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Engineering Education
Updated: 20 hours 19 min ago

Yet another report says fewer Americans value 4-year degree

Tue, 2018-07-10 17:20

By James Paterson, Education Dive
More Americans believe a four-year degree is not worth the financial cost, according to a CNBC All-American Economic Survey, which found the the number had increased to 44% from about 40% five years ago. The survey also found that fewer felt a four-year college degree was the best type of training, down to about 50% from nearly 60%. About 60% of Democrats favor a bachelor’s degree and 40% of Republicans. The survey additionally found that more people believe two-year schools may be of greater value. The biggest increase was seen for trade schools, which 26% of Americans felt were a good value, compared to 18% in 2013.

https://www.educationdive.com/news/yet-another-report-says-fewer-americans-value-4-year-degree/526820/

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Trump administration plans to rescind policies that encourage affirmative action in college admissions

Tue, 2018-07-10 17:15

By Autumn A. Arnett, Education Dive
The Trump administration is planning to rescind Obama-era 2011 and 2016 guidance documents encouraging the use of race in college admissions to promote diversity on campus, the Wall Street Journal is reporting.  Administration officials will argue that the guidelines reach beyond the Supreme Court precedent and oversimplify what is allowed under the law.  The U.S. Department of Justice is reviewing claims from Asian-American students who believe they were unfairly discriminated against in Harvard University’s admissions practices. A similar complaint was dismissed last year by the Obama administration.

https://www.educationdive.com/news/trump-administration-plans-to-rescind-policies-that-encourage-affirmative-a/527039/

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State Authorization Compliance Continues Despite Delay

Tue, 2018-07-10 17:10

by Russ Poulin, WCET

Regardless of the status of a federal regulation, we wish to be emphatic that every institution must thoroughly understand that compliance for out-of-state activities of the institution must be maintained per the following:

State regulations. For both institutional authorization on professional licensure programs, institutions need to know the requirements of any state in which they are recruiting and/or enrolling students.
SARA requirements (see the SARA Manual). These remain in effect for member institutions.
Federal regulations currently in effect (we will write more on these in an upcoming post):
34 CFR 43(b) – Institutional Information (Student Complaint location);
34 CFR 71 and 34 CFR 668.72 (c) (2) Misrepresentation – with specific language about professional licensure;
34 CFR 17(g)(2) – at registration or enrollment, in writing, notify students of any projected additional student charges (proctoring).
Department of Defense (DoD) Memorandum of Understanding (MOU) requires participating institutions to comply with all state authorization requirements for providing distance education to participate in the Tuition Assistance Program for active duty military students.
These requirements did not get delayed. As a matter of fact, compliance with the above requirements and regulations should already be in place for every institution.

The Announcement of the Delay was Delayed, but the Result is a Delay!

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Yet another report says fewer Americans value 4-year degree

Tue, 2018-07-10 17:05

By James Paterson, Education Dive
More Americans believe a four-year degree is not worth the financial cost, according to a CNBC All-American Economic Survey, which found the the number had increased to 44% from about 40% five years ago. The survey also found that fewer felt a four-year college degree was the best type of training, down to about 50% from nearly 60%. About 60% of Democrats favor a bachelor’s degree and 40% of Republicans. The survey additionally found that more people believe two-year schools may be of greater value. The biggest increase was seen for trade schools, which 26% of Americans felt were a good value, compared to 18% in 2013.

https://www.educationdive.com/news/yet-another-report-says-fewer-americans-value-4-year-degree/526820/

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Unpacked: Repeal of Open Internet Rule enables monopoly networks

Tue, 2018-07-10 17:02

by Tom Wheeler, Brookings

*Internet services will likely not jump on this quickly and begin to extract the advantages of this repeal, but they will begin to discriminate in subtle way

*There is a pending court appeal that challenges the FCC’s ability to repeal Net Neutrality

*The Congressional Review Act, which has already passed the Senate, would repeal the FCC’s decision

*To understand what impact the repeal of the Open Internet rule might have, you have to understand why it was put in place to begin with

