This blog post from the Education Advisory Board articulates the key factors (and their definitions!) that UW-Madison leaders used to determine which of their undergraduate courses were impeding timely graduation. These factors might serve as inspiration for UO or other comparable institutions.
Step One in Eliminating Course Bottlenecks: Find The Cause (EAB, January 2016)
This EAB infographic illustrates the correlations between first-year GPA and degree completion rates, with an emphasis on those students with GPAs between 2.0 and 3.0.
Corequisite remediation is one of several strategies colleges are using to increase the outcomes of students who test into developmental education.
Mathewson, Tara Garcia. “Fixing Remediation at Scale with Corequisite Courses.” EducationDIVE, March 30, 2016.
The CEO of Coursera shares three trends that he thinks will shape the relationship between education and employment in the near future:
- Job Seekers Will Build Portfolios of Online Certificates, the New Currency for Skills
- Learning Will Become the Most Coveted Perk at Hot Employers
- The World Will Become Your Hiring Pool
Levin, Rick. “3 Online Education Trends That Will Shape How You Hire in 2016.” Forbes. February 25, 2016.
Purdue University is launching a competency-based interdisciplinary bachelor’s degree, which will combine technical and humanities fields. It was recently approved by Purdue’s regional accreditor.
Purdue’s degree track is based on the credit-hour standard, in which the demonstration of competencies is linked to corresponding college credit. This approach differs from relatively new competency-based offerings from a handful of other institutions, which use a method called direct assessment. That model is completely untethered from the credit hour, and students can move on as soon as they demonstrate mastery of required concepts.
At Purdue, however, studio and seminar-style “learning environments” will account for 35 percent of students’ plan of study.
Fain, Paul. “Competency for the Traditional Age Student.” Inside Higher Ed, March 30, 2016.
A summary of how summer online courses are developed at the University of Connecticut, and the value they add to the undergraduate residential experience.
Every year, the university offers 35 to 40 new online courses for its shortened summer session, a popular time for students to earn credits away from campus, Associate Director of UConn eCampus Desmond McCaffrey said.
Wright, Bailey. “Students Favor Summer Online Courses for Convenience.” Daily Campus, 3.2.16.
This visualization was created to accompany the annual report from the Babson Survey Research Group (see previous post).
The 13th and final comprehensive annual report on online education, put out by the OLC, the Babson Survey Research Group, and others. Full report available for download.
The decision to end the reports in their current form is also based on the maturation of distance education programs in higher education and the growing number of other reports and surveys that have launched since we began this particular effort back in 2003. When more than one-quarter of higher education students are taking a course online, distance education is clearly mainstream.
Allen, I. Elaine, and Jeff Seaman, with Russell Poulin and Terri Taylor Straut. Online Report Card: Tracking Online Education in the United States. February 2016.
A comprehensive overview of recent efforts to transcript digital badges, competencies, internships, and other non-traditional sources of educational experience.
Efforts are under way to capture a broader range of learning experiences and create frameworks to curate them, providing a more holistic view of student learning.
This unique study used video diaries to collect data on student experiences as first-term distance learners.
Learner stories reveal many shades of grey to the “soft factors” of what it means to be a distance learner and provide a unique insight into the complexity of studying from a distance.