This week my children, a high school freshman and a senior, were quarantined at our home and instructed that all classes would be delivered in an online format. This would be an adventure for our children and I was excited to witness them learning in a new modality. But would it all go smoothly? Would teachers be able to get everything online? And would my children be able to access what they needed?
The old saying goes, “We love technology when it works.” We have all had those frustrating moments when just at the critical moment you need technology to work, it does not.
That “we are all coronavirus fighters now” hit me with a vengeance when I cut short my Mexican vacation and settled into a regimen of hand-washing and social distancing. This applies no less to colleges and universities in the United States and across the world. Schools are canceling face-to-face classes, and many are sending students home or telling them not to return from spring break. I wondered how academic resourcing (AR) models—the subject on which I’ve worked during the past decade—will impact institutional efforts to combat the coronavirus and deal with its consequences. To put the matter bluntly, will the momentum toward data-informed decision-making that has been building over the last few years be blunted by the coronavirus emergency? I believe this outcome would be a real setback for higher education—and also that it is not supported, let alone dictated, by the facts of the situation.
Interested in previous webinars? Search the archive.Leading post-secondary institutions rely on the GrayReports Webinar for current data on student demand and employer requirement trends. Every month, we release the latest data…
With the COVID-19 pandemic sweeping the country, and the world, many colleges and universities are closed and moving their courses online. If you are new to online teaching, this may seem terribly daunting. Having incorporated a variety of technologies into my teaching over the years, I am glad to share a few perspectives and tips. I will guide you through the process of transitioning your course online and provide steps for staying sane. I hope this information helps make your transition online a bit more manageable.
1. Assess Your Tech
Start by assessing what technology you have and what you will need. Here is a list of the basics:
Video Camera. Do you have a video camera on your laptop? On your phone? A webcam on your desktop? If you have a good camera on your phone, a simple phone tripod may be the best $20 in instructional technology that you will ever spend.(more…)
Thank you for joining me on this 5-day exploratory of Emerging Programs. We started pretty far out there and shared programs on the cusp; now we’re wrapping up this series with Esports, a program that’s already here and now for many higher-education institutions.
Esports is driving the Video Game Industry to new heights and rapid growth. In 2019, the Video game industry was bigger than the Movies, Music, NFL, MLB, NBA and NHL industries combined. Keep reading to find out how Esports is changing the world in terms of employment, research, facilities, and programs.
I started this series on Emerging Programs with the caution that one of the programs I’m sharing may not be legal in your state. Today, at long last, you’ll find out which one: Cannabis. The legalization of Cannabis in many states has created new opportunities, and higher education is responding.
Does Cannabis fit your mission?
When you’re thinking about starting programs, Cannabis is definitely one that you have to think about in terms of mission fit. For many, the moral issues will dictate their choice about the program. Legal issues may deter many others. As shown below, many states have legalized Cannabis, but it remains illegal under federal law. On the other hand, the Rohrabacher–Farr amendment prohibits federal prosecution of individuals complying with state medical cannabis laws.
Here we are in the middle of our series on Emerging Programs. Today I’ll share a program that’s truly on the cusp: unmanned autonomous vehicles (UAVs). We’ve heard about the possibility of unmanned, self-driving, and flying cars for years; now it’s becoming a reality. Why do higher-education institutions need to be watching this field? UAVs will both displace workers and create jobs that require new skills in designing, developing, manufacturing, maintaining, and managing fleets of UAVs.
Full speed ahead: What’s happening in the world of UAVs
Uber recently announced its partnership with Hyundai to launch an unmanned aerial taxi service, using electric vertical takeoff and landing (eVTOL) aircrafts. The plan is to have UAV service rolled out in Los Angeles and Dallas by 2023. The self-driving cars that are already out there have a giant rack of sensors on the roof, so they haven’t necessarily nailed down the aesthetics just yet. The technology is evolving every day. In the maritime industry, drones that are essentially mini-submarines are already in action conducting jobs that previously were done by divers. In the delivery space, 2020 is the year that drones are slated to become a major player.
Welcome to day two of our Posts on Emerging Programs. Today’s program is not quite as far out there on the spectrum of emerging programs as Quantum Computing. Instead, the Human Microbiome is widely present in academic research and course catalogs. It’s not yet a stand-alone program, but it already has far-reaching implications for health, science, biology, and medicine. For example, while we will focus on the human microbiome, biologists are engineering the gut biome of waxworms so they can eat plastic.
What is the human microbiome?
Back in high school, I learned that bacteria were “bad,” parasitic creatures that caused infections and disease. We were taught to wash, scrub, and sanitize to remove these nasty critters from our environment.
This week on the Gray Blog, I’ll be offering a five-day series on emerging programs. Join me here everyday and I’ll guide you through five emerging programs that we think are promising. I would be remiss if I didn’t mention that some of these may not even be legal in your state and others are in their infancy (or perhaps before).
The emerging programs spectrum: There’s no right place to be.
Some of the best program ideas aren’t yet in the traditional data sources like IPEDs or the Bureau of Labor Statistics. We call these emerging programs because the taxonomy doesn’t include codes for these fields.
Recently I revisited last summer’s joint statement by AIR, EDUCAUSE, and NACUBO entitled, “Analytics Can Save Higher Education. Really.” It’s something all of us analytically-minded higher education people can and should get behind. I’m thrilled that these three organizations have made analytics a priority, and that they are working to spread the information and knowhow that will spur adoption.
Reading the statement reminded me of the tools we had to rely on before the development of today’s academic resourcing models that I’ve been writing about in these blogs. The improvements are relevant for achieving the benefits described in the joint statement referenced above as well as my own Reengineering the University and forthcoming Resource Management for Colleges and Universities. I’d like to share some of my experience in the early days of higher education analytics to show just how big a change the current models portend, and why that change is so important.
Gray Associates, Inc. is a software and services firm focused on higher education. We help education clients develop data-informed institutional strategies that maximize outcomes for students, the school, and its constituencies.