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  • No Free Lunch? But for Some, Harvard is Now Free

    No Free Lunch? But for Some, Harvard is Now Free

    Emil GuillermoAre  you or your kids ready for Harvard?

    It’s free.

    As in F-R-E-E, free. At least for most families where the household income is $200,000 or below.

    Of course, you still have to pass the standards of the school’s admissions board.  But don’t assume that means straight-A’s and perfect scores.

    You can just be you. If you feel you are truly special and worthy.

    But now money, or class, shouldn’t get in the way.

    And no one has to mention that bad word these days: Race.

    So, if you’ve been shooting for two years at your local JUCO, followed by two years at the big state school, in order to save money, aim higher. Harvard has had alumni like Supreme Court Justice Ketanji Brown Jackson, the first African American woman to the high court. There’s Alvin Bragg, the District Attorney of New York who successfully prosecuted Donald Trump in the Stormy Daniels/Hush Money case.

    In the arts, there’s Courtney B. Vance, the actor, who played a lawyer, the O.J. Simpson defense attorney Johnnie Cochran, in FX’s “American Crime story.”  Vance is now running to be an overseer at the Harvard.

    And now after what Harvard did this week, you or your kids could be the next Ketanji Brown Jackson, Alvin Bragg, or Courtney B. Vance.

    Harvard’s decision follows the path of other schools that have come to the conclusion, that elite schools like Stanford and MIT,  can afford to be more magnanimous to more people, especially those potential students and families who aren’t wealthy. 

    These days, a household income of $200,000 a year is unfortunately just a decent middle class income. It’s a family of a nurse and mid-level manager. An administrator and a fire fighter. Maybe some overtime involved.

    Previously, the income number for Harvard was set at around $85,000 which is fairly modest, but more like households of two fast food managers. It’s also not as realistic in terms of attracting the most people who might give Harvard a second look. Some of course will,  but at that income level, the pool is relatively small. There are more first-time college admits.

    By lifting the income level, the number of people broadens to include more college educated households, and helps the school lose the tag of being elitist. There’s also likely to be a more diverse racial pool.

    And that may be the prime motivator of going free. It overcomes the hurdle placed by the Supreme Court that bars the use of race in admissions through the process often called “affirmative action.”

    Subsequent to that ruling, diversity at Harvard had taken a hit. Indeed, the school has been so gun-shy about using or talking about race in order not to violate the SCOTUS ruling.  But with an expanded pool, maybe the numbers of Black and Latino students improve.

    It’s a workaround to get by the legal roadblocks put up by those against race and diversity. And it gets past the biggest obstacle about a school like Harvard.

    It’s always been, “can I afford the $80-90,000 it costs to go there?”

    Harvard isn’t the first to reach out in this way. In many ways, Harvard was forced to. But why did it take so long?

    Harvard is well-endowed. Harvard could always afford it. They could call it a scholarship, but it just makes better marketing sense to say Harvard is Free. Still, we all know there’s no free lunch, will Harvard really be free? Will there be a stigma attached to getting in free?

    If people know, will that impact one’s status among those who want to preserve the school’s elitist tag? As an alumnus, I like the idea. But then when I applied, my family relied exclusively on  Social Security and SSI. An income of $200,000 is middle-class in America. There will be more diversity in this group, without trying to appeal to race.

    If this is the way to overcome the legal attacks on race-based admissions, and a bad  SCOTUS decision, that’s great. It’s premeditated accidental social justice. It also shows there’s a way to fight all the present anti-DEI, anti-higher ed decisions, if colleges can be ever more creative with costs and accounting.

     But the upside is worth it. Schools that may have seemed distant and unreachable can act more for the public good than they ever have. Removing the cost factor makes sense. Harvard isn’t a public school. But at least now to a segment, it’s free.