*The underlying concept of networks in America, all the way back to the telegraph, has been that there needs to be first-come, first-serve, non-discriminatory access

*The reason why we have this rule is because of monopoly networks

 

Unpacked: Repeal of Open Internet Rule enables monopoly networks

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Guiding Faculty into Immersive Environments

Mon, 2018-07-09 17:25

By David Raths, Campus Technology
In 2015, Virginia Polytechnic Institute and State University’s Institute for Creativity, Arts and Technology (ICAT) launched the Cube, an adaptable space for research and experimentation housed in the campus’s Moss Arts Center. One of the first things ICAT did was to hire an immersive environment specialist to help faculty members who were incorporating the new space into their curricula.  “I remember Ben Knapp, ICAT’s director, used the term ‘concierge’ when he came up with the position,” recalled Zach Duer, who served in the job for a year and a half before becoming an assistant professor in the school of visual arts.  According to Duer, it’s a common problem that universities invest in new technologies such as immersive learning spaces but fail to create positions like his to help faculty learn how to use them.

https://campustechnology.com/articles/2018/07/03/guiding-faculty-into-immersive-environments.aspx

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Are You Ready To Go Online? Key Considerations for New Online Education Initiatives

Mon, 2018-07-09 17:20

by Aleksandar (Sasha) Tomic, Evolllution

While successes online are fairly well documented, failures are not as public The online space is getting more and more crowded, so you must define what it is that differentiates you. Is it price point? Student engagement? Student outcomes? Placement rate? In other words, why would a student choose your online MBA as opposed to the other 281 programs currently ranked by US News and World Report Online MBA rankings? The same care that goes into differentiating your on-ground programs should go into differentiating the online ones as well. Possibly more, since location might be a differentiator for your on-ground programs but is rendered meaningless in the online space.

Are You Ready To Go Online? Key Considerations for New Online Education Initiatives

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Leading in the Midst of Higher Ed Disruption: Experts Discuss Paths to Innovation

Mon, 2018-07-09 17:15

by EdTechTimes

Today, higher education is in the midst of a major disruption. Every element of higher ed is changing: the traditional student, classroom models—even expectations for support after graduation. And of course, technology is at the center of many of these changes. New technologies are allowing campuses to have a broader reach, more efficient business practices, and new methods of instruction. But technological innovation brings an entirely new set of challenges to higher ed.

Leading in the Midst of Higher Ed Disruption: Experts Discuss Paths to Innovation

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Canvas Catches, and Maybe Passes, Blackboard

Mon, 2018-07-09 17:12

By Lindsay McKenzie, Inside Higher Ed
Canvas has unseated Blackboard Learn as the leading LMS at U.S. colleges and universities, according to new data from MindWires Consulting. In a blog post on Monday, Michael Feldstein, partner at MindWires Consulting and co-publisher of the e-Literate blog, wrote that Canvas now has 1,218 installations at U.S. institutions, compared with Blackboard’s 1,216. Although the two-figure difference may seem insignificant — and Blackboard and some of its allies say the data don’t accurately reflect the two companies’ relative reach — most analysts agree that Canvas’s ascent, largely at Blackboard’s expense, is noteworthy.

https://www.insidehighered.com/digital-learning/article/2018/07/10/canvas-catches-and-maybe-passes-blackboard-top-learning

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Are You Ready To Go Online? Key Considerations for New Online Education Initiatives

Mon, 2018-07-09 17:10

by Aleksandar (Sasha) Tomic, Evolllution

While successes online are fairly well documented, failures are not as public The online space is getting more and more crowded, so you must define what it is that differentiates you. Is it price point? Student engagement? Student outcomes? Placement rate? In other words, why would a student choose your online MBA as opposed to the other 281 programs currently ranked by US News and World Report Online MBA rankings? The same care that goes into differentiating your on-ground programs should go into differentiating the online ones as well. Possibly more, since location might be a differentiator for your on-ground programs but is rendered meaningless in the online space.

