Let’s imagine the university of the future. Actually, let’s write a mission statement for that university.

Our university would be “an international laboratory of creativity” built “on values and deep convictions which rest on a foundation of audacity, creativity, imagination and our people: the backbone of our success.”

It would place “creativity at the core of all its endeavors so as to ensure limitless possibilities” and give faculty, staff and students “the necessary freedom to imagine their most incredible dreams and bring them to life.”

After third grade, elementary students spend little time on in-class writing assignments, even though research shows that additional time improves both the quality of writing and the comprehension of written work.

The challenges, and meaning, of innovation

Sylvia Manning offers an insightful characterization of a college education that summarizes the challenges all of us in higher education face today. In a paper for the American Enterprise Institute, she writes:

Forget the technology. Instead, focus on the humanity.

That’s the advice of Kirstin Wilcox, a lecturer at the University of Illinois-Champaign. Wilcox isn’t anti-technology. Rather, she says, learning technology generally means something that helps deliver class material for large lecture classes, not something that helps students understand literary texts in small classes.

Two recent surveys help illustrate the barriers that block much-needed changes in teaching, learning and course design at colleges and universities.

A new study suggests that all students gain when a lecture moves to an active learning format but that black students show even larger gains than white students, Ainissa Ramirez explains in an article for Edutopia.

Let’s peer into the future – the near future, as in next semester. Or maybe the semester after that.

You’ll be teaching the same course that is wrapping up this week, and you’ll want to make some changes to improve student engagement and learning. Maybe some assignments tanked. Maybe you need to rearrange some elements to improve the flow of the course. Maybe you need to give the course a full makeover. By the time the new semester rolls around, though, the previous one will be mostly a blur.

Despite declining enrollments (see below) and changes in student demographics, most colleges and universities have continued to divert resources into traditional areas related to rankings rather than to innovations that would help them reach and serve new audiences.

That’s the argument Michael R. Weise, a senior research fellow at the Clayton Christensen Institute, argues in an article in Educause.

Teachers and administrators say they want to see more innovation in teaching but blame each other for creating obstacles to experimentation, The Hechinger Report writes.