Get Abelard to Apple: The Fate of American Colleges and PDF
By Richard A. DeMillo
Nearly all of American students attend thousand or so deepest and public associations that would be defined because the Middle--reputable academic associations, yet now not thought of equivalent to the elite and entrenched top echelon of the Ivy League and different prestigious faculties. Richard DeMillo has a caution for those schools and universities within the heart: for those who don't swap, you are heading for irrelevance and marginalization. In Abelard to Apple, DeMillo argues that those associations, clinging precariously to a centuries-old version of upper schooling, are ignoring the social, historic, and fiscal forces at paintings in brand new global. within the age of iTunes, open resource software program, and for-profit on-line universities, there are new principles for greater schooling. DeMillo, who has spent years in either academia andin undefined, explains how larger schooling arrived at its present parlous kingdom and gives a street map for the twenty-first century. He describes the evolving version for greater schooling, from ecu universities established on a medieval version to American land-grant schools to Apple's iTunes U and MIT's OpenCourseWare. He bargains ten principles to assist faculties reinvent themselves (including "Don't romanticize your weaknesses") and argues for a spotlight on instructing undergraduates. DeMillo's message--for faculties and universities, scholars, alumni, mom and dad, employers, and politicians--is that any university or college can swap path if it defines a compelling worth proposition (one no longer established in "institutional envy" of Harvard and Berkeley) and imagines an establishment that provides it.
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Additional resources for Abelard to Apple: The Fate of American Colleges and Universities
The history of higher education is filled with disruptive shifts in which universities that were out of step with student expectations and cultural demands were pushed aside by more nimble institutions. The colleges and universities that want to continue unchanged along their current path will find that they cannot. They will be left by the wayside. There are also roads to the left and right. To the left is a failed model of higher education: a destructively competitive, needlessly expensive, hierarchically regulated, mass-production approach to education, whose selfsatisfied but rigid methods are especially ill suited to global demands for specialization and access.
This book is about why this is so and what might be done about it. 3 The Smartest Kid in Class David Baltimore was thirty-seven years old when he was awarded the Nobel Prize for Medicine. He was at the time the youngest Nobel laureate in history, but his prodigious talent had also attracted attention at an early age. His autobiography credits a summer internship—at the celebrated Jackson Laboratory in Bar Harbor, Maine—for his early passion for biology. He was still in high school that summer. In the middle of his undergraduate years at Swarthmore—a time when even the brightest science students are struggling with differential equations and molecular biology—Baltimore attracted the attention of George Streisinger, a scientist who himself had gained attention at a young age when he won the worldwide race to be the first to clone a vertebrate.
It is fueled, above all, by enabling technology curves, the growth-driven law of the Internet era that describes the annual doubling of capability and capacity for equal costs. Paradoxically, mainstream universities—where much of the technology originated—have been slow to embrace these technologies, even as they became ubiquitous in other sectors of the economy. Dan Reed, former head of the National Center for Supercomputing Applications (NCSA) at the University of Illinois and now the chief highperformance computing evangelist at Microsoft, has a theory about why this is so.
Abelard to Apple: The Fate of American Colleges and Universities by Richard A. DeMillo