Higher Education – Tesoro High School http://tesorohighschool.com/ Tue, 22 Jun 2021 00:25:27 +0000 en-US hourly 1 https://wordpress.org/?v=5.7.2 https://tesorohighschool.com/wp-content/uploads/2021/05/tesoro-high-school-icon-150x150.png Higher Education – Tesoro High School http://tesorohighschool.com/ 32 32 When will the OfS specifically target racial harassment? https://tesorohighschool.com/when-will-the-ofs-specifically-target-racial-harassment/ https://tesorohighschool.com/when-will-the-ofs-specifically-target-racial-harassment/#respond Mon, 21 Jun 2021 23:00:00 +0000 https://tesorohighschool.com/when-will-the-ofs-specifically-target-racial-harassment/

During the current pandemic, the England Students Office has taken two major actions.

One, it is fair to say, focused on sexual harassment and misconduct. It was a reaction to the outrage created by the Everyone Invited campaign website, which features testimonials about sexism and violence against women in more than half of UK universities. The resulting “statement of expectations” for higher education institutions is premised on the principle that all students should be protected from harassment and sexual misconduct by other students, staff and visitors.

The second intervention saw OfS seeking to reassure institutions that they are prioritizing all necessary measures to support students during this difficult time. And institutions have indeed responded to support their students – in part thanks to OfS funding announced in 2018 to support innovative collaborative approaches to improve student mental health outcomes.

During the pandemic, OfS also made up to £ 3million available to mental health charity Student Minds, to lead the development of a targeted support program to complement health efforts. mental health already in place in universities.

So far, so good. Both of these initiatives are laudable strides forward – though it’s disappointing that it took a social media campaign to push a public body to take far-reaching action to tackle harassment and sexual assault.

But if the OfS is serious about rewriting the book of higher education – rather than just releasing the press release – then it needs to launch a race initiative as well.

The disproportionate health and socio-economic impacts of the pandemic on ethnic minorities have highlighted the underlying institutional inequalities. But the regulator has still not gone to the heart of the problem of students from ethnic minorities: racial discrimination.

The truth is that for many students from ethnic minorities, mental health issues are the result of racial harassment. But the extent and severity of this harassment is such that it deserves specific regulatory attention beyond the general OfS approach to mental health.

A 2015 US study found that racism leads to many mental health issues, including depression, anxiety, distress, psychological stress, and post-traumatic stress. He also noted that the fear of racism itself can undermine the good characteristics of mental health, such as resilience, hope and motivation.

In the UK, a 2018 report from the Synergi Collaborative Center observed that ‘racism is a form of stress, both in its most overt forms and in the form of microaggressions, where there is no ‘major incident but the awareness of being treated and responding to it in a less than equitable way on the basis of race ”.

More worryingly, a 2016 study found that racial discrimination likely has cumulative effects on mental health that operate not only across time, but even across generations.

Therefore, by addressing mental health but not specifically racism, OfS may be guilty, in the case of many ethnic minority students, of addressing the symptom rather than the cause. Even its funding of mental wellness projects lacks any specific reference to issues resulting from racial harassment. This is difficult to understand given the commendable responsiveness to student concerns demonstrated by the regulator’s other initiatives.

A 2018 report in the newsletter Medical News Today have shown that racial prejudice leads healthcare professionals to use different pain thresholds for ethnic minorities. Does the OfS also have a higher threshold when it comes to addressing the mental well-being of students from ethnic minorities who have experienced racial harassment?

The regulator must immediately take a first step in requiring institutions, as a condition of registration, to collect and report incidents of racial harassment. After all, how can we even begin to fix this problem if we don’t have data on it?

It is likely that students from ethnic minorities have experienced thousands of incidents of racial harassment over the past decade of industry inaction. Will there need to be a catalog of them like Everyone else for the OfS to intervene in a direct and positive way? Does the governor really want to be like a nonchalant mechanic who will only grease squeaky wheels?

David Mba is pro vice-chancellor (research and business) at De Montfort University.


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Detailed analysis of the online higher education market to 2027 and the effect of COVID-19 on the industry – Le Courrier https://tesorohighschool.com/detailed-analysis-of-the-online-higher-education-market-to-2027-and-the-effect-of-covid-19-on-the-industry-le-courrier/ https://tesorohighschool.com/detailed-analysis-of-the-online-higher-education-market-to-2027-and-the-effect-of-covid-19-on-the-industry-le-courrier/#respond Mon, 21 Jun 2021 02:54:28 +0000 https://tesorohighschool.com/detailed-analysis-of-the-online-higher-education-market-to-2027-and-the-effect-of-covid-19-on-the-industry-le-courrier/

This detailed online higher education market report discusses the impact of COVID-19 on business development and it can also stifle the overall economic growth and also indicates the negative impacts of each sector. It also contains on-demand research papers, expansions, overviews, and forecasts from around the world. This report of the online higher education market takes into account their revenue, volume and capacity, production plants, ex-factory value, and sales volume. It also explains the scope of the industries represented, as well as the mechanisms required. From a global perspective, this study focuses on total economic solutions and market size by researching growth opportunities and statistical information.

