The James G. Martin Center for Academic Renewal’s Post

By regurgitating high-school curricula and ignoring the virtues, higher education is delivering a flawed product. https://loom.ly/3iz7xK0

Tuesday thought: what if #highered came to the table with #k12 educators, worked together to determine what was best for students in terms of their holistic education, and then made coordinated graduation and admissions policies accordingly? Too often these conversations result in higher education dictating requirements to the K-12 sector, rather than having a reasoned and evidence-based conversation about what's truly best for students. Read more about an ongoing related discussion in Indiana around their diploma requirements: https://lnkd.in/ehmQMTcD

Why can't many college professors actually teach? What is the value of higher education if students neither learn skills nor develop virtue or generate knowledge? Here's an interesting read on the state of higher education today: https://lnkd.in/d8Whai9h

First they eliminate core courses, next they eliminate common sense. Read all about my frustrations with censorship in higher education ⤵️ https://lnkd.in/eqkxcs-5

This is so true, we have to stop pretending meritocracy will overcome the deeply ingrained inequality in education and society. Really looking forward to reading this book.

This article provides great context for our finding that first-time enrollment increased for most groups of underrepresented minorities. Particularly interesting is a quote from Howard University School of Education professor Jorge Burmicky, Ph.D.: "A lot of people need the terminal degree to advance in their careers. That’s where we’re seeing the most gains, people who are already employed in the field, but they need the credential to make sure they don’t have a ceiling on their career opportunities.”

The Hansard transcript of the recent House of Lords debate on Education for 11 - 16 Year olds (Committee Report) repays careful reading for those reflecting on the future of the curriculum and assessment arrangements. The breadth of consensus and the depth of evidence underpinning this Report is striking. I am in agreement with the proposals of Lord Jim Knight, namely that we should focus on boosting learner and teacher engagement, reducing curricular prescriptivity, aligning learning better with the skills needed for the future and utilising extended project style assessments as part of a richer, broader assessment matrix. The successful development, implementation and expansion of EPQ over the past 15 years provides a helpful route-map for future development. It is significant that this model of innovation does not rest simply on curriculum or assessment reform, but embraces the contributions of ed tech, pedagogy and teacher professional development. It also leaves open the important question of whether change should be driven through restoring teacher trust or using accountability measures - a question we should discuss further. Rosie Clayton Alistair McConville Liz Robinson Phil Avery Sarah Fletcher Philip Holton Becky Francis Elizabeth Kelleher 🇮🇪🇦🇪 اليزابيث الين كاليهر Hayley White Kate Kibler Meredith Reeve Cranleigh School https://lnkd.in/eTvNdhe5

In my latest article for Diverse: Issues In Higher Education I write about an annual report from the Council of Graduate Schools.

Higher Education Needs A Clearer Message: How Institutions Can Adapt LINK: https://lnkd.in/eN7-spBK #Education #Policy #Legislation #HigherLearning #Schools #Students #Teachers

This article provides thoughtful context for the increase in under-represented populations in the data from the latest Council of Graduate Schools report on enrollment.