such should be quick to use when comparing similar technologies. It is freely available to use and adapt under a Creative Commons license.

 

 

Entrepreneur Education Platform GeniusU Raises $1.5M Seed Funding at $250M Valuation — from edtechreview.in ed by Stephen Soulunii

Excerpt (emphasis DSC):

Genius Group has recently announced that its EdTech arm, GeniusU Ltd, has raised $1.5 million in a seed round to support the development of its Genius Metaversity virtual learning plans.

With the fresh funding, GeniusU plans to extend its courses and programs to interactive learning environments in the metaverse, with students and faculty connecting and learning in global classrooms and virtual 3D environments. It also plans to integrate each student’s AI-based virtual assistant ‘Genie’ into the metaverse as 3D virtual assistants that accompany each student on their personalized journey and integrate its GEMs (Genius Education Merits) student credits into the metaverse. GEMs are earned by students as they learn and can be spent on products and services within GeniusU and counting towards their certifications.

 

Why Improving Student Learning is So Hard — from opencontent.org by David Wiley

Excerpt:

2. Student behavior will normally change only in response to changes in faculty behavior – specifically, the assignments faculty give and the support faculty provide.

For many students, the things-they-do-to-learn are all located within the relatively small universe of things their faculty assign them to do – read chapters, complete homework assignments, etc. For a variety of reasons, and many of them perfectly good reasons, “students don’t do optional” – they only do what they’re going to be graded on.

Therefore, students will likely engage in more effective learning behaviors ONLY IF their faculty assign them more effective learning activities. Faculty can further increase the likelihood of students engaging in more effective learning activities if they support them appropriately throughout the process.

From DSC:
I can put an “Amen” to the above excerpt. For years I managed a Teaching & Learning Digital Studio. Most of the students didn’t come into the Studio for help, because most of the faculty members assigned the normal kinds of things (papers, quizzes, and such). Had there been more digitally-created means of showing what students knew, there would have been more usage of the T&L Digital Studio. 

Also, if we want to foster more creativity and innovation — as well as give our learners more choice and more control over their learning — we should occasionally get away from the traditional papers.

Another comment here is that it’s hard to change what faculty members do, when Instructional Designers can’t even get in the car to help faculty members navigate. We need more team-based efforts in designing our learning experiences.

 

The Future of Work Is Flexible. Will Higher Ed Stay Stuck in the Past? — from edsurge.com by Kevin R. McClure (Columnist)

Excerpt (emphasis DSC):

We know that institutions are capable of making big changes. We pivoted in March 2020, then again in fall 2020, then again in fall 2021. Institutions have achieved things in the last two years that some considered unimaginable. Faculty and staff want to see that type of willpower and creativity directed at working conditions and cultures. They want the type of “reimagining” the Future of Work@Iowa report promised but didn’t deliver.

In a city full of adjunct faculty members, many struggle to get by — from washingtonpost.com by Lauren Lumpkin; with thanks to Ray Schroeder for this resource
Adjuncts across the region are protesting what they say are unfair working condition

7 Ways the Pandemic Changed Faculty Development — from er.educause.edu by Amy Kuntz, Sara Davis and Erica Fleming
Pandemic lessons about faculty development should be understood and factored into future offerings.

Excerpt (emphasis DSC):

Regarding this perspective shift, conference session participant Lindsay Wood, manager of instructional design at Penn State Abington, stated, “When reflecting on the impact of pandemic teaching, those of us working in faculty development and learning design know that there has never been and likely will never be another opportunity to upskill faculty and improve teaching and learning so broadly. It’s important … to really take a deep dive into how we meet the moment and ensure the positive changes are lasting. It would be a shame to squander a once-in-a-lifetime opportunity to adopt innovative practices because we didn’t adequately identify the lessons learned and apply them to the future.” This seemed to resonate with many participants; they want to see the positive changes from the past two years integrated at an institutional level.

Is Hybrid Learning Here to Stay in Higher Ed? — from edsurge.com by  Daniel Lempres

State of Continuing Education 2022 — from resources.moderncampus.com; with thanks to Amrit Ahluwalia for this resource

Universities Share Lessons Learned from Ransomware Attacks — from edtechmagazine.com by Chris Hayhurst
Universities that faced security breaches share advice from their experiences.

 

24 ideas for creating a discussion-rich classroom — from ditchthattextbook.com by Matt Miller
Discussion can engage students and help them to see different perspectives. Here are strategies you can use to create a discussion-rich classroom.

10 ways to teach active listening in the classroom

Also relevant/see:

 
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