Innovation, meet frustration.
I’ve written frequently about how the lack of a reward system hampers (if not quashes) attempts to improve teaching and learning, especially at research universities. A new survey only reinforces that short-sighted approach.
The spread of evidence-based teaching practices highlights a growing paradox: Even as instructors work to evaluate student learning in creative, multidimensional ways, they themselves are generally judged only through student evaluations.
Hundreds of start-ups and established companies promoted their ideas and educational technology products at the ASU GSV Summit last week in San Diego. Many were quite good, even if they didn’t live up to the magic that some of them promised.
The ASU GSV Summit bills itself as a gathering of entrepreneurs, policymakers, business leaders and educators who want “to create partnerships, explore solutions, and shape the future of learning.”
Three students in an upper-level physics class designed and built a tabletop lightboard for their final project this semester.
Lightboards are used in creating online videos for classes. They allow instructors to write on a glass pane as they would a whiteboard. A camera is positioned facing the instructor, capturing the writing on the glass as the instructor speaks. The image must then be flipped so that the writing can be read in the video. The approach is especially popular among STEM instructors.
The future of teaching went on display Friday afternoon in Spooner Hall.
By display, I mean the 30-plus posters that hung from the walls of The Commons, documenting the changes that KU faculty members and post-doctoral teaching fellows made to courses this academic year.
The Kansas Legislature and governor often treat colleges and universities like deadbeat relatives they wish would just go away rather than partners in navigating the future.
WASHINGTON — To understand the priorities of the Association of American Universities, you need to look no further than its criteria for membership: volume of federally funded research; number of memberships in the National Academies; faculty awards and fellowships; citations that reflect research volume and quality.
That is, research, research, research, and more research.
By Doug Ward
Alma Clayton-Pedersen offers this vision for higher education:
“Imagine what a nation we would be if students really took away everything we wanted them to have,” she said at last week’s Teaching Summit in Lawrence.
For many students and educators, this year’s election felt personal.