Get Sample Copy of Online Higher Education Market Report at:
https://www.globalmarketmonitor.com/request.php?type=1&rid=692677

With the regular introduction of new technologies, market players are constantly making efforts and striving to integrate the latest technologies to survive in the competitive market. Such a professional and comprehensive report on the Online Higher Education Market also captures the effect of these advancements on the future development of the market. Several companies are emerging in the market and have started adopting new strategies, expansions, new advancements and long term contracts to dominate the global market and position themselves in the market. Besides focusing on major segments, it also performs regional analysis and covers major regions such as Europe, Asia-Pacific, North America, Africa, Latin America and the Middle East.
Advanced information on overall status and statistics is also provided. The scope of this market research extends from market scenarios to relative prices between major players, profits and costs of particular market regions. Comprehensive analysis report offers close monitoring of major competitors as well as price analysis to help new entrants gain a foothold in the market. It further talks about an overall overview of the market scenario for the forecast period 2021-2027. The report generated on the Online Higher Education Market is primarily based on data collected from senior management interviews, new sources, and primary research.

Major manufacturing:
Capella education company
ITT Educational Services
Apollo Education Group
Universal Technical Institute
American public education
Adtalem Global Education
Education management company
Career Education Society
Bridgepoint Education
Lincoln Educational Services
Grand Canyon Education
Wandering education
Graham Holdings Company

Request the best discount from:
https://www.globalmarketmonitor.com/request.php?type=3&rid=692677

Market segments by application:
Young
Adults

Online Higher Education Market: Type Outlook
Higher education materials
Higher education software

Contents
1 Report overview
1.1 Definition and scope of the product
1.2 PEST (political, economic, social and technological) analysis of the online higher education market

2 Market trends and competitive landscape
3 Online Higher Education Market Segmentation By Types
4 Segmentation of the online higher education market by end users
5 Market Analysis by Major Regions
6 products of the online higher education market in major countries
7 Landscape Analysis of Online Higher Education in North America
8 Analysis of the landscape of online higher education in Europe
9 Asia-Pacific Online Higher Education Landscape Analysis
10 Landscape Analysis of Online Higher Education in Latin America, the Middle East and Africa
11 Profile of the main players

This Online Higher Education Market report will be divided into sections based on application and type. The application segment represents the consumption between 2021 and 2027. The type segment contains indications of the production in a similar time frame. The major key regions included in this Online Higher Education Market report are North America, Latin America, Europe, India, Middle East & Africa and Asia -Peaceful. To accurately highlight the facts, charts, infographics, charts and numbers are used to present the data in a visual manner. The importance of COVID-19 on businesses and governments is also briefly explained in the research report. Competitors in the market can also use this knowledge to make more accurate and profitable decisions.

Target audience of the online higher education market:
– Online higher education manufacturers
– Traders, distributors and suppliers of online higher education
– Online higher education industry associations
– Product managers, online higher education industry administrator, C-level industry executives
– Market research and consulting firms

This market research includes a broad platform for the overall state of the market, showing whether business owners will benefit or suffer. As a result, the preferred method is to incorporate relatively new tactics and ideas that have proven to be extremely successful overall. The importance of the COVID-19 pandemic on market expansion is also discussed in this comprehensive report on the Online Higher Education Market. It also has a negative impact on the world market and the means to deal with the situation.

About Global Market Monitor
Global Market Monitor is a professional and modern consulting company, active in three broad business categories such as market research services, business consulting and technology consulting.
We always maintain the win-win spirit, reliable quality and the vision to keep pace with The Times, to help businesses increase revenue, reduce costs and improve efficiency, and significantly avoid operational risk, to achieve a lean growth. Global Market Monitor has provided professional market research, investment advisory and competitive intelligence services to thousands of organizations including start-ups, government agencies, banks, research institutes, industry associations , consulting firms and investment firms.
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Large blackboards and the best chalk “always vital for mathematicians” https://tesorohighschool.com/large-blackboards-and-the-best-chalk-always-vital-for-mathematicians/ https://tesorohighschool.com/large-blackboards-and-the-best-chalk-always-vital-for-mathematicians/#respond Sun, 20 Jun 2021 06:00:00 +0000 https://tesorohighschool.com/large-blackboards-and-the-best-chalk-always-vital-for-mathematicians/

For most mathematicians, blackboards are “their homes, their laboratories, their private spaces for reflection”.

This is the point of view offered by Jessica Wynne, professor in the photography department of the Fashion Institute of Technology in New York, in her new book Do not erase: mathematicians and their blackboards (Princeton University Press). This includes full-page images of over 100 paintings from Brazil and France as well as from across the United States, each accompanied by thoughts from mathematicians. Many offer strong perspectives on why their paintings remain an essential tool for thinking, teaching, collaborating – and even making friends.

Simion Filip, associate professor of mathematics at the University of Chicago, sees the blackboard as “an active space, ready to change and ready to carry any thought … With a brief gesture and a sponge, you can modify thoughts. past, correct errors and express a better understanding of a problem. Although “a blackboard lecture takes place more slowly than a slide lecture,” this means that “the audience can absorb the material more deeply. The course of the lecture is recorded on the surface of the board and the audience thus acquires an extended short-term memory.