    Emil Guillermo is a journalist, commentator, and former adjunct professor. You can reach him at www.amok.com

     

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  • is-a-musician-rediscovering-our-connection-to-sound – The Cengage Blog

    is-a-musician-rediscovering-our-connection-to-sound – The Cengage Blog

    Reading Time: 4 minutes

    As a music professor, my favorite courses to teach are those for non-majors, especially first-year students without formal training in music. They just have a fearless openness to wonder and discovery about them. The first day of class is a blank slate, one full of potential for new ways to think about music.

    Breaking the ice: Who’s a musician?

    I like to start my class with a simple question: “Who in here is a musician?” I scan the room, watching a few hands go up. Pretending to count them carefully, I suddenly take a step back and announce, “Every single hand should have gone up!” A ripple of nervous laughter follows. “No, really!” I insist.

    At this point, everyone looks puzzled. Maybe they’re wondering if they had picked the wrong class. But then, I ask, “How many of you ever sing in the shower? Sing along to your favorite music in the car? Or whistle a tune while walking to class?” Almost everyone nods or raises a hand. “If you do that,” I tell them, “You are a musician!”

    It’s a good icebreaker — a little silly, maybe, but it gets at a serious point: when did we stop considering ourselves musicians? After all, music is such a fundamental human activity. It’s one that’s existed for as long as humans have made sounds. Even before we had structured language, we had rhythm and melody.

    Music: A force for connection and change

    Music is our universal language and — far beyond mere entertainment — its greatest power lies in building community. It’s a role music has played throughout history, from ancient traditions to the rise of modern media. Consider the early days of radio in the United States. For the first time, Americans from different parts of the country were exposed to each other’s music.

    Music is also fundamental to our personal histories. Think about one of the first questions you might have asked on a date: “What kind of music do you listen to?” The answer to that question can wind up shaping the entire evening.

    Back in college, when asked what music I liked, I answered with brutal honesty, even when it worked against me. One night at a bar (sipping a Coca-Cola), someone asked, “What do you listen to?” I excitedly replied, “Gregorian chant!” And just like that, I was out of the running. Even if I got the chance to explain, I could see the realization dawn on them: “Oh, this guy likes really old and really serious church music.” Eventually, I wised up and started answering with something a little more relatable. But the truth is, Gregorian chant is fascinating — a conversation for another time.

    Every piece of music is a cultural artifact

    Going back to icebreakers on the first day of class, I also like to invite my students (newly anointed musicians!) to think of every piece of music as a cultural artifact, just like an archaeologist would examine a shard of pottery.

    Our first day always has music. But before listening, we explore its world — the people who made it, those who heard it, and the significance of its instruments. Every instrument has a personality and a temperament, much like characters in a play. Taking that to heart, music becomes a richer, more connected experience. As an artifact of culture and a creation of the human mind and body, music of every kind is relatable to anyone curious enough to want to know. We are hardwired for it. If you think about it, some of the first music we ever hear is in the womb.

    So, making, analyzing, and listening to music — deeply and critically — are not the privileged purviews of the trained professional. They are for everyone who wants to rediscover and embrace that part of themselves.

    Listening to music

    In “Listening to Music,” 9th Edition, we hope to spark excitement and rediscovery in every reader. Think of it as more of a guide than a textbook.

    What does that mean? Well, I hear some of the most beautiful music just taking a walk in the woods. I hear the birds singing, and their songs are for me as much as for anyone. But I appreciate them so much more if a good field guide directs my listening to things I might not have noticed! Just as a great field guide helps us hear new layers in birdsong, this textbook directs attention to musical elements that might otherwise go unnoticed.

    In our latest edition, we also take an expansive view, featuring not only the biggest “brand names” in orchestras and musicians, but also lesser-known groups and musicians from around the world. And, of course, every piece of music we study is examined as a cultural artifact, helping us understand history, identity, and our place in the world. We move from the broadest historical context down to the fine details of the music itself. And with directed listening (just like listening to birds in a field), we highlight elements that are often noticed subconsciously, but become even more exciting once we recognize them as part of a larger musical language.

    So, remember: Everyone is a musician!

