Jeffrey R. Young writes for The Chronicle of Higher Education about the final report released by the Institute-wide Task Force on the Future of MIT Education. Speaking of the Task Force’s recommendation to make education more modular, co-chair Sanjay Sarma says, “we see modularity becoming a key part of on-campus experiences as well.”
“[A]s an educational researcher, I believe that MIT has captured, perhaps uniquely, both the challenges and opportunities that lie ahead for colleges and universities,” writes Dan Butin for The Huffington Post about a new report released by the MIT Task Force on the Future of MIT Education.
Bloomberg News reporter Kelly Blessing writes about the final report produced by the Institute-wide Task Force on the Future of MIT Education. “The Task Force encourages MIT to evaluate possibilities to achieve increases in undergraduate class size so that more students can experience the rich magic of an MIT residential education,” the Task Force wrote in their report.
In a piece for The New York Times, Prof. Michel DeGraff and Molly Ruggles write of the need for Haitian students to learn in their native Creole, as opposed to French. “Creole holds the potential to democratize knowledge, and thus liberate the masses from extreme poverty,” DeGraff and Ruggles explain.
Marcus Wohlsen of Wired reports on ScratchJr, a new iPad application created by MIT researchers to teach kids how to code. “We wanted to make sure young people aren’t just using tablet for browsing and consuming,” says Prof. Mitchel Resnick.
“The Massachusetts Institute of Technology (MIT) has released a new iPad app that aims to help 5-7 year-old children take their first steps in programming,” writes Stuart Dredge for The Guardian. “ScratchJr is a free app based on MIT’s existing Scratch programming language.”
Peter Coy reports for Bloomberg Businessweek on a new partnership between Saudi Arabia and edX, the online education platform founded by MIT and Harvard. The venture aims to educate Saudi women, youth, disabled, and rural poor, all of whom suffer from high unemployment in the gulf kingdom.
Boston Globe reporter Bryan Marquard memorializes the life and work of MIT Professor John G. King. “John G. King wanted students, and essentially everyone else, to watch science unfold before their eyes. It was, he believed, the only way to truly learn a subject,” Marquard writes.
John McDermott of The Financial Times interviews Professor Junot Díaz about his childhood, his career as an author and teaching at MIT.
Wall Street Journal reporter Irving Wladawsky-Berger examines Prof. David Autor’s research on income inequality. “Mr. Autor estimates that the difference in the yearly earnings between a college-educated two-income family and a high school-educated two-income family has risen by $28,000 between 1979 and 2012,” he writes.
Katie Couric speaks with Prof. Anant Agarwal, CEO of edX, about the growing influence of online education and the opportunities edX has created for people around the world. EdX is a not-for-profit venture in online learning launched jointly by MIT and Harvard in May 2012.
“Economist David Autor of the Massachusetts Institute of Technology found that the median woman with a college degree earned about $23,000 more a year than a woman who terminated her education once she earned her high school diploma,” writes Washington Post reporter Joann Weiner.
Nitasha Tiku of The New York Times interviews Dr. Natalie Rusk of the MIT Media Lab about how to interest young girls in coding. Rusk was one of the developers of Scratch, an open-source programming platform for children.
Anant Agarwal, an MIT electrical engineering and computer science professor who has served as CEO of edX since its establishment, sat down with The Crimson to recount the challenges of creating courses for an online learning environment, discuss how the non-profit can become self-sustaining, and speculate about what the future might hold for edX. EdX is a not-for-profit venture in online learning launched jointly by MIT and Harvard in May 2012.
“According to a paper by Mr. Autor published Thursday in the journal Science, the true cost of a college degree is about negative $500,000,” David Leonhardt writes in a New York Times piece about David Autor’s research on inequality.