Although she admits that she “usually works[s] outside [her] geometric problems in [her] mind or on paper ”, Dusa McDuff, Helen Lyttle Kimmel ’42 professor of mathematics at Barnard College in New York, considers the blackboard to be“ essential for [her] teaching ”, because“ the physical and visual process of writing and drawing diagrams makes reflection more concrete and, hopefully, more accessible ”.

For Ronen Mukamel, mathematician and geneticist doing research at Harvard Medical School, “The table provides an antidote to some of the main pitfalls of modern forms of communication. Communication on the board occurs naturally at the speed of human thought, since the presenter must physically write everything that appears on the board.

For his part, Philippe Michel, holder of the chair of analytical number theory at the Swiss Federal Institute of Technology in Lausanne, exposes the essential tools: a picture so high that “its borders do not interrupt the flow of thought and thought. ‘writing’; some “high quality chalks”, such as “the legendary Japanese chalk Hagamoro Fulltouch”; “A large cloth rag” to clean the board and “a large rubber rag” to dry it again.

It is up to Nicholas Vlamis, assistant professor at Queens College, City University of New York, to explain why the blackboard – “the glue that unites this community and its rituals” – is also at the heart of his social life: “My adults’ closest friendships all started with a mathematical collaboration, standing in front of a blackboard trying to figure out a mathematical puzzle together. This experience, in a way, leads to friendship; it has been one of the great joys of my life.

matthew.reisz@timeshighereducation.com


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The GER of tertiary education for women in 2019-2020 remains higher than the GER for men https://tesorohighschool.com/the-ger-of-tertiary-education-for-women-in-2019-2020-remains-higher-than-the-ger-for-men/ https://tesorohighschool.com/the-ger-of-tertiary-education-for-women-in-2019-2020-remains-higher-than-the-ger-for-men/#respond Sat, 19 Jun 2021 05:01:35 +0000 https://tesorohighschool.com/the-ger-of-tertiary-education-for-women-in-2019-2020-remains-higher-than-the-ger-for-men/

The GER for female higher education first exceeded the GER for men in 2018-19. The trend continued even in 2019-2020 with the female GER crossing 27%. Three states / UT reported a GER of over 50% while Bihar remains at the bottom with a GER of almost half of the national average.

Access to tertiary education is measured in terms of gross enrollment ratio (GER), a statistical measure used in the education sector to indicate the level of education of a certain age group. It is calculated as the ratio of people enrolled in higher education institutions to the total population of people in the 18-23 age group. A high GER indicates a high degree of participation in tertiary education by age group.

In this story, we will examine the gross enrollment rate (GER) trends over the past 5 years across states, gender, and social categories. The AISHE survey covers all higher education institutions in the country, registered with the AISHE code in the AISHE portal. The data is based on the submission made by these institutions in a predefined survey form.

India’s GER has increased steadily, due to the substantial increase in “female GER”

Access to higher education has increased over the years, from 21.5% in 2012-13 to 27.1% in 2019-20, according to the All India Survey on Higher Education Survey (AISHE). The GER for the male population increased from 22.7% (in 2012-13) to 26.9% (2019-20) and for the female population from 20.1% (in 2012-12) to 27.3% (in 2019-20). The 2020 National Education Policy (NEP) aims to increase the total GER (including vocational education) to 50% by 2035.

The main highlights of the recent 2019-2020 AISHE enrollment report are:

  • In terms of total enrollment (in absolute numbers), total enrollment in tertiary education was estimated at 38.5 million with 19.6 million men and 18.9 million women. Women represent 49% of the total workforce. Students from scheduled castes (SC) represent 14.7% and students from scheduled tribes (ST) 5.6% of the total enrollment. 37% of students belong to other backward classes (OBC). About 5.5% of students belong to a Muslim minority and 2.3% to other minority communities. Uttar Pradesh ranks first with the highest number of students, followed by Maharashtra and Tamil Nadu (in absolute numbers).
  • The Gross Enrollment Rate (GER) in tertiary education in India is 27.1%, calculated for the 18-23 age group. The GER for the male population is 26.9% and for women it is 27.3%. For listed castes it is 23.4% and for listed tribes it is 18% compared to the national GER of 27.1%.

Highest GER in Sikkim, Tamil Nadu, Delhi and lowest in Bihar

The highest GER is reported in Sikkim at 75.8%. The GER for other states is around and below 50%. Sikkim is followed by Chandigarh (52.1%), Tamil Nadu (51.4%) and Delhi (48%). The lowest GER was reported for UTs like Daman & Diu (6.1%), Lakshadweep (7.5%), Ladakh (7.9%) and the states of Bihar (14.5%) and Assam (17.3%). In other words, only 3 states / TUs are above the 50% TBS target set by NEP 2020.

States like Uttarakhand, Kerala, Manipur, Telangana, Arunachal Pradesh, Andhra Pradesh, J&K, Maharashtra, Karnataka, Haryana and Punjab have reported GERs above the national average (27.1%).

