Part 2 of a conversation between ETCJ editor Judith McDaniel and myself (from ETC Journal).
A conversation between ETCJ editor Judith McDaniel and myself from ETC Journal. Also check out the accompanying discussion in the comments.
The best way to counter the notion that students don’t learn much in college is to get better at figuring out what they do learn.
The best way to counter the reflexive assumption that college has become less demanding is to ask the question, “what constitutes rigor?” and to answer that question by focusing on developing better ways of defining rigor.
The best way to counter the destructive notion that students spend much less time studying in college than in the past is to focus on getting better at learning how to value students’ time.
There are some good things to say about Academically Adrift -- even if the study ends up obscuring the important issues more than illuminating them.
Nothing says “welcome to the previous century” quite like equating educational rigor with time spent studying. From my ETCJ article.
A misguided set of standardized test questions not only reveals the follies of standardized testing, but also reveals some clues about what may really be worth assessing.
Why are most thought leaders so thoughtlessly opinionated when it comes to education? The Steve Jobs bio offers some insights as to why...
More observations based on Parts II and III of the Washington Post series.