Are You Ready To Go Online? Key Considerations for New Online Education Initiatives

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Leading in the Midst of Higher Ed Disruption: Experts Discuss Paths to Innovation

Mon, 2018-07-09 17:05

by EdTechTimes

Today, higher education is in the midst of a major disruption. Every element of higher ed is changing: the traditional student, classroom models—even expectations for support after graduation. And of course, technology is at the center of many of these changes. New technologies are allowing campuses to have a broader reach, more efficient business practices, and new methods of instruction. But technological innovation brings an entirely new set of challenges to higher ed.

Leading in the Midst of Higher Ed Disruption: Experts Discuss Paths to Innovation

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What Neuroscience Teaches Us About Fostering Creativity

Mon, 2018-07-09 17:05

By Dennis Pierce, THE Journal
Technology is changing how students’ brains are wired, setting expectations for faster, more interactive learning, said neuroscientist and best-selling author David Eagleman. And the most important thing that schools should be teaching students is “cognitive flexibility,” or the ability to be creative and put ideas together in new and innovative ways. Eagleman spoke to a packed audience of educators and school administrators during the opening general session of the 2018 ISTE conference in Chicago. As a neuroscientist, he has studied how the human brain is constantly rewiring itself, a concept known as brain plasticity. He said the brains of today’s students are changing because they are growing up in a digital world. Rather than resisting this change, educators need to embrace it and teach students as they are accustomed to learning outside of school.

https://thejournal.com/articles/2018/06/25/what-neuroscience-teaches-us-about-fostering-creativity.aspx

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IT Leadership: Key Facts to Advance Ed Tech in America

Sun, 2018-07-08 17:27

By Keith R. Krueger, THE Journal
In the last few months, there has been no shortage of new data surrounding education. Like the Twitter and news cycle, it’s hard to keep up and make sense of what statistics matter most to help address the needs of districts today. When it comes to advancing 21st-century learning settings, I’m going to catch you up and give you the statistics that you need to know. Earlier this spring, CoSN unveiled the new findings from our 2018 National K-12 IT Leadership Survey Report. Conducted in partnership with Dude Solutions and MDR, the annual survey provides the education community with insights from school system technology leaders on their challenges and priorities.

https://thejournal.com/articles/2018/06/28/key-facts-to-advance-ed-tech-in-america.aspx

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Leaders zero in on helping nontraditional students succeed

Sun, 2018-07-08 17:26

by Autumn A. Arnett, Education Dive
Brandman University President Gary Brahm says the needs of nontraditional students are very different than those of traditional students. And though there is some consensus that nontraditional is the new traditional, many institution leaders are still struggling with how to adjust their business models to accommodate this wave of students on traditional campuses. A lot of institutions have leveraged their existing brand in order to deliver a traditional education as well as accommodate nontraditional students.

https://www.educationdive.com/news/leaders-zero-in-on-helping-nontraditional-students-succeed/526910/

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Current Practices of Online Instructor Evaluation in Higher Education

Sun, 2018-07-08 17:20

by Jonathan E. Thomas, Charles Graham, and Anthony A. Piña, OJDLA

As enrollment of students in online courses has steadily increased over the last few decades, very little attention has been given to online instructor evaluation. This is an area of online education that needs additional research to better ascertain the current state of online instructor evaluation as well as discover ways to improve its effectiveness. The purpose of this study is to identify how institutions evaluate online instructors and why. Findings indicated that the post-secondary institutions studied utilized many types of evaluation including student evaluations, administrative evaluations, peer evaluations, self-evaluations, and also employed metrics in their evaluations. Recommendations for the use of triangulation, course observation rubrics, formative evaluations, and metrics as part of an online instructor evaluation system are provided.

https://www.westga.edu/~distance/ojdla/summer212/thomas_graham_pina212.html

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The single biggest mistake universities make when going online