States like Chhattisgarh, West Bengal, Tripura, Jharkhand, Gujarat, Odisha, Rajasthan, Uttar Pradesh and others reported GERs below the national average (27.1%). Among the large states, Bihar has the lowest GER at 14.5%, almost half the national average.

The GER of women registers a stronger increase in all social categories

Over the past 5 years, the overall GER has fallen from 24.5% to 27.1%. The male GER recorded a nominal increase from 25.4% (2015-16) to 26.9% (2019-20). However, the female GER recorded a relatively large increase from 23.5% (2015-16) to 27.3% (2019-20).

In the Scheduled Category (SC) category, the overall GER has fallen from 19.9% ​​to 23.4% over the past 5 years. Male GER among SCs recorded a nominal increase from 20.8% (2015-16) to 22.8% (2019-20). However, the female GER recorded a relatively large increase from 19% (2015-16) to 24.1% (2019-20).

In the Scheduled Tribe (ST) category, the overall GER has fallen from 14.2% to 18% over the past 5 years. Male GER among STs registered an increase from 15.6% (2015-16) to 18.2% (2019-20) and female GER also registered a significant increase of 12.9% (2015-16) at 17.7% (2019-20).

Male and female TBS among STs remains low compared to other social categories

The GER among social categories in major states shows that the enrollment rate for the listed caste and tribe categories remains below the total enrollment rate for the state in most cases.

However, there are some exceptions to this trend among large states. For example, in Uttar Pradesh, the TBS of TK has remained higher than the state TBS for the past 5 years. This is due to the small population of ST in the state (less than 1%). At the same time, the GER among state SCs has remained lower than the GER of the state. Likewise, in Gujarat, the GER of SC has remained higher than the GER of the state for the past 5 years and, at the same time, the GER of ST has remained below the GER of the state. STs make up about 15% of Gujarat’s population.

A breakdown of TBS by sex also suggests a similar pattern. The male and female GER among social categories in the major states shows that the enrollment rate for the listed caste and tribe categories remains lower than the total enrollment rate for the state in most cases. The female GER among STs has one of the lowest enrollment rates, compared to other groups, in most states.

However, there are a few exceptions to this trend, as we saw earlier. For example, in Uttar Pradesh and Bihar, the male and female GER for TS remained higher than the state GER. STs only make up about 1% of the population in both states and, as a result, their GER is above the state average. In most other states, STs remain at the bottom of the graph in terms of GER. In other words, the GER among SC and ST is higher than the state average only where their share in the population is very low.

These trends indicate that although the female GER among STs has registered a significant increase over the years (as noted in the sections above), it is still far behind other social and gender categories by a significant margin.

The selected image: All India Survey of Higher Education Survey


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KS Maui graduate accelerates journey to higher education with KS Digital https://tesorohighschool.com/ks-maui-graduate-accelerates-journey-to-higher-education-with-ks-digital/ https://tesorohighschool.com/ks-maui-graduate-accelerates-journey-to-higher-education-with-ks-digital/#respond Fri, 18 Jun 2021 20:59:00 +0000 https://tesorohighschool.com/ks-maui-graduate-accelerates-journey-to-higher-education-with-ks-digital/

Courtesy of History: Kamehameha Schools

Perle Bachiller. PC: Kamehameha Maui Schools.

While the pandemic has created stress and financial hardship for Pearl Bachiller’s family, the crisis has also provided the senior at Kamehameha Schools Maui with an unexpected opportunity.

She hopes to enter Hawai’i University in Mānoa this fall in her second year. Bachiller was able to accelerate his studies with KSM’s switch to distance education last year and the launch of KS Digital, a gateway to a range of educational technology tools, K-12 accredited education and content based on Hawaiian culture.

“When distance learning came along I really liked it and was able to learn to manage and manage my independent life more like I would in college,” she said.

Even when the school shifted to a hybrid model, Bachiller chose to pursue distance education with courses offered through the KS Digital partnership with Arizona State University. Thanks to ASU Prep Digital, a K-12 online school, she said she was able to move forward since classes were posted for the entire semester.

“I’m lucky to be the kind of student who can sit at home and do all my work because I know a lot of people have a hard time keeping attention and stuff, but this was really lucky for me to start doing it because I really wanted to do distance learning, ”Bachiller said.

The 18-year-old started working part-time at a dessert store in the summer before her freshman year. Juggling a job and homework wasn’t easy, but the flexible schedule with online learning helped.

“I used the money to save for higher education, but I also help at home to cover the bills and everything, especially since the pandemic has forced my father, who is like the main support of family from our home, to retire from work, ”Bachiller explained. “My brother and I have helped a lot, and it really helped me learn how to fund myself and whatever else I want to do. “

Since Bachiller’s only remaining high school requirements are to complete a few one-year courses, she filled her final semester with online courses from the University of Hawai’i at Mānoa, Leeward Community College and from Kap’iolani Community College. She paid for them herself and chose courses that are requirements for the biology degree she plans to pursue.

