Articles: March/April 2015
In the often-contentious discussions about the future of U.S. higher education, one idea garners wide agreement: our institutions need to innovate. Since collaboration is the driving force for most innovation, it follows that developing a successful model for collaborative innovation—for innovating together—is the most sorely needed disruption in higher education.
Building environments that afford new, high-impact learning opportunities for tomorrow’s citizens and workforce requires collaborative expertise. Integrating the science of learning into technology-enhanced learning environments and developing a research agenda and methodologies to iteratively discover more about learning in these environments depend on multifaceted partnerships.
Although colleges and universities are the beneficiaries of a growing credential society, they communicate only a fraction of the educational experience that happens on their campuses. Higher education must find ways to credential better—with more information and in more accessible ways—using the transformative technology we now have available.
A new MOOC initiative from the University of Wisconsin–Madison ties the topics to communities in the state of Wisconsin and gives residents an opportunity to meet in person.
Students often face problems accomplishing their goals because colleges and universities have poor processes. Service blueprinting, a type of process map, focuses on the student (or customer) experience.
Learner-centered education requires instructors to have insight into their students, which the Student Profile Report can provide. Surveyed instructors found the report useful, and analysis found it introduced no bias in letter grade assignment.
By establishing high-demand master's degree programs in Kigali, Rwanda, Carnegie Mellon graduates students having critical skills valued throughout East Africa.
IT departments need to develop a relationship of open communication and trust with faculty to achieve the level of collaboration needed for successful integration of academic technology on campus.
The National Research Center for Distance Education and Technological Advancements arose in response to a national push to improve student access to a quality higher education.
Models such as "cyberwar" and "cybercrime" have not proven effective for information security in higher education, suggesting adoption of a different analogy.
Different treatments of indirect cost recovery for cloud services and on-premises services skew estimates for research computing costs. Cloud services roll all costs into the service cost.
Merging the information department with the library at Bucknell University enabled a reallocation of budget and resources and a shift from transactional functions to transformational initiatives.
By drawing on direct experience, facilitating learning from peers, and exploring engagement practices, Brown University's online development team is creating an online learning "adoption wave" among faculty.
To facilitate IT project success in the challenging higher education environment, trust and collaboration among IT staffers and various campus groups are essential.
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