    Written by Lorenzo Candelaria, Ph.D., Professor of Musicology and former Dean of the Blair School of Music at Vanderbilt University. 

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  • 5 Ways to Monitor Your Child’s Time with Technology

    5 Ways to Monitor Your Child’s Time with Technology

    Early Childhood Education

    Photo: Courtesy of Kelly Sikkema

    Technology and the internet have created countless new opportunities for teaching and learning. Students can now read about virtually any subject from anywhere and connect with people and places around the world. Teachers are harnessing this power to bring curriculum alive, and modify instruction to meet the unique needs of every child.

    Digital learning gives students the skills they need to succeed, in school and their chosen careers. And while having a bounty of information at our fingertips has many benefits, it also comes with risks and potential pitfalls.

    As we tell kids to look both ways before crossing the street and teach them to practice good behavior, it is just as important to talk to them about being responsible and safe in the increasingly digital world, and show them that the rules of life also apply online.

    As we guide the next generation of digital citizens, here are five ways families can help children make smarter decisions online and when using technology:

    1. Limit screen time

    Be assertive about when your child can use his or her phone or tablet. For instance, if your 8-year-old is using a tablet for playing app games and accessing learning tools for homework, set aside a certain number of hours after school and over the weekend to do this. If you are giving your 15-year-old permission to take a smartphone to school, collect the phone when he or she returns home (and for dinner and bedtime). Establish an “online” and “offline” schedule to create balance between the real world and cyber world.

    2. Activate privacy settings

    You can enable or install a variety of features, depending on how your child uses their device, such as location tracking, parental control for internet content and mobile usage monitoring apps. This will keep your child safe and protect his or her privacy. It is also important to talk to your child about smart usernames and passwords and what information is and isn’t appropriate to share online.

    3. Address health precautions and other risks

    Teach your child about the potential risks of overusing smartphones and other digital devices. For teens, it is critical to stress no texting and driving. You also should talk to your kids about not getting caught up in negative conversations that could lead to cyberbullying.

    4. Monitor and model your technology use

    Review your personal example in teaching your child good digital habits, like not bringing your phone to the dinner table, never driving and texting or turning off all devices and storing them in a common area well before bedtime. Kids follow what adults do, and they benefit greatly when expectations and good digital habits are modeled for them.

    5. Make a contract with your child or teen

    Find 20 minutes to invest in your family’s online well-being by creating a personalized family plan to guide your technology use. Online resources and apps are available to help you have an open dialogue about online behaviors and agree on healthy limits. You can then create an official family contract to post in your home as a reminder.

    It is important that families have open, ongoing conversations about devices and technology use. It will help children build good digital habits and ensure they have the skills they need to be responsible.

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  • The Fifteen, March 21, 2025

    The Fifteen, March 21, 2025

    Welcome back for another edition of The Fifteen. For the past two weeks, it seems like there have only been two stories in higher education: the Trump attacks on higher education and the QS world subject rankings. We cover the first, of course, but also stories of growing pains, corruption, ambition and blatant rent-seeking from places as far afield as Korea, Italy, Brazil, Vietnam and China. Enjoy.

