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Legislation would redistribute authority, and control of funds, among old and new boards.
The leader of the National Center for Academic Transformation has been in the forefront of technology in higher education since 1980.
The chief executive of Chegg wants to help students with more than just textbook rentals.
A theater instructor at George State University puts on "Hamlet 2.0."
By using the social-media site for class, a professor sees online discussions that are both student-driven and multidirectional.
A college president is enchanted by the diversity and drive of his online students.
Those who stubbornly clung to the railroad business failed, says one college president, while those who diversified, considering their mission as transportation, thrived.
Teaching a MOOC is not for the faint-hearted (or the untenured).
The professor is not interested in the class's completion rate but in the fact that more people are reading the poems than ever before.
Juan E. Gilbert has developed a computer program that provides a true and fair "holistic review," he says.
A veteran community-college leader sees value in knowing the numbers.
The economist and former Princeton president wants to apply rigorous experiments to massive open courses.
An adult student finds new ways of studying and supporting her fellow freshmen.
No MOOC can give young minds the in-person experience of working directly with older experts to create, deepen, and connect ideas.
The push for academic integrity bedevils efforts to fill online vacancies with students who can't get into the classes at their own colleges.
These thinkers are shaking up campuses with some of the biggest ideas in education technology.
Excerpts from "Acts of Faith."
The small college gives $2,000 to each one of its students, many of them low-income, for international study.
Students whose parents earned baccalaureate degrees were the least likely to engage in deep learning.