Sebastian Thrun, the man behind perhaps the most disruptive idea to hit higher education -- massive open online courses or more commonly... MOOCs -- has decided to pack it in. While some traditional educators might be saying “I told you so”, proponents of online education are worried about what this shift means for its future. Rebecca Schuman is education columnist for Slate and adjunct professor at the University of Missouri. She wrote about Sebastian Thrun -- the acknowledged godfather of MOOC’s -- and his pivot away from them.
The Raymond Coalition for Youth is committed to helping kids make healthy choices and form positive habits. Through its "Youth Action" program, the Coalition empowers teenagers, like Kirsten Roman, to involve themselves in community outreach. "I was really interested in helping out the community more, and to help my peers make good choices," says Roman. "We focus on positive choice: not doing drugs or alcohol; eating healthy and exercising."
We continue our series, 'How We Work: Five Years Later,' with a look at younger Granite Staters and how they’re prepared for the workforce. We’ll examine how we educate students, from high school to college, and how that’s changed since the recession.
As a slow economy pinches family budgets and the cost of college tuition climbs ever higher, more high school graduates are choosing to start their educations at community colleges. As those students demand a more traditional college experience, community colleges in Nashua, Manchester, and now the Great Bay are building in new athletic facilities, teams and clubs.
Michael Fischer is thumbing through the architectural renderings for Great Bay Community College’s new $5 million dollar recreational facility.
New Hampshire adopted these new public school standards several years ago... one of forty five states to do so. Now, while many districts are on the path, more pushback has developed in some communities, especially from groups suspicious of outside involvement in local public education. Today we'll look at the current debates around Common Core.
For more than four hundred years, the works of William Shakespeare have given us language to describe the human condition. The Bard’s works have been interpreted on countless stages, film and television adaptations, and pulled apart in classrooms and campuses all over the world. As the theses count and analyses dedicated to Shakespeare continue to grow, a few academics question if there’s anything new to say about Shakespeare. That’s also the title of an article by Matthew Reisz, reporter and features writer for the Times of London’s Higher Education blog, covering intellectual affairs in the arts and social sciences.
Education policy in the U.S. is currently laser-focused on engaging students in the fields of science, technology, engineering and math—or “STEM” subjects. The goal is to prepare future generations to prosper in the new global economy. But where do the creative arts fit into this equation? How can art and music education help drive innovation? Eric Booth is a pioneer in art education, and is the author of several books, including, “The Music Teaching Artist’s Bible.” He is also an artist, an actor, and musician and is widely referred to as the father of the teaching artist profession.
The subjects of science, technology, engineering, and math are all the rage these days among politicians, business and education leaders who say we need more emphasis on these subjects to compete globally. But others say we’re going overboard on STEM and that society benefits from a broader approach that includes the arts, communication, and critical thinking.
Every year more than one million students fail to graduate from high school on time. But we rarely explore what happens next. What are these students’ lives like 10, 20, even 40 years after they leave the classroom? Do they ever get a second chance?
Those of us who went to public school in New Hampshire will likely recall hopping on the school bus for a visit to the Museum of Science in Boston or Sturbridge Village. For decades, schools have embraced field trips as positive and popular learning experiences. Today, museums, cultural institutions and the American Association of School Administrators report a steep drop in the number of field trips, and more than half of American schools did away with learning excursions altogether in 2010.
But what are kids losing with the cutting of field trips? Jay Phillip Greene is endowed chair and head of the Department of Education Reform at the University of Arkansas and a senior fellow at the Manhattan Institute.