“Pearl is exceptional,” said Lauren Noa, KSM Learning Success Coach. “I know COVID has brought its fair share of challenges, but sometimes I feel like it’s the silver lining in some of these things that we see, especially when it comes to education. A whole bunch of other doors have opened, I think.

Bachiller is delighted to meet her classmates during the launch activities. She is also looking forward to exploring the next chapter in her educational journey.

“Even though going to school and being there in person is important for our development, and I also understand that it is important that KS is there for us, I think that offering this option is also very useful for children like me. “she said.


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10 ways we could reinvent the idea of ​​college https://tesorohighschool.com/10-ways-we-could-reinvent-the-idea-of-%e2%80%8b%e2%80%8bcollege/ https://tesorohighschool.com/10-ways-we-could-reinvent-the-idea-of-%e2%80%8b%e2%80%8bcollege/#respond Fri, 18 Jun 2021 00:35:41 +0000 https://tesorohighschool.com/10-ways-we-could-reinvent-the-idea-of-%e2%80%8b%e2%80%8bcollege/

If we had the opportunity to design a new university today, how could we build such an institution to be distinctive, like no other?

Asking such a question may seem unrealistic and impractical, given the disruption to higher education caused by Covid-19. The pandemic has forced far too many institutions to take drastic measures to keep their businesses afloat; now hardly seems the time to dream of imaginary universities. But it may actually be a good time to rethink the university, to think differently about its purpose and what it can become.

Higher education faces two strategic issues, which began even before Covid-19. First, the sector is rapidly becoming commonplace; Apart from a few world-class and leading institutions, there are many universities competing for an increasingly small pool of students, offering similar programs and competing for price.

The second problem is the lack of strategic imagination and creativity. “The Idea of ​​the University” converges towards a unitary idea; many higher education institutions aspire to be like all other institutions. Ronald Barnett, professor emeritus at the Institute of Education at UCL, writes in his 2012 book, Imagining the University, that “all higher education systems around the world are inexorably moving towards the merchant university… Therefore , the pool of ideas through which the university is understood is shrinking.

Keri Facer, Professor of Educational and Social Futures at the University of Bristol, similarly observes in her 2011 book, The future of learning: education, technology and social change: “The educational imaginary of the last two decades has been dominated by a particular vision of the future, a vision of a global knowledge economy fueled by global competition and supported by digital networks. Apart from a few innovative programs or educational innovations, there are very few company-level innovations in higher education. Especially in a post-Covid educational landscape, what is needed today is a greater strategic imagination about the epistemological form and purpose of the university.

In my book, Alternative universities, I propose 10 models of new ideas of universities:

University platform
This university is organized as a multi-sided platform, which is a business that does not sell or produce anything, but only exists to connect buyers and sellers, like eBay or Facebook. Like the Athenian agora, it facilitates interactions between people, but is otherwise agnostic as to the type and nature of these interactions. A platform university would connect teachers and students, and programs would emerge from their unplanned interactions, based on the interests of both.

Microcollège
A microcollège consists of a professor and 20 students. The microcollège program and pedagogical philosophy are as unique as the solitary professor or the rector who directs it. Students learn through a combination of weekly lectures, Oxford-style tutorials, self-paced learning through technology, and peer mentoring. There would be hundreds of these small decentralized colleges, replacing the idea of ​​the singular mega-university.

Hhumanities think tank
A standard policy research institute, the Humanities Think Tank is composed and led by academics from the disciplines of the humanities – literature, history, religious studies, art history, philosophy. Researchers pose questions of interest to a wider audience and contribute to a wider public discourse, but unlike the traditional public intellectualism of humanists, the knowledge produced is intended to influence policy-making.

Nomadic University
In a post-Covid world, work is no longer tied to a specific physical location. Likewise, a nomadic university does not have a single location. Students arrive somewhere in the world and work under the direction of a faculty member on a specific local issue, simultaneously immersing themselves in the local culture. Then, after a six to eight month stay, the students disperse to go on another experience with another faculty mentor in another location, solving another local issue. In addition to acquiring a wide range of skills, students acquire an ‘education in place’. Students graduate after completing eight of these experiences around the world.

LCollege of Iberian Arts
The liberal arts college curriculum is organized around seven major intellectual skills: complex problem solving, meaning making, creation, imagination, multimodal communication, intercultural competence, and leadership. This is a 21st century update on the old trivium and quadrivium, this is how subjects were divided in medieval universities. Students demonstrate mastery of each of the seven skills as a requirement for graduation.

Interface University
This university is based on the idea that the future of cognition will be characterized as a hybrid of artificial intelligence and human intelligence, and that the future of work will involve collaboration between humans and machines. At this university, students take standard courses and standard majors, but in each case learn to work in partnership with algorithms. Students learn to think with computers, not just as a tool, but as an extension of human cognition.

Body university
This institution develops the literacy skills necessary for students to decode and compose in a world of outsourced media – where information has moved from screens to the environment. This university prepares students to interpret the symbols and information that will reach us through all the senses.