    1. We won’t beat around the bush: the biggest story in world higher education is the ongoing carnage in the United States with the Trump administration using EDI as a pretext to defund dozens of colleges. Education Department Investigates Dozens of Colleges for Discrimination. (Inside Higher Education) The former President of Columbia, at least, is speaking out. ‘We’re in the Midst of an Authoritarian Takeover (The Chronicle) The brilliant Masha Gessen and Tressie McMillan Cottom (and also Bret Stephens) discuss the dynamics of the higher education wars in the New York Times: ‘It Is Facing a Campaign of Annihilation’: Three Columnists on Trump’s War Against Academia. (New York Times)
    2. A British Council report reveals that UK Higher Education Partnerships have seen a surge in enrolment from conflict-affected regions, especially in Iraq, Yemen, and South Sudan. Good news for enrolments, but it also raises concerns about brain drain from those regions. Surge in enrolment on UK university courses by students in conflict zones, report finds. (TheBoar)
    3. The Indonesian government announced plans to nearly triple spending on university researchers and lecturers. Indonesia seeks to raise university research funding to one per cent of GDP, talent development is the way forward, says minister. (The Star)
    4. A months-long dispute (marked by mass trainee doctor walkouts) over proposed medical school quota increases intended to address a looming doctor shortfall, is now in sight. South Korea’s education ministry has more or less frozen new admissions at about 3,000 per year after initially proposing an increase to 5,000 per year. South Korea offered to freeze medical student numbers to resolve the 13-month dispute. (Reuters). The government set a March deadline for the return of all trainee doctors amid growing concerns over overstretched emergency services. But the move comes amidst surging medical school applications. Medical school admissions surge expected to complicate acceptance standards in Korea. (Chosun Biz)
    5. There’s been a massive embezzlement scandal at Motol University Hospital, the Czech Republic’s largest medical facility. Czechia’s largest hospital embroiled in massive fraud scandal. (Radio Prague International)
    6. Thousands of foreign students accepted to Italian Universities have been waiting for VISA approvals—in some cases for years—in what appears to be developing into a scandal. Italy’s Foreign Ministry Under Fire Over Student Visa Rejections. (Schengen News)
    7. Interesting research from Chile on the connection between technical education and labour market outcomes, with a focus on the urban/rural divide. Exploring Chile’s labor market outcomes amidst regional disparities in higher education access. (Vanderbilt University)
    8. Istanbul’s mayor, the leading opposition Presidential candidate in the upcoming general election, has his degree revoked by Istanbul University, making him ineligible to face the incumbent, Recep Tayyip Erdogan. Opposition figure, Istanbul Mayor Imamoglu’s diploma canceled, blocking presidential bid. (Türkie Today) Not everyone thinks this is on the level. Istanbul University’s Historic Test And Lost Integrity – OpEd. (Eurasia Review)
    9. An important piece about how Russia is using stolen Ukrainian academic resources: Stolen Ukrainian universities: An invisible Russian weapon. (Vox Ukraine)
    10. Pakistan recently received $190 million GBP from the UK in a legal settlement. The government wants to use the money to build a new university. PM announces new university with funds recovered from UK. (University World News) That has caused some consternation among those who think the money should go to existing underfunded institutions. Govt urged to divert 190m pounds to cash-starved universities. (Dawn)
    11. Nigeria has an admissions crisis, with far more aspirants than places. Minister raises alarm over 75% admission shortfall. (TheGuardian) The government wants institutions to get bigger in order to alleviate these pressures. Parliament wants to add 200 new universities instead. Government Rejects National Assembly’s Plan for 200 New Nigerian Universities. (News Central Africa)
    12. China’s big universities are being asked to expand undergraduate enrolments after years of being asked to stay small in order to focus on graduate education. China’s Top Universities Want to Get Bigger. Literally. (SixthTone) But that’s not all; the increase in size comes with a push to switch away from humanities and towards STEM. Shrinking Humanities for AI. (China Media Project)
    13. Staying in China: the country seems to be about to make a big bet on micro-credentials. Bridging skills gap, China equips college grads for evolving job market. (news.cn)
    14. Brazil is approaching 10 million students enrolled in higher education, making it comfortably the world’s 4th largest higher education system. A rundown on the stats is here: Brasil registra cerca de 10 milhões de estudantes no ensino superior. (Grupo Jovem Pan)
    15. Vietnam is pushing some ambitious plans to remake its higher education sector. ‘Sweeping’ university reforms planned as Vietnam plays ‘catch up’ (Times Higher Education) American universities, even with a lot else on their minds, are taking notice. Duke, Stanford among 21 American universities seeking partnership in Vietnam. (VN Express)

    The Trump administration is, understandably, a magnet for media attention that can make keeping up with stories about anything else difficult. While the news can often look bleak, there are always new and exciting things happening around the world of higher education. We’re cutting through the noise by bringing you stories you’ll be hard-pressed to find anywhere else. Have a good weekend.

