Search Results for: Education

“The Slow Death of Public Higher Education.” — Aaron Bady and Mike Konczal, Dissent

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Educators at Stanford University are paving the way for the future of online learning by providing free lectures on the Internet, but the idea of a prestigious college providing mass online education for free remains the subject of intense debate:

Within days of going online with little fanfare, the three free courses attracted 350,000 registrants from 190 countries—mostly computer and software industry professionals looking to sharpen their skills. ‘To put that in context,’ Ng says, ‘in order to reach a comparably sized audience on campus I would have to teach my normal Stanford course for 250 years.’

The stories behind those numbers were compelling. One person who completed Ng’s machine learning course was an engineer at Japan’s crippled Fukushima nuclear power plant. Another was a 54-year-old Romanian engineer named Octavian Manescu. He wrote that his job had been on the line, but after following Ng’s course ‘with great pleasure and enthusiasm,’ he asked his CTO if he could use machine learning to monitor the complex telecommunications systems in his company. ‘At first my idea was received with disbelief,’ he wrote, but he finally gained approval to conduct some tests, with results ‘so convincing that my proposal became a part of a major project. Currently I’m working on its implementation.’

“Stanford for All.” — Theresa Johnston, Stanford magazine

More from Stanford Magazine

Stanford for All

Longreads Pick

Educators at Stanford University are paving the way for the future of online learning by providing free lectures on the Internet, but the idea of a prestigious college providing mass online education for free remains the subject of intense debate:

“Within days of going online with little fanfare, the three free courses attracted 350,000 registrants from 190 countries—mostly computer and software industry professionals looking to sharpen their skills. ‘To put that in context,’ Ng says, ‘in order to reach a comparably sized audience on campus I would have to teach my normal Stanford course for 250 years.’

“The stories behind those numbers were compelling. One person who completed Ng’s machine learning course was an engineer at Japan’s crippled Fukushima nuclear power plant. Another was a 54-year-old Romanian engineer named Octavian Manescu. He wrote that his job had been on the line, but after following Ng’s course ‘with great pleasure and enthusiasm,’ he asked his CTO if he could use machine learning to monitor the complex telecommunications systems in his company. ‘At first my idea was received with disbelief,’ he wrote, but he finally gained approval to conduct some tests, with results ‘so convincing that my proposal became a part of a major project. Currently I’m working on its implementation.'”

Published: Sep 1, 2012
Length: 13 minutes (3,254 words)

Why These Kids Get a Free Ride to College

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A unique community experiment: What happens when a group of anonymous donors offers to pay for the college education for every child in Kalamazoo, Michigan?

“From the very beginning, Brown, the only person in town who communicates directly with the Promise donors, has suggested that the program is supposed to do more than just pay college bills. It’s primarily meant to boost Kalamazoo’s economy. The few restrictions — among them, children must reside in the Kalamazoo public-school district and graduate from one of its high schools — seem designed to encourage families to stay and work in the region for a long time. The program tests how place-based development might work when education is the first investment.

“‘Other communities invest in things like arenas or offer tax incentives for businesses or revitalize their waterfronts,’ says Michelle Miller-Adams, a political scientist at the W. E. Upjohn Institute for Employment Research, which is located in the city. ‘The Kalamazoo Promise tries to develop the local economy with a long-term investment in human capital that is intended to change the town from the bottom up.'”

Published: Sep 13, 2012
Length: 17 minutes (4,374 words)

Elizabeth Warren has energized Democrats in Massachusetts during her 2012 Senate race against Republican incumbent Scott Brown, but has also faced many difficulties as a first-time candidate. The race remains very close:

Lydon brought up an anecdote he’d heard: Warren, while she served on the bankruptcy panel during Clinton’s presidency, had known the first lady, Hillary Clinton. Clinton had supported Warren’s work and opposed changes to bankruptcy law. But later, when Clinton was in the Senate, she’d turned around and voted for changes Warren opposed. Lydon quoted what Warren had said at the time: ‘If she can’t take the heat, who can?’ Later, Lydon asked Warren if she thought she could withstand the same pressures Hillary had sometimes caved to, or whether she’d just join the old boy’s club of the Senate. ‘Nobody’s fooled about what I stand for,’ she started to answer. He interrupted: ‘No one was fooled by what Hillary stood for.’ He was trying to raise, in a roundabout way, a concern that Warren’s fans had worried about since the race with Brown had begun: Was it possible to enter politics without being compromised? Warren knew what he was getting at. ‘Oh, I think there’s a real question about what people run for,’ she replied. She added that she got into the race to uphold her principles, ‘not because this was a great career move for me.’ The implication was that other politicians, including Clinton, were in it for themselves. It was a pretty harsh dig at a Democrat admired by many in Massachusetts, whether or not Warren meant it to be. Like Obama on occasion, she was trying to sound self-effacing but ended up being self-aggrandizing.