Advanced gaming institute
In this university, imagination is valued more than knowledge. Play is treated as a sophisticated cognitive activity, an important source of creativity and innovation. The institute is a kind of “playground” for adults to engage in serious games, where the result is serendipity and unexpected and unplanned ideas.

Polymath university
Each student specializes in three cognitively disparate disciplines, which means that they must demonstrate mastery of three distinct habits of mind: they specialize in one of the sciences, in one of the arts or humanities, and in one of the professional disciplines. Innovative and creative ideas emerge at the boundaries between different disciplines and students learn to negotiate these complex boundaries.

Future university
The students of a future university visualize, design and prototype the future in order to build that future. The program is balanced between the pure “future” (exploring the future for no other reason than a curiosity about what might be next), the applied future (exploring the future in order to anticipate change so that the future can be managed). ) and vision (where a preferred future is envisioned, designed and built). A future university trains visionaries.

These speculative designs are meant to stir the creative imaginations of vice-chancellors and other academic decision-makers. But they are also plausible models for new forms of universities that could be built today.

At various times in the history of higher education there have been particularly fertile periods when a multitude of new forms of university have sprouted together. Sixty years ago there was such a moment. The post-pandemic landscape of higher education would appear to present another opportunity for imaginative, strategic and epistemological novelty. Perhaps we are only at the beginning of a new historic moment when visionaries in education will establish a cluster of new, daring, creative and alternative universities.

David Staley is a higher education philosopher, strategist and designer and associate professor of history at Ohio State University. He is the author of Alternative universities: speculative design for innovation in higher education (Johns Hopkins University Press, 2019).

the THE Young University Rankings 2021 will be released at noon BST on June 23.


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U.S. Supreme Court delay seen as Harvard admissions aid https://tesorohighschool.com/u-s-supreme-court-delay-seen-as-harvard-admissions-aid/ https://tesorohighschool.com/u-s-supreme-court-delay-seen-as-harvard-admissions-aid/#respond Wed, 16 Jun 2021 08:50:00 +0000 https://tesorohighschool.com/u-s-supreme-court-delay-seen-as-harvard-admissions-aid/

The U.S. Supreme Court has postponed its long-awaited ruling on how to handle the Harvard affirmative action admissions case, a move that experts saw as a largely positive sign for fairness in the world. Higher Education.

Harvard successfully defended its policy of ensuring racial diversity in its undergraduate student body at trial, leaving the Supreme Court and its conservative 6-3 majority with the question of whether to overturn it.

But rather than put the case on its roster at the earliest opportunity, the nation’s highest court asked the Biden administration for its opinion on whether to hear the case or let the victory go. Harvard subsist.

The action serves to keep the politically charged affair alive. Yet it also represents a common practice that experts saw as a way to allay fears that a Supreme Court, to which the Trump administration has granted a very conservative majority, is trying to hastily overturn past approvals of the government. positive action.

The court’s decision “demonstrates thoughtful and responsible decision-making,” said Marvin Krislov, president of Pace University, which, as general counsel for the University of Michigan, successfully led the defense of the Michigan Affirmative Action Policy Supreme Court.

The Supreme Court ruling, said Laurence Tribe, professor emeritus of law at Harvard, was not surprising, as it will give the court both a better reading of the post-Trump political situation and more time to consider. his next step.

“Any speculation about what this might tell us about the leanings of the judges who voted to seek these views is pretty naïve,” said Professor Tribe, who has argued dozens of cases before the Supreme Court.

The Harvard case, first brought in 2014, was part of a series filed by a conservative group, Students for Fair Admissions, which has fought efforts by selective universities to choose racially balanced student bodies. .

For fighting Harvard, the group hired as its main plaintiff an Asian-American student who was refused admission to the Ivy League institution and blamed Harvard policies which facilitated entry into the institution. black students and other minorities.

Harvard won the lawsuit after demonstrating that its practices meet the standard set by the Supreme Court in the past, allowing institutions to consider race in admission as long as it is not a single deciding factor.

The Trump administration had nonetheless sided with students for fair admissions, claiming that Harvard and its admissions practices had repeatedly harmed Asian American students through “overt engineering of science. racial stasis “unauthorized by the court.

The Biden administration, by comparison, has repeatedly made clear its commitment to improving racial equity. Weeks after taking office, the Justice Department dropped a lawsuit by the Trump administration that accused Yale University of discriminating against white and Asian American applicants.

paul.basken@timeshighereducation.com


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Global Higher Education Student CRM Systems Market 2021: Future of Industry Expected to See Massive Growth with High CAGR Value https://tesorohighschool.com/global-higher-education-student-crm-systems-market-2021-future-of-industry-expected-to-see-massive-growth-with-high-cagr-value/ https://tesorohighschool.com/global-higher-education-student-crm-systems-market-2021-future-of-industry-expected-to-see-massive-growth-with-high-cagr-value/#respond Tue, 15 Jun 2021 13:54:44 +0000 https://tesorohighschool.com/global-higher-education-student-crm-systems-market-2021-future-of-industry-expected-to-see-massive-growth-with-high-cagr-value/

Reports Globe has published a new research study on the Global CRM Systems Market for Higher Education Students 2021 by manufacturer, region, type and application, forecast for 2026, which promises a comprehensive review of the market, clarifying past experiences and trends. Based on these past experiences, it offers a forecast for the future taking into account other factors that affect the growth rate. The report covers the crucial parts of the global CRM Systems for Higher Education Students market and factors such as driving forces, current trends, monitoring scenario, and technological growth. The research paper presents an in-depth assessment of the market. It shows detailed observation of various aspects including growth rate, technological advancement, and various strategies implemented by major players in the current market.