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  • Our navigators in the sea of information

    Our navigators in the sea of information

    While my educational experience is limited in both time and geographic scope, I have been alarmed by the lack of general knowledge and culture among many journalism students. 

    They are unaware of what has happened in the world over the last 50 years, so they don’t understand current events and their potential consequences. We must return to basics, ensuring journalists have an excellent general culture that allows them to make the most of their work.

    Third, and related to acquiring a broad general culture, new journalists must be much better at prioritizing and categorizing news. 

    They need to be out on the streets, taking the pulse of people’s reality, talking to them, empathizing with them and experiencing the world as the majority of people do. This is how one truly understands what is important and what people prioritize. 

    Reconnect the public to the press.

    The detachment between journalists and the public is one of the reasons for the decline in newspaper readership.

    Unfortunately, this is not taught in journalism schools, yet it is essential. Most journalists spend their days in front of screens whether in newsrooms or remotely in their homes. They rely on secondary sources of information that are often produced by organizations with interests different from those of the general public.

    A fourth area for improvement is the permanent implementation of critical thinking throughout journalistic processes. In many daily news articles essential information — the traditional five Ws (who, what, when, where and why) — are missing. Most important, the stories often lack context. 

    Journalists should ask themselves why they report on a given topic, who provides the information, what hidden interests might be involved and what value this information holds for the public.

    It is true that journalists alone cannot change the current media landscape. But in their role as the central actors in the system, they can do much to improve the quality of information and support citizens. 

    A well-rounded “classical” education, coupled with a curious and critical mind, should produce good journalists. These “new professionals” would be better equipped to face the current economic model of information, which favors powerful entities controlling information, the overwhelming information saturation, the prevailing negativity and cynicism and the constant distractions in the form of screens that affect our lives.

    If concerned citizens also make an effort to support and reward this new form of quality journalism, we will all benefit. And our societies will gain a stronger democratic and peaceful coexistence. This is why it is worth valuing and improving journalism education.


     

    Three questions to consider:

    1. What is meant by an “information ecosystem”?
    2. Why does the author argue that many journalists are disconnected from the public they are trying to reach?
    3. If you were a journalist, what stories would you want to tell?

     

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  • Trump signs executive order that aims to close U.S. Department of Education

    Trump signs executive order that aims to close U.S. Department of Education

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    President Donald Trump has signed a much anticipated executive order that he said is designed to close the U.S. Department of Education.

    The order Trump signed Thursday tells Education Secretary Linda McMahon to “take all necessary steps to facilitate the closure of the Department of Education and return authority over education to the States and local communities” to the “maximum extent appropriate and permitted by law.” At the same time, the order says McMahon should ensure “the effective and uninterrupted delivery of services, programs, and benefits on which Americans rely.”

    Despite polling to the contrary, Trump said in his speech Thursday that closing the department is a popular idea that would save money and help American students catch up to other countries. He also said his order would ensure that other federal agencies take over major programs now housed at the Education Department, like those for students from low-income backgrounds and students with disabilities.

    “Beyond these core necessities, my administration will take all lawful steps to shut down the department,” Trump said. “We’re going to shut it down, and shut it down as quickly as possible. It’s doing us no good. We want to return our students to the states.”

    The executive order represents a symbolic achievement for Trump, who for years has expressed a desire to close the department. Yet the president has already radically transformed the department without relying on such an order. McMahon announced massive layoffs and buyouts earlier this month that cut the department’s staff nearly in half.

    Beyond the rhetoric, it’s unclear how exactly the order will impact the department’s work or existence.

    By law, only Congress can eliminate a cabinet-level agency authorized by Congress; White House Press Secretary Karoline Leavitt seemed to acknowledge as much Thursday before Trump signed the order, when she said that the Education Department will become “much smaller.” And during his Thursday remarks, Trump expressed hopes that Democrats as well as Republicans would be “voting” for the department’s closure, although prominent Democratic lawmakers have blasted the idea.

