Student-loan debt in the United States crossed the $1 trillion mark in 2011. To say that the cost of a four-year college education is inflated on many campuses would be an understatement—and that education bubble is about to burst. Jeffrey J. Selingo, editor at large for The Chronicle for Higher Education and senior fellow at Education Sector, argues that America’s higher education system is broken and that the great credential race has transformed universities into big business. In the wake of the 2008 recession, colleges can no longer sell a degree at any price as the ticket to success in life. Brand-name universities like Harvard, Yale, Cornell, and Stanford will always find students and families willing to pay the sticker price because of their institution’s global prestige, influential alumni networks, and considerable endowments. But the campuses that the vast majority of Americans attend, where some students go into tens of thousands of dollars in debt for degrees with little payoff, will need to adapt fast to the changing job market and new technological breakthroughs. As an industry insider who has covered higher education for more than 15 years, Selingo offers a critical examination of the current state of affairs and the pressing issues faced by students and parents. He also seeks out institutions like Arizona State University and the University of Central Florida that are leading the way into the future. Selingo predicts that the class of 2020 will have a college experience that is radically different from the one their parents had, and the college of the future will be personalized, leaner, and better able to arm students with the hard skills they need to enter the workforce of tomorrow. College (Un)bound will be a great resource for prospective students, but more important, it will change the way you think about higher education.

    Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.

    Lorraine Monroe founded the Frederick Douglass Academy, a public school in Harlem, in the belief that caring instructors, a disciplined but creative environment, and a refusal to accept mediocrity could transform the lives of inner-city kids. Her experiment was a huge success. Today the Academy is one of the finest schools in the country, sending graduates to Ivy League colleges and registering the third highest SAT scores in New York City. The key to its success: a unique leadership method Monroe calls the "Monroe Doctrine," which she developed through decades as a teacher and principal in some of America's toughest schools. In this book Monroe tells her own remarkable story and explains her "Doctrine" through pithy, memorable rules and observations and a host of wonderful true stories. This is an inspiring read for both new and experienced educators—and for anyone who wants to succeed in the face of seemingly impossible odds.

    Harsh budget cuts, the precarious nature of employment in college teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practical—the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice.Kevin Gannon asks that the contemporary university’s manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus “free speech crisis.” Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers’ essential role in the discourse of higher education.

    Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

    The authors review their earlier findings and then synthesize what has been learned since 1990 about college's influences on students' learning. The book also discusses the implications of the findings for research, practice, and public policy. This authoritative and comprehensive analysis of the literature on college-impact is required reading for anyone interested in higher education practice, policy, and promise3/4faculty, administrators, researchers, policy analysts, and decision-makers at every level.

    In this book, author Doug Lemov offers the essential tools of the teaching craft so that you can unlock the talent ond skill waiting in your students, no matter how many previous classrooms, schools, or teachers have been unsuccessful.

    James Paul Gee begins his new book with 'I want to talk about vide games- yes, even violent video games - and say some positive things about them'. With this simple but explosive beginning, one of America's most well-respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities: How individuals develop a sense of identity; How one grasps meaning; How one evaluates and follows a command; How one picks a role model; How one perceives the world.

    As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.

    Fully updated, the text engages the reader in its discussion of both technical and non-technical models of curriculum development.

    Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready?Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought--they offer a real-world framework for real institutional change. You'll learn:How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.

    He explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators. In profiling compelling young American innovators such as Kirk Phelps, product manager for Apple’s first iPhone, and Jodie Wu, who founded a company that builds bicycle-powered maize shellers in Tanzania, Wagner reveals how the adults in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere. Wagner identifies a pattern—a childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: These are the forces that drive young innovators. Wagner shows how we can apply this knowledge as educators and what parents can do to compensate for poor schooling. He takes readers into the most forward-thinking schools, colleges, and workplaces in the country, where teachers and employers are developing cultures of innovation based on collaboration, interdisciplinary problem-solving, and intrinsic motivation. The result is a timely, provocative, and inspiring manifesto that will change how we look at our schools and workplaces, and provide us with a road map for creating the change makers of tomorrow. Creating Innovators will feature its own innovative elements: more than sixty original videos that expand on key ideas in the book through interviews with young innovators, teachers, writers, CEOs, and entrepreneurs, including Thomas Friedman, Dean Kamen, and Annmarie Neal. Produced by filmmaker Robert A. Compton, the videos are embedded into the ebook edition in video-enabled eReaders and accessible in this print edition via QR codes placed throughout the chapters or via www.creatinginnovators.com.

    A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

    How College Works reveals the decisive role that personal relationships play in determining a student's success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes.At a liberal arts college in New York, the authors followed nearly one hundred students over eight years. The curricular and technological innovations beloved by administrators mattered much less than did professors and peers, especially early on. At every turning point in undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and just two or three good friendships made a significant difference academically as well as socially.For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of relationships with mentors and classmates, for when students form the right bonds, they make the most of their education.

    Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines, small sets of questions or a short sequence of steps as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion.Can be applied with students at all grade levels and in all content areas. Includes easy-to-implement classroom strategies.The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.