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Category Archives: Public Pedagogy
What Dancy’s Late Late Show appearance has to say about the philosopher’s disappearance | Andrew Taggart
Dr. Andrew J. Taggart, Philosophical Counselor, considers the role of the public philosopher and gives a shout out to our efforts here at CSID. On April 1, 2010, the professional philosopher Jonathan Dancy, who happens to be the father-in-law of … Continue reading
The ‘Broader Impacts’ of Sequestration on Science
CSID Director Bob Frodeman has some suggestions about the interconnection of research & society in post-austerity world. Now that we’ve been driven off the “fiscal cliff,” perhaps we should look around and assess the results. It turns out that sequestration … Continue reading
Posted in Accountability, Broader Impacts, Economics & STEM Research, Public Pedagogy, Public Philosophizing, Science and technology ramifications, STEM Policy, Sustainability, Risk Management, & Long-Term Security, TechnoScience & Technoscientism
Tagged austerity, broader impacts, economics, education, future of the university, knowledge, peer assessment, science, science & ethics, Sequestration, society, technology
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Broader Impacts of the Fact that NASA Suspends All Education and Public Outreach Update – NASA Watch
Effective immediately, all education and public outreach activities should be suspended, pending further review. In terms of scope, this includes all public engagement and outreach events, programs, activities, and products developed and implemented by Headquarters, Mission Directorates, and Centers across … Continue reading
Top Ed-Tech Trends of 2012: MOOCs
Maybe the most informative article I’ve read on MOOCs, passed along to me by CSID’s own Keith Brown. It also includes a sort of ‘secret history’ of MOOCs. Top Ed-Tech Trends of 2012: MOOCs.
The looming spectre of differential tuition
Someone can do the relatively simple accounting and see that the humanities–”majors without an immediate job payoff”–are already subsidizing those which have a “job payoff.” In fact, this was already done at few institutions, including UCLA. But this is a … Continue reading
Hacking Your Education, part 2
Second part of a talk given to UNT”s Seven Circles, the Interdisciplinary Student Association. Watch part one here.
Hacking Your Education, Part 1
First part of a talk given to UNT”s Seven Circles, the Interdisciplinary Student Association. Watch part two here.
On Live Tweeting Your Own Lecture – The Long Road
Autotweeting a lecture and getting folks actively involved through social media… Anyone who actually uses twitter recognizes that its power comes not from what one pushes out, but from what one receives. This is felt most palpably when one invites … Continue reading
So Many Hands to Hold in the Classroom – Commentary – The Chronicle of Higher Education
A more and more common trend that seems to be tied to how educational cooperatives (colleges & universities) are becoming more & more like financial corporations who operate via an advertising curriculum that tells clients what they need and what … Continue reading
Posted in Accountability, Future of the University, Public Pedagogy
Tagged advertising, college, education, university
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5 New Technologies That Have Changed The Digital Classroom | Edudemic
In the past, the suggestion of getting a college degree without ever cracking a book meant paying a degree mill. It meant the degree was in name only, reflecting neither learning nor effort. Then distance learning meant correspondence courses, perhaps … Continue reading
On the benefits of a philosophy major « Pleas and Excuses
The blog post below has a very nice graphic which details the proven skills that one obtains with a degree in philosophy. While I am tired of having to justify this over and over, I think it is important to … Continue reading
Can E-Tutoring Bridge Economic Divides?
In a 1984 paper that is regarded as a classic of educational psychology, Benjamin Bloom, a professor at the University of Chicago, showed that being tutored is the most effective way to learn, vastly superior to being taught in a classroom. … Continue reading
Carl Elliott – How to be an Academic Failure: A Guide for Beginners
How to be an academic failure? Let me count the ways. You can become a disgruntled graduate student. You can become a burned-out administrator, perhaps an associate dean. You can become an aging, solitary hermit, isolated in your own department, … Continue reading
McGraw-Hill Education Establishes First-Ever “Pay-for-Performance” Business Model In Partnership With Western Governors University
I am not sure as yet what I think about this. McGraw-Hill Education Establishes First-Ever “Pay-for-Performance” Business Model In Partnership With Western Governors University.
From academic solos to industrial symphonies
Leaping from academia to industry can be vexing, confusing and, to be frank, sometimes irritating. It is not easy to be trained all your life by trusted professors only to be told that some of this training needs to be … Continue reading
The Case for Breaking Up With Your Parents
While Lambert, author of “Nonstop,” admires the multitasking undergraduates Harvard attracts, he also worries about the intellectual and emotional costs of such all-consuming busyness. In a turn toward gravitas, he quotes the French film director Jean Renoir’s observation that “the … Continue reading
Posted in Basic News, Degrowth Economics, Economics & STEM Research, Future of the University, Globalization, Occupy Wall Street, Philosophy & Politics, Public Pedagogy, Public Philosophizing, Science and technology ramifications, TechnoScience & Technoscientism
Tagged business, busyness, college, education, millenials, parenting, training, undergraduate, university
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Unlocking Student Data Could Lead to ‘App Economy’ for Colleges – Technology – The Chronicle of Higher Education
“…a “MyData button” for students is on the horizon. A government campaign is urging colleges and companies that hold student data to make information like grades and test scores more portable and user-friendly.” via Unlocking Student Data Could Lead to … Continue reading
Philosophy in the Ivory Tower
A new op-ed on the NY Times philosophy blog The Stone purports to explore whether “philosophy has anything relevant to say to non-philosophers.” However, the amount of jargon in the piece puts up quite an obstacle to such a conversation, … Continue reading
Posted in Public Pedagogy
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Open Access: Sharing Inspiration & Experience
@livingarchitect , Rachel Armstrong, posts this nice 90 second vid on sharing our work as we move along in our research. As I watch it, I recall Alex Mosiak’s post previous to this one. There is an important distinction to … Continue reading
Questioning the Wisdom of Crowds
Has there been an uncritical rush towards teamwork in the workplace? What are the consequences? In the course of this essay about the value of retaining individual autonomy in the workplace, open-plan office space and even the sacred cow of … Continue reading
Hobbes: Yesterday, Today, Tomorrow
A new book is out on Thomas Hobbes and our current political situation. This is an interview with the author, Prof. Ted H. Miller: Nature (and nature’s architect) had fallen short. With the right science, human beings could become the … Continue reading
Reshaping History… Research
Historians are also talking about what we at CSID have been describing for a while vis. the humanities & the future of the university… Life beyond the tenure track was a big topic. In a series of columns in the … Continue reading
Re-thinking Rigor, version 2.0.1.2
An interesting overview at an education blog critiquing the amount of time spent spinning pedagogical PR rather than thinking through a sustainable PAIDEIA. What I want is for every American child, every British child, Canadian child, Irish child, Australian child, … Continue reading
The Useless PhD?
Thanks to Senior Fellow @ProfSteveFuller for tweeting this article: ON THE evening before All Saints’ Day in 1517, Martin Luther nailed 95 theses to the door of a church in Wittenberg. In those days a thesis was simply a position … Continue reading
Non-Traditional Path for Non-Traditional Students
The Finish@UT program, which launched last week, is a selection of UT-System-approved online courses aimed primarily at students between ages 25 and 35 who have already amassed credits toward an undergraduate degree. “Particularly those students who have had various life … Continue reading