    The order does not directly change the department’s annual budget from Congress. And federal law dictates many of the Education Department’s main functions–changing those would require congressional approval that could be very hard to secure.

    Still, Trump’s move to dramatically slash the department’s staff could impact its capacity and productivity, even if officially its functions remain in place.

    At her confirmation hearing, McMahon promised to work with Congress on a reorganization plan. Project 2025, a prominent blueprint for conservative governance from the Heritage Foundation released before Trump’s second term, says that along with closing the Education Department, the federal government should move the department’s education civil rights enforcement to the Department of Justice, while the collection of education data should move to the U.S. Census Bureau.

    In a statement on Thursday, McMahon said closing the Education Department does not mean cutting off funds from those who depend on them.

    “We will continue to support K-12 students, students with special needs, college student borrowers, and others who rely on essential programs,” she wrote. “We’re going to follow the law and eliminate the bureaucracy responsibly by working with Congress and state leaders to ensure a lawful and orderly transition.”

    The executive order could be challenged in court. Many of Trump’s efforts to remake the federal bureaucracy are already tied up in litigation, including the Education Department layoffs.

    The executive order notes that the Education Department does not educate any students, and points to low test scores on an important national assessment as evidence that federal spending is not helping students.

    “Closing the Department of Education would provide children and their families the opportunity to escape a system that is failing them,” the order says.

    Trump order is triumph for department’s foes

    The Republican governors of Florida, Texas, Iowa, Indiana, Ohio, Louisiana, Tennessee, Idaho, and Nebraska were present during the signing ceremony. Trump said they “badly” wanted the federal government to give their states more control over education.

    “Probably the cost will be half, and the education will be maybe many, many times better,” Trump said. States that “run very, very well,” he said, could have education systems as good as those in Finland, Denmark, Sweden, and Norway–countries that tend to outperform the United States on international reading and math tests.

    The Education Department administers billions of dollars in federal assistance through programs such as Title I, which benefits high-poverty schools, and the Individuals with Disabilities Education Act, or IDEA, which offsets the cost of special education services.

    The department also administers financial aid for college students, shares information about best practices with states and school districts, and enforces civil rights laws. And it oversees the school accountability system, which identifies persistently low-performing schools to extra support.

    States and school districts already make most education decisions, from teacher pay to curriculum choices.

    Conservatives have wanted to get rid of the U.S. Department of Education since it was created by President Jimmy Carter and Congress in 1979, and Trump talked about doing so in his first administration. But those efforts never gained traction.

    Conservatives say that for decades the department has failed to adequately address low academic performance. They also see the department as generally hostile to their political and ideological perspectives.

    The executive order says that McMahon must ensure that “any program or activity receiving Federal assistance terminate illegal discrimination obscured under the label ‘diversity, equity, and inclusion’ or similar terms and programs promoting gender ideology,” a reference to policies intended to make schools more welcoming for students of color and LGBTQ students.

    The department has moved to publicly target and root out diversity-focused practices in schools in recent weeks. And the department has already threatened to withhold federal funding from Maine for allowing trans athletes to compete on teams that match their gender identity.

    Public education advocates say critical expertise will be lost and students’ civil rights won’t be protected if Trump further diminishes the department. They also fear that a department overhaul could endanger billions in federal funding that bolsters state and local education budgets.

    They say they’re already seeing impacts from layoffs, which hit the Office for Civil Rights, Federal Student Aid, and the Institute of Education Sciences particularly hard.

    Even before McMahon took office, the U.S. DOGE Service, the cost-cutting initiative run by billionaire Elon Musk, canceled hundreds of millions of dollars worth of research grants and contracts.

