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The announcement marks a new, pragmatic phase in the debate over how widely published research should be shared, and how quickly.
Two computer scientists resent the presence of Facebook's founder at a scholarly gathering.
In a culture of accountability, some professors call on technology to collect information about student participation in the classroom.
Through regional investment and engagement, U.S. institutions are tapping a vast pool of wealth around the globe.
Jack Dunn is retiring after having led a planetarium at the University of Nebraska for 43 years.
Academe, for its part, wants access to corporate data as well as the money that tech giants like Google can generate.
Andrew W. Moore was a professor of robotics and computer science at the university before he left to lead Google’s Pittsburgh office.
In an effort to better recognize the work of those off the tenure track, some colleges are recategorizing them.
Before becoming dean, Kim LaScola Needy led Arkansas’s department of industrial engineering for nearly six years.
Efforts to identify those at risk of dropping out shed new light on the science of retention.
As Graham Spanier fights to clear his name, an eclectic group of defenders has coalesced around the former Penn State chief.
We asked three legal scholars to take a highlighter to the most significant parts of the judge’s ruling in the Ed O’Bannon case.
The judge dismantled the NCAA's amateurism defense, but gave the association the tools to create a new academic focus.
Many observers said that while the judge dealt a powerful blow to the NCAA, it wasn’t a fatal one. Here’s a sampling of their reactions.
Colleges are budgeting for new player benefits, but some could curb licensing deals to limit what they give athletes.
If the ruling stands, players like former UCLA basketball star Ed O'Bannon could earn a share of licensing revenue they help generate.
Grade inflation doesn’t just affect GPAs: As Princeton’s report on its grading policy notes, coaches, admissions directors, and competing institutions all have a stake in the matter.
The move from middle school to high school is exciting for some students, but can be incredibly difficult for others. Some students require intensive support to stay on the path to graduation, and that support can take many different forms.
That was the sentiment expressed by Secretary Arne Duncan during a recent session of Student Voices, where young people from across the country gather and chat with senior ED staff about what it’s like to be a student in America today.
Darius was one of the 10 students who attended and, for him, this transition was almost insurmountable. His mother suffered a severe stroke and went into a deep coma during his freshman year of high school, forcing him and his siblings to move to the far south side of Chicago. On top of coping with the emotional and physical strain of his mother’s condition, because he was forced to move, he had to wake up at 4 a.m. to get to school every day, and he often stayed late for basketball practice, which took a toll on his academics. He explained, “tiredness grew over me and teachers berated me for not paying attention in class. I didn’t want to let my mother down, and as I felt alone in this situation, basketball was my stress reliever.” His coach noticed that Darius needed more support, so he offered to give him rides to school and eventually invited him to live with him. After a few months with his coach he moved in with a friend and this experience altered the course of his life.
Darius will be attending Southern Vermont College in the fall, where he has received a Mountaineer Scholarship. Darius has become empowered to take control of his future knowing that he can overcome any obstacles he may encounter in college. Darius still continues to struggle to keep his family together but feels his success is what’s needed to keep them all together.
Rachel, a student from Washington State, told Secretary Duncan that as one of five children growing up on a farm, she also faced seemingly insurmountable challenges.
After losing her mother, she moved into the foster care system. Rachel told Duncan that “constant moving created gaps in my learning. I can do advanced math, but because of the lapses in primary education, some of the basic middle school stuff troubles me.” Luckily, she explained, she was able to eventually stay with her aunt, who became her main source of support. Once she settled into life with her aunt, things changed. During her high school career, she took advanced placement math and sciences and worked twenty hours a week at her family’s restaurant. This fall, she will attend the University of Washington to study Marine Biology and Ocean Sciences.
After hearing from several other students, Secretary Duncan then asked all of the attendees to think about who or what helped them to beat the odds and graduate high school. The students agreed that strong mentors and role models, high expectations, and relevant college information made the strongest impacts.
Do you have a unique story to tell? We would like to hear made a difference in your life and education or for the youth in your community. Please send your story to firstname.lastname@example.org.
This session was a part of the ongoing “Student Voices” series at the Department, in which students engage with senior staff members to help develop recommendations on current and future education programs and policies
Samuel Ryan is a special assistant and youth liaison in the Office of Communications and Outreach at the U.S. Department of Education
The author of a new book explains why conventional views of urban poverty are often wrong, and how schooling both helps and hinders social mobility.
Some HBCUs are welcoming a proposal that could help borrowers with checkered credit histories secure the loans. But consumer advocates are less sanguine.