It also focuses more on current statistics on the global higher education student CRM systems market. Additionally, this research report presents a history of the global market along with future forecast. A team of experts is focused on examining industry conditions for CRM systems for higher education students, analyzing supply and demand, and the productivity of leading companies. Different analytical methods have been used to study data from various reliable sources such as websites, media publications, press releases, etc.

Get a FREE copy of this report with charts and graphs at: https://reportsglobe.com/download-sample/?rid=292367

The segmentation chapters allow the readers to understand aspects of the market such as its products, available technology, and applications. These chapters are written to describe their development over the years and the course they are likely to take in the years to come. The research report also provides detailed information on new trends that could define the development of these segments in the coming years.

Market segmentation of CRM systems for higher education students:

Higher Education Student CRM Systems Market, By Application (2016-2027)

  • Colleges and Universities
  • Career schools
  • Continuing education
  • Community colleges

Higher Education Student CRM Systems Market, By Product (2016-2027)

Key Players Operating in the Higher Education Student CRM Systems Market:

  • Mint School
  • Campus management
  • File Invite
  • Ascension software
  • BocaVox
  • Ellucian
  • Embark Campus
  • Admitator
  • Admitek
  • Creative Campus
  • Technology
  • Final site
  • STARS campus solutions

Company Profiles – This is a very important section of the report which contains accurate and detailed profiles for the major players in the global CRM Systems for Higher Education Students Market. It provides information on core business, markets, gross margin, revenue, price, production, and other factors that define the market development of the players studied in the Student CRM Systems Market report. Higher Education.

Global CRM Systems for Higher Education Students Market: Regional Segments

Different sections on regional segmentation present regional aspects of the Global Higher Education Student CRM Systems Market. This chapter describes the regulatory structure likely to have an impact on the entire market. It highlights the political landscape of the market and predicts its influence on the global market for CRM systems for higher education students.

  • North America (United States, Canada)
  • Europe (Germany, United Kingdom, France, rest of Europe)
  • Asia Pacific (China, Japan, India, rest of Asia-Pacific)
  • Latin America (Brazil, Mexico)
  • Middle East and Africa

Get up to 50% off this report at: https://reportsglobe.com/ask-for-discount/?rid=292367

The objectives of the study are:

  1. To analyze the global status of CRM Systems for Higher Education Students, future forecast, growth opportunities, key market and major players.
  2. To present the development of CRM systems for higher education students in North America, Europe, Asia-Pacific, Latin America, Middle East and Africa.
  3. Draw up a strategic profile of the main players and analyze in depth their development plan and strategies.
  4. To define, describe, and forecast the market by product type, market applications, and key regions.

Some important points from the table of contents:

Chapter 1. Research methodology and data sources

Chapter 2. Executive summary

Chapter 3. Higher Education Student CRM Systems Market: Industry Analysis

Chapter 4. Higher Education Student CRM Systems Market: Product Overview

Chapter 5. Higher Education Student CRM Systems Market: Application Information

Chapter 6. Higher Education Student CRM Systems Market: Regional Insights

Chapter 7. Higher Education Student CRM Systems Market: Competitive Landscape

Ask your questions about personalization to: https://reportsglobe.com/need-customization/?rid=292367

How Reports Globe is different from other market research providers:

The creation of Reports Globe was supported by providing clients with a holistic view of market conditions and future possibilities / opportunities to derive maximum profit from their businesses and help them make decisions. Our team of in-house analysts and consultants work tirelessly to understand your needs and come up with the best possible solutions to meet your research needs.

Our Reports Globe team follows a rigorous data validation process, which allows us to publish editor reports with minimal or no deviation. Reports Globe collects, separates and publishes more than 500 reports per year covering products and services in many fields.

Contact us:

Mr. Mark Willams

Account manager

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Website: Reportsglobe.com


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Introducing play to higher education reduces stress and forms deeper connecting material https://tesorohighschool.com/introducing-play-to-higher-education-reduces-stress-and-forms-deeper-connecting-material/ https://tesorohighschool.com/introducing-play-to-higher-education-reduces-stress-and-forms-deeper-connecting-material/#respond Mon, 14 Jun 2021 19:58:58 +0000 https://tesorohighschool.com/introducing-play-to-higher-education-reduces-stress-and-forms-deeper-connecting-material/

A new study has found that higher education students are more engaged and motivated when they learn using playful pedagogy rather than the traditional method based on lectures. The study was conducted by Lisa Forbes, a consulting researcher at the University of Colorado at Denver, and was published in the Journal of teaching and learning.