    The Education Department already was one of the smallest cabinet-level departments, with around 4,100 employees, before the layoffs. With buyouts and layoffs, the department now employs just under 2,200 people.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    Related:
    The ED is dead! Long Live the ED!
    Linda McMahon is confirmed as education secretary–DOGE and a department overhaul await her

    Latest posts by eSchool Media Contributors (see all)

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  • Industry mourns loss of Saskia Loer Hansen

    Industry mourns loss of Saskia Loer Hansen

    The industry was left reeling this week after the announcement by RMIT University in Australia of the death of Loer Hansen, a well known senior leader who had enjoyed a successful global career working in Australia and the UK.

    “It is with deep sadness that we share some very difficult news with our community. In a tragic car accident while returning from holiday, Saskia Loer Hansen, deputy vice-chancellor international and engagement and interim general director RMIT Vietnam, lost her life,” said RMIT in a statement.

    “The shock of her sudden passing is hard to fathom, and anyone who had the good fortune to know Saskia will understand that a rare light has gone out.

    “While nothing can make good of the loss of someone with so much more to give, the RMIT community will remember her as an example to emulate.”

    LinkedIn has seen many posts remembering Loer Hansen’s humanity, charisma and professional impact. Prior to RMIT, Loer Hansen worked as PVC international at Aston University in the UK, having moved to the UK from a prior role at the same Australian institution.

    “Saskia was an inspirational leader with the biggest heart,” remembered Wendy Yip, director international development at Aston University.

    “I will always remember how she made time to listen, no matter how busy she was. She will be deeply missed by the teams she led, the people she engaged with, and the global education sector she helped shape.”

    The shock of her sudden passing is hard to fathom, and anyone who had the good fortune to know Saskia will understand that a rare light has gone out
    RMIT University

    Neville Wylie, deputy principal at University of Stirling, wrote: “She had one of the warmest smiles in the business and was an extraordinarily talented communicator.”

    AEMG, an Australian based company working closely with China, also noted Loer Hansen’s dedication. “We will always remember our 2021 Hand in Hand Workshop, when Saskia joined us at 4am from the UK to participate and present,” it said. “Her commitment to global education and her support for AEMG never wavered, no matter the time nor circumstances.”

    “Saskia’s passing is an enormous shock, and the response from friends and colleagues has been overwhelming. She lived an exceptional life; her generous spirit reaching so many. Together, we will remember her,” commented VC of RMIT Alec Cameron on LinkedIn.

    Loer Hansen was born in Denmark and enjoyed a truly global career – engaging and sharing her insight with The PIE over many years. She is fondly remembered.

    Those wishing to attend a memorial service for Saskia Loer Hansen can register their interest with RMIT University here.

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  • Join Us on April 17, 2025 to Fight For Higher Education (Coalition for Action in Higher Education)

    Join Us on April 17, 2025 to Fight For Higher Education (Coalition for Action in Higher Education)

    As campus workers and citizens, educators and researchers, staff, students, and university community members, we exercise a powerful collective voice in advancing the democratic mission of our colleges and universities. It is our labor and our ideas which sustain higher education as a project that preserves and extends social equality and the common good—as a project of social emancipation.

    On
    April 17, 2025, we will hold a one-day action on and around our
    campuses to renew this vision of higher education as an autonomous
    public good, and university workers as its most important resource.   

    Free Higher Ed Now! will
    demand FIRST that public higher education in the U.S. be fully funded,
    politically independent, and FREE to all students and SECOND that higher
    ed be FREE of political interference that reduces the rights and
    autonomy of campus workers and students to teach, study, learn, speak,
    organize, and dissent. Read and endorse our agenda here. 

     

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  • John Katzman · Founder & CEO, Noodle (Ed on the Edge)

    John Katzman · Founder & CEO, Noodle (Ed on the Edge)

    John Katzman is the founder and CEO of Noodle. Prior to Noodle, he founded and ran 2U, which is also involved in online learning, and The Princeton Review, which helps students find, get into, and pay for higher ed.

    ‍Katzman is the co-author of five books and has served as a director of several for- and non-profits, including Carnegie Learning, Renaissance Learning, the National Association of Independent Schools, the Institute for Citizens & Scholars, and the National Alliance of Public Charter Schools.


     

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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