Comment on Recent Articles
by Gintaras Duda (excerpt)
Richard Hake, in his landmark 1998 study of introductory physics courses, convinced the physics community that active-engagement strategies produce superior student learning, as measured by pre and post conceptual exams.
by Richard Ekman (excerpt)
What is the future of the small private liberal arts college?
by Carson Wong (excerpt)
I'm a nineteen-year-old Asian-American sophomore who is studying mechanical engineering.
by Margaret A. Miller (full)
Things have changed in society in ways that make people's questions about traditional higher education's relevance to and fit with the contemporary world increasingly pointed.
by Sheila Schulte and Rahul Choudaha (excerpt)
In the most recent years for which we have data, international undergraduate student enrollment in US higher education institutions increased by 39 percent, from 195,826 in 2008-09 to 271,943 in 2012–13 (Institute of International Education, 2013).
by Wendy Cowan and Mark Gale (excerpt)
Say “have it your way,” and most people envision flame-broiled hamburger patties customized however you want.
by Lauren S. Cardon (excerpt)
As the clock reaches 2:50 the rustle of students packing up their bags fills the room.
by Tom Luna, Mike Rush, Rod Gramer and Roger Stewart (full)
In the aftermath of the federal mandates imposed through No Child Left Behind, the state-led effort to establish common math and English standards across states—known as the Common Core State Standards—seemed a welcome change in the approach to improving student achievement and success.
by Chris W. Gallagher (excerpt)
Recently, at the end of a long last day of a long higher education conference, a presenter put a name to what I—along with many in the audience, judging by their drawn faces—was feeling: “innovation fatigue.”
by Kris Clerkin and Yvonne Simon (full)
In the spring of 2011, Southern New Hampshire University (SNHU) President Paul LeBlanc spent a long transpacific flight writing about a new educational model that would provide high-quality higher education to people who were not being reached by current postsecondary options.
by Lara K. Couturier (excerpt)
2014. “Just 11% of business leaders strongly agree that higher education institutions in this country are graduating students with the skills and competencies that their business needs, and 17% strongly disagree with this statement.”
by Holly B. King (excerpt)
For most of my life, I not only did well in school: I got straight A's.
by Mary Taylor Huber (excerpt)
Two new books probe these depths by following a cohort of students from freshman year through college and beyond.
by Mary B. Marcy (excerpt)
Unfortunately, much of the recent conversation about the uses of technology in higher education has become derailed by the intense promotion of, and equally intense reaction against, the development of massive open online courses (MOOCs).
by Marybeth Gasman and Heather Collins (excerpt)
We find that the Obama administration has done more for HBCUs than many acknowledge, but that it has stumbled in some key policy areas.
by Margaret A. Miller (full text)
Think about how much a standard vocabulary would facilitate conversations between people who are now virtually unable to communicate: business people and academics, for instance, who may not mean the same thing by “problem solving” but who might be able to agree on the essential features shared by their definitions.
by Derek L. Hottell, Ana M. Martinez-Aleman and Heather T. Rowan-Kenyon (excerpt)
Social media, whose use among college students is ubiquitous, has the potential to increase the impact of practices and programs that are positively related to student persistence without increasing costs.
by Philip G. Altbach and Roberta Malee Bassett (excerpt)
While grouping the BRIC countries might arguably be somewhat illuminating for economists, it makes little sense to lump them together for analytical purposes in higher education research.
by Christine M. Keller (excerpt)
How can public institutions appropriately respond to the external demands for simple, standardized information about student and institutional outcomes while reflecting the variety of the nation's public institutions and the diversity of the students who attend them?
by Paul L. Gaston (full text)
Higher education's inability to tell its story straightforwardly and persuasively encourages critics to fire shots with little fear of an answering volley.