The Trump Administration seems to have pulled away the welcome mat for international students, revoking the status of thousands of folks studying here from abroad, often for unclear reasons, creating fear and confusion on campuses. The result: many students from abroad seem to be rethinking their plans to come to American colleges. “I just don’t feel safe going to the U.S. right now,” said one student in Dubai who now plans to go to a Canadian college instead.
Young people should finish high school, then head to college. That has long been the default thinking for many American families. But in the past decade, attitudes have taken a dramatic turn. Skepticism of higher education is at an all-time high. The number of young people who say a college degree is very important fell to 41 percent in 2019 from 74 percent in 2013. And families across many income brackets are more open to waiting on college or skipping it altogether.
Through interviews with current high school students, their parents and guidance counselors, as well as an analysis of developments in the past decades that have contributed to these attitude changes, EdSurge is diving into the complex factors at work and the real stakes for students planning their lives and educators trying to prepare them for a changing world.
Keeping the attention of students during lectures has always been hard. And after COVID-19 disruptions that meant years of Zoom teaching, many professors say things are harder now.
This three-episode podcast series explores this rise in student disengagement — and what creative professors are doing to counteract it.
Much of the reporting was done from the back of large lecture rooms at one large public college — Texas State University. A group of professors invited us to observe their classes, and we talked to them and their students about what teaching is like these days.
The stakes are huge, because the concern is that maybe the social contract between students and professors is kind of breaking down. Do students believe that all this college lecturing is worth hearing? Or, will this moment force a change in the way college teaching is done?
There are 36 million Americans who have earned some college credit, but not an actual degree. More colleges than ever are trying to help these students return to finish what they started. But so far, colleges are better at attracting these learners than helping them get across the finish line. Why is it so hard? What do these students want? What challenges do they face? And what strategies seem to be working?
I produced and hosted this EdSurge podcast series digging into the struggles of returning adult college students in this three-episode narrative podcast series. We followed the educational journeys of three college students from different backgrounds and different parts of the country. Along the way, we met some of their professors, academic coaches and other folks working to help them succeed.
Update:
One student we featured in the series ended up having a huge impact on his online program, one that was even highlighted in a USA Today article. So we went back and did a follow-up episode.
There’s a longstanding tradition of prizing “merit” in deciding which students get access to the best educational opportunities in America. The narrative goes that a merit-based system allows anyone “to pull themselves up by their bootstraps” to land a slot in a selective public magnet school or an elite college. But does the current system achieve equality? Are there potentially better—or at least fairer—ways to allocate educational opportunity?
This 6-episode podcast series aims to explore those questions through in-depth reporting and compelling audio storytelling. Each episode will tell the story of popular myths and assumptions of education, and along the way we’ll look at experiments in distributing educational opportunity. The goal is to introduce listeners to the complexities of the issues through rich characters struggling to balance their own needs and dreams with those of the broader community.
What is life really like on college campuses (or remote learning) during this pandemic? All this semester, we’ll be following profs and students on 6 campuses to hear their stories on this podcast series on the EdSurge Podcast.
The stakes for professors feel high: “What I’m most concerned about is that one of my students will get sick enough that they are forever affected, or sick enough that they don’t make it,” says Rachel Davenport, a senior lecturer at Texas State University, in one of her audio diaries. “And then if that happens, will I wonder, did they catch it in my class? Could I have done something different to have prevented it?”
Meanwhile, students are having a campus experience that some colleges are even comparing to a minimum security prison, like one Syracuse freshman who describes his quarantine in his dorm. Online students, too, face challenges, like the first-generation student who talks about her struggle to find a quiet place to study with two kids at home.
Impact
• We’re thrilled that the podcast series won support from the Education Writers Association through a reporting fellowship.
• I talked with Higher Ed Geek Podcast about our new series and what we’re learning so far.
A lot of my focus is covering colleges. Before COVID-19 swept across the globe, it was easy to see college life, which happened in busy classrooms and spacious libraries and lush campus quads. Now with campuses temporarily closed due to the health emergency, the activity of professors and students has shifted online. And that makes it hard to know just what is going on right now in higher education—and in so much of American life.
How many students just can’t get to online classrooms because they lack technology or Wi-Fi access? What other economic hardships are students and professors facing due to the crisis? Are people staying healthy?
For the weekly EdSurge Podcast that I produce and co-host, we’re trying to create a space where people can share their stories, and at least hear each other during this time of social distancing.
If you’re teaching a class online for the first time, suddenly taking your courses digital or helping lead an institution through this crisis, we hope you’ll share a short one- or two-minute anecdote or observation about how that is going. What does it look and feel like to live through this time in higher education? Just open the voice memo app on a smartphone, record a short message and email it to jryoung@gmail<dot>com. Please do keep it short, and share a moment that surprised or challenged you. We’ll compile some of them for a future episode of our weekly podcast.
The intersection of technology and education is big news in China these days. Families spend huge portions of their incomes on extra learning for their children, including online tutoring.
EdSurge sent me to Beijing for a week to cover the annual conference Global Education Technology Summit, thanks to our new partnership with the Chinese media company that puts on the conference, JMDedu.
Many people have an outdated view of teaching — believing that only high-level experts should teach at the college level or that only career teachers should offer instruction in schools. But teaching is now happening fast and informally online, and today anyone can teach using free tools to make courses. And a shadow learning economy has emerged online that students are increasingly turning to. Teaching is becoming a 21st century skill for all of us.