While many higher education educators believe play is a method used only for elementary education, Forbes argues that play is important in post-secondary education to improve student learning outcomes.

Throughout the spring 2020 semester, Forbes observed students enrolled in three of its classes aged 23 to 43. To introduce playful pedagogy, Forbes included games and games, not always related to today’s lesson content, at the start of each class. She then provided plenty of role play opportunities to practice counseling skills and designed competitions as part of classroom activities.

During the study, students mentioned that they saw more opportunities for growth while learning in a highly interactive environment. Students also described that the practical nature of play-based learning established a way to acquire skills and that they were able to retain content more effectively.

“As we get older, we are conditioned to believe that play is trivial, childish and a waste of time,” Forbes said. “This social scenario on the game leads to its exclusion from higher education. A more interactive learning approach leads to a deeper and more rigorous connection with the material.”

To maintain what Forbes has described as “rigor” within higher education, the most common approach tends to be learning through lectures. However, according to Forbes, this mode of education goes against the very results that educators have set for themselves.

The results of the study suggest that there is a unique and powerful classroom experience when play is valued and used in the learning process. According to Forbes, students who took part in this study also reported that play increased positive emotions and connections with other students and the class teacher.

“I also saw that when I introduced the game, it helped the students let their guard down and allowed them to reduce their stress, fear or anxiety,” Forbes said. “Play even students who are motivated to engage in vulnerable ways, to take risks and to feel more connected to the content. ”

Gambling is underused and devalued in higher education, according to Forbes. She suggests educators reassess their understanding of the use of play in graduate school. The playful pedagogy creates an interactive and warm learning environment, resulting in a better understanding of the subject. This method is also more aligned with the humanist missions and values ​​of universities and programs.

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Warning: AAAS and EurekAlert! are not responsible for the accuracy of any press releases posted on EurekAlert! by contributing institutions or for the use of any information via the EurekAlert system.


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I | Restructuring higher education in a post-pandemic world https://tesorohighschool.com/i-restructuring-higher-education-in-a-post-pandemic-world/ https://tesorohighschool.com/i-restructuring-higher-education-in-a-post-pandemic-world/#respond Sun, 13 Jun 2021 20:06:35 +0000 https://tesorohighschool.com/i-restructuring-higher-education-in-a-post-pandemic-world/

Higher education has changed dramatically across the world over the past fifteen months, moving from classroom teaching to online and distance teaching and learning. It is relevant to mention that the pandemic has affected up to 1.6 billion learners in more than 200 countries, affecting more than 94% of the global student population in addition to bringing far-reaching changes in our methods of teaching. ‘teaching-learning (WEF, 2021). enough to withstand this tidal wave of disruption, transition and adapt to the new evolving system were those who managed to continue their teaching and learning uninterrupted while those who were reluctant to the new order still struggling to find ways and means to reach their students in an efficient, acceptable and productive way. We live in a time of discontinuity and more and more organizations are faced with a dynamic and changing environment which, in turn, forces them to adapt. As Peter Drucker said, “We are facing an era of discontinuity in a global economy and technology. We could also succeed in making it an era of great economic growth. But one thing is certain so far is that it will be a time of change. Therefore, a renewed understanding of our teaching and learning is needed.

There is no doubt that there is no substitute for face-to-face classroom instruction, due to the huge positive impact of body language, facial expressions, self-care, attention. individual, better connectivity, one-to-one interaction, on-the-spot questioning. and the re-examination, unlearning and relearning it envisions, but when there is no other choice but to change the teaching medium and move to online platforms as a consequence of the pandemic and lockdown result, we need to transition swiftly and embrace changing it as quickly as possible with all of its characteristics lest we get left behind in our march towards the acquisition, progress and development of knowledge and no one at the world is not waiting for us. Albert Einstein said that the measure of intelligence is the ability to change and according to Clayton “if we are to remain academically, economically and technologically competitive, we must rethink our understanding of intelligence, re-evaluate our educational systems and reinvigorate our commitment to learning. So, rather than ruminating on the anxieties and qualms of online education, we need to strive and embrace change with open arms at least until we are able to return to offline classroom education. booming.

A survey conducted by Ipsos for the World Economic Forum from October 23 to November 6, 2020 of more than 27,500 online adults under the age of 75 in 29 countries found that seven in ten adults worldwide (72%) are They believe that, five years later, higher education in their country will take place at least as much online as it does in person. On average, across the 29 countries, just over half (53%) agreed that higher education in person is worth the cost compared to around one-third (36%) who, to the surprise of many readers, didn’t disagreed (IPSOS, 2020). Thus, the idea that in-person education is always the best does not necessarily reflect a majority opinion. According to this survey, the majority of respondents believe the split between online and in-person learning seen during the coronavirus pandemic is here to stay. One in four adults surveyed (23%) think higher education will move mostly online, while about half (49%) think it will be split between in-person and online education. Only 29% of respondents believed that it would be delivered only or mainly in person. Therefore, even in 2025, higher education is likely to be a hybrid of in-person and online learning, according to the latest Ipsos survey mentioned above.


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