Last week marked the passing of Dr. William G. Bowen, former provost and president at Princeton University, president of the Mellon Foundation, and author of several noteworthy books on higher education. During his tenure at the Mellon Foundation, he created an internal research division, the non-profit reference sources JSTOR and ARTstor, and the iThaka research foundation dedicated to examining the interface between technology and education.
This week, May 16-22, 2016, the APUS Center for Teaching and Learning (CTL) celebrates International Coaching Week (ICW). According to the International Coach Federation, “ICW educates the public about the value of working with a professional coach and acknowledges the results and progress made through the coaching process.” To this end, American Public University System (APUS) developed a comprehensive coaching and mentoring initiative.
Last week, I presented at The Internet, Policy & Politics Conference to debate whether or not MOOCs will satisfy learning effectiveness, satisfaction, and overall quality. I took note of the opening keynote speech by Dr. Chris Lintott, an astrophysicist and Citizen Science project lead in the Department of Physics at the University of Oxford. Dr. Lintott is the principal investigator of Zooniverse and is also the cofounder of Galaxy Zoo, an online crowdsourcing project where the public can volunteer to classify more than a million galaxies.
Dr. Paul Rich is President of the Policy Studies Organization, an academic partner of APUS and publisher of many academic journals. His enthusiasm for affordable learning through technology mirrors mine and I asked him if he would provide an introduction for the conference that we are attending this week at Oxford.
Every two years, American Public University System (APUS) is part of a conference held by Oxford University on aspects of the Internet.
By Dr. Suzanne Minarcine
The James P. Etter Award for Innovation and Creativity came as a huge surprise to me, and I am deeply honored to receive this prestigious award. I knew that Dr.
American Public University System has received a Sloan Consortium (Sloan-C) Effective Practice Award for its “Online Learning Contact Hour Calculator,” an adaptive model for calculating contact hours. This makes us the first three-time winner of the award. The university was recognized today at the annual Sloan-C
International Conference on Online Learning.
More information: APUS Named First Three-Time Recipient of Sloan Consortium Effective Practice AwardFrom left to right; Provost Dr.
As a writer, editor, and now Editor-at-Large for The Chronicle of Higher Education, Jeff Selingo has observed and written about higher education for more than 15 years. My assessment of his observations noted in his book, College (Un)Bound: The Future of Higher Education and What it Means for Students, is not unlike a statistician analyzing a very large dataset where every independent variable is technically significant.
Pilot Program Forces Discussion of Online Learning, MOOCs, Student Retention, and the Future of Higher Education
Earlier this week, the California State University System (CSU) announced an online pilot program with Udacity, a for-profit provider of MOOCs (Massively Open Online Courses). Udacity will provide a remedial algebra course, a college level algebra course, and a statistics course as part of the pilot that will initially be limited to 300 students at San Jose State University and several local community colleges.
You can’t read a recent issue of The Chronicle of Higher Education or Inside Higher Ed without seeing an article discussing the disruption that technology or MOOCs (Massively Open Online Course) are having or will have on the higher education sector. Because of the publicity, I receive questions from colleagues at conferences and other events asking me for my opinion about the potential for higher education disruption, the roadmap that it will take, and who will survive.
Researchers at Ithaka S+R including William G. Bowen (former president of Princeton University), Matthew M. Chingos (also a fellow at the Brookings Institution’s Brown Center on Education Policy), Kelly A. Lack, and Thomas I. Nygren, have followed Ithaka S+R’s recent report titled “Barriers to Adoption of Online Learning Systems in U.S. Higher Education” with a second that reports the findings of a series of randomized trials related to online learning conducted at six public universities.