“The Political Education of Elizabeth Warren.” — Monica Potts, The American Prospect

More from the Prospect

How Udacity, Coursera and other online universities are changing the way we learn—and changing who has access to higher education:

‘It turns out that two-thirds of our students are from outside the United States,’ Stavens, now the CEO of Udacity, said. ‘It’s about a third US, a third from ten other countries you might expect—western Europe, Brazil, east Asia, Canada—and then about a third from 185 other countries. We have 500 students in Latvia. Now that doesn’t sound like a lot, but it actually means more students take our classes in Latvia than take them on Stanford’s campus.’

And that’s just it: Stavens and his co-founders aren’t evangelists out to convert the unwashed masses. They simply minister to those who show up, looking to be saved. ‘Learning is a process a lot like exercise. It has great results, but takes a lot of effort. And maintaining that effort is really hard.’ If you don’t want to learn Python, or how the smartphone game Angry Birds works, fine. There are 500 Latvians who do.

“Professors Without Borders.” — Kevin Charles Redmon, Prospect

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Professors Without Borders

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How Udacity, Coursera and other online universities are changing the way we learn—and changing who has access to higher education:

“‘It turns out that two-thirds of our students are from outside the United States,’ Stavens, now the CEO of Udacity, said. ‘It’s about a third US, a third from ten other countries you might expect—western Europe, Brazil, east Asia, Canada—and then about a third from 185 other countries. We have 500 students in Latvia. Now that doesn’t sound like a lot, but it actually means more students take our classes in Latvia than take them on Stanford’s campus.’

“And that’s just it: Stavens and his co-founders aren’t evangelists out to convert the unwashed masses. They simply minister to those who show up, looking to be saved. ‘Learning is a process a lot like exercise. It has great results, but takes a lot of effort. And maintaining that effort is really hard.’ If you don’t want to learn Python, or how the smartphone game Angry Birds works, fine. There are 500 Latvians who do.”

Source: Prospect
Published: Jul 5, 2012
Length: 16 minutes (4,129 words)

How a semiliterate University of Memphis football player educated himself while facing countless obstacles:

You can’t hide for long in college when you’re semiliterate. But somehow Mr. Cathey slipped through his freshman year with just under a C average, taking classes like elementary algebra and music appreciation. Then he saw the syllabus for HIST 2010: U.S. to 1877, his sophomore history class. How would he ever finish five books in four months?

He knew there was only one way: He had to go back to the beginning.

After practice every night, he would close the door to his room in the Carpenter Complex, reach under his bed, and pull out his 10 learn-to-read books. Twenty minutes, he thought, looking down at his watch. I’ve got to beat 20.

“The Education of Dasmine Cathey.” — Brad Wolverton, The Chronicle of Higher Education, Photos: Lance Murphey

More from the Chronicle

Stanford University, and its president John L. Hennessy, have a tight relationship with Silicon Valley, which has helped the university’s endowment grow to nearly $17 billion. A look at how those relationships are shaping what’s next:

John Hennessy’s experience in Silicon Valley proves that digital disruption is normal, and even desirable. It is commonly believed that traditional companies and services get disrupted because they are inefficient and costly. The publishing industry has suffered in recent years, the argument goes, because reading on screens is more convenient. Why wait in line at a store when there’s Amazon? Why pay for a travel agent when there’s Expedia? The same argument can be applied to online education. An online syllabus could reach many more students, and reduce tuition charges and eliminate room and board. Students in an online university could take any course whenever they wanted, and wouldn’t have to waste time bicycling to class.

“Get Rich U.” — Ken Auletta, The New Yorker

See also: “Rich Harvard, Poor Harvard.” — Nina Munk, Vanity Fair, Aug. 1, 2009

Get Rich U.

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Stanford University, and its president John L. Hennessy, have a tight relationship with Silicon Valley, which has helped the university’s endowment grow to nearly $17 billion. A look at how those relationships are shaping what’s next:

“John Hennessy’s experience in Silicon Valley proves that digital disruption is normal, and even desirable. It is commonly believed that traditional companies and services get disrupted because they are inefficient and costly. The publishing industry has suffered in recent years, the argument goes, because reading on screens is more convenient. Why wait in line at a store when there’s Amazon? Why pay for a travel agent when there’s Expedia? The same argument can be applied to online education. An online syllabus could reach many more students, and reduce tuition charges and eliminate room and board. Students in an online university could take any course whenever they wanted, and wouldn’t have to waste time bicycling to class.”

Source: The New Yorker
Published: Apr 23, 2012
Length: 30 minutes (7,629 words)