Sun, 2018-07-08 17:20

BY FURQAN NAZEERI, eCampus News
Why a one-size-fits-all approach doesn’t work.  Every day, we speak to university faculty and administrators who are looking to create an online course or degree program to increase enrollment, expand their revenue base, or reposition their brand. Those conversations usually begin with the same question: “How do we put this course/program online?”  At this point, I look for a diplomatic way to explain that’s not the right question to be asking. The real question is based on a shift in thinking about online learning. You are not simply putting a course online; you are creating an online product. It’s an important distinction. Your product—the program, course, certificate, or degree—has to be unique and very specific to what your market of current and prospective students want. The question that should be asked is: “How do we create a world-class learning experience that’s tailored to our students?”

https://www.ecampusnews.com/eschool-media/the-single-biggest-mistake-universities-make-when-going-online/ 

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Students Feel More Secure About Getting Jobs, But Skills Gaps Persist

Sun, 2018-07-08 17:15

By Dian Schaffhauser, Campus Technology
College students are showing more confidence in their ability to get jobs in their career areas. More than four in 10 (41 percent) said they were “extremely” or “very” prepared, compared to about three in 10 (29 percent) last year. And far fewer students said they were “slightly” or “not at all” prepared this year than last year (17 percent compared to 31 percent). Men were far more likely to feel prepared than women: 50 percent compared to 36 percent. Also, non-traditional students, those who didn’t enter college within a year of completing high school, were more likely to feel prepared than traditional students (49 percent vs. 34 percent). Students in vocational and technology programs were far more likely to consider themselves extremely prepared for work than any other discipline; for example, while 40 percent of vocational students stated that, for social sciences, the next highest discipline, just 13 percent said the same. These results came from the latest McGraw-Hill Education Future Workforce Survey.

https://campustechnology.com/articles/2018/06/28/students-feel-more-secure-about-getting-jobs-but-skills-gaps-persist.aspx

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Students’ Perceptions of Quality Across Four Course Development Models

Sun, 2018-07-08 17:05

by Victoria S. Brown, David Lewis, Mario Toussaint, OLJ

Four course development models were used within a three-year time frame, allowing for an evaluation of the different models based upon students’ perceptions of the integration of the Quality Matters (QM) Standards, course structure, and quality. The study compared (a) faculty training, (b) instructional designer supported, (c) additional QM training course, and (d) no training or support used. Students were randomly selected from online courses from each of the categories to receive a survey to measure their perceptions about the courses. The students were asked about the design of the courses given the integration of the QM Standards, course structure, and quality. Significant results were found across all eight standards, course structure, and quality for the instructional-designer supported course model as compared with the other course design models.

https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1213

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Leaders zero in on helping nontraditional students succeed

Sun, 2018-07-08 17:03

by Autumn A. Arnett, Education Dive
Brandman University President Gary Brahm says the needs of nontraditional students are very different than those of traditional students. And though there is some consensus that nontraditional is the new traditional, many institution leaders are still struggling with how to adjust their business models to accommodate this wave of students on traditional campuses. A lot of institutions have leveraged their existing brand in order to deliver a traditional education as well as accommodate nontraditional students.

https://www.educationdive.com/news/leaders-zero-in-on-helping-nontraditional-students-succeed/526910/

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Top 5 Research-Based Online Learning Tips

Sat, 2018-07-07 22:16

by Marianne Stenger, eLearning Industry
How can students be better supported and engaged in online learning programs? Based on the research available, here are 5 ways to make online learning more effective. Some students choose to study online to earn a degree or qualification, while others are primarily looking to further their professional development. Whatever their motivations may be, however, it’s clear that enrolment in online courses is not slowing down. According to the 2017 Distance Education Enrollment report released by the Babson Survey Research Group, enrollment in online courses has increased for the fourteenth straight year. The report shows that 6.3 million students in the U.S. took at least one online course, which is a 5.6% increase from the previous year. Even so, dropout rates in online courses still tend to be higher than in traditional courses. Some of the biggest reasons online students drop out include unrealistic expectations, poor planning, and a lack of engagement and motivation. So how can students be better supported and engaged in online learning programs? Based on the research available, here are five ways to make online learning more effective.

Top 5 Research-Based Online Learning Tips

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