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A quiet revolution is sweeping across US colleges and universities as schools rethink how students learn both inside and outside the classroom. Technology is changing not only what should be taught but how best to teach it. From active learning and inclusive pedagogy to online and hybrid courses, traditional institutions are leveraging their fundamental strengths while challenging long-standing assumptions about how teaching and learning happen. At this intersection of learning, technology, design, and organizational change lies the foundation of a new academic discipline of digital learning. Coalescing around this new field of study is a common critical language, along with a set of theoretical frameworks, methodological practices, and shared challenges and goals. In Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney explore the context of this new discipline, show how it exists within a larger body of scholarship, and give examples of how this scholarship is being used on campuses.What Kim and Maloney demonstrate in this foundational text is an understanding that change is a complex dynamic between what happens in the classroom and the larger institutional structures and traditions at play. Ultimately, the authors make a compelling case not only for this turn to learning but also for creating new pathways for nonfaculty learning careers, understanding the limits of professional organizations and social media, and the need to establish this new interdisciplinary field of learning innovation.

Objectives of teaching --- School management --- Computer assisted instruction --- Higher education --- HO (hoger onderwijs) --- computerondersteund onderwijs --- onderwijsvernieuwing

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COVID-19 has placed American higher education at a crossroads. This book is the road map. COVID-19 triggered an existential crisis for American higher education. Faced with few safe choices, most colleges and universities switched to remote learning during the 2020 spring semester. The future, however, provides more choices about how institutions can fulfill their mission of teaching and research. But how do we begin to make decisions in an uncertain and shifting environment? In this concise guide, authors Edward J. Maloney and Joshua Kim lay out clear ways colleges and universities can move forward in safe and effective ways. The Low-Density University presents fifteen scenarios for how colleges and universities can address the current crisis from a fully online semester to others with students in residence and in the classroom. How can changing the calendar or shifting to hybrid models of blended classrooms impact teaching, learning, and the college experience? Could we emerge from this crisis with new models that are better and more adapted to today's world? The Low-Density University focuses primarily on teaching and learning, but student life (housing, athletics, health, etc.) are core to the college experience. Can we devise safe and effective ways to preserve the best of that experience? The lessons here extend beyond the classroom. Just as the pandemic will change American higher education, the choices we make now will change what college looks like for generations to come.

COVID-19 (Disease) --- Education, Higher --- EDUCATION / Computers & Technology --- EDUCATION / Administration / Higher --- EDUCATION / Educational Policy & Reform / School Safety --- Computer-assisted instruction. --- Technology. --- Administration. --- Health aspects. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- 2019-nCoV disease --- 2019 novel coronavirus disease --- Coronavirus disease-19 --- Coronavirus disease 2019 --- COVID-19 virus disease --- Novel coronavirus disease, 2019 --- SARS-CoV-2 disease --- Coronavirus infections --- Respiratory infections --- Education --- COVID19 (Disease) --- SARS coronavirus 2 disease --- COVID-19 --- Colleges and Universities --- Pandemic

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Sociology of knowledge --- Higher education

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"A growing number of people completing or holding graduate degrees now seek non-faculty positions--also called alternative academic, or "alt-ac" positions--at different stages in their careers. While an increasing number of people with doctoral degrees are hunting for a diminishing pool of tenure-track faculty jobs, most degree-granting institutions do not adequately prepare their graduate students to enter the new reality of the alt-ac job market. Yet the administrative ranks in higher education institutions are growing, as colleges and universities are creating a diverse range of positions that support teaching and learning efforts. Focusing on the range of potential alternative career choices, this highly practical book offers tools and prompts for readers who are:·Considering whether to choose an alt-ac career path ·Seeking specific alt-ac positions ·Advising graduate students or mentoring recent professional graduates ·Encountering alt-ac career challenges The authors offer case stories--their own and those of colleagues across North America in alt-ac roles--with concrete examples designed to help readers pursue, obtain, and excel in a wide variety of alt-ac positions. The book can equally be used as a resource for graduate courses on professional development and job-market preparation."--

Job hunting. --- Career changes. --- Graduate students --- Employment.

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It is often argued that people might take on too much high-cost debt because they are present focused and/or overoptimistic about how soon they will repay. We measure borrowers' present focus and overoptimism using an experiment with a large payday lender. Although the most inexperienced quartile of borrowers underestimate their likelihood of future borrowing, the more experienced three quartiles predict correctly on average. This finding contrasts sharply with priors we elicited from 103 payday lending and behavioral economics experts, who believed that the average borrower would be highly overoptimistic about getting out of debt. Borrowers are willing to pay a significant premium for an experimental incentive to avoid future borrowing, which we show implies that they perceive themselves to be time inconsistent. We use borrowers' predicted behavior and valuation of the experimental incentive to estimate a model of present focus and naivete. We then use the model to study common payday lending regulations. In our model, banning payday loans reduces welfare relative to existing regulation, while limits on repeat borrowing might increase welfare by inducing faster repayment that is more consistent with long-run preferences.