Let's Talk Ed

Zahi Atallah and Chris Forde discuss what makes a course or instructor rigorous. Is it harsh grading? Sticking to deadlines? Peppering students with exams and quizzes?

A rigorous teacher sets high expectations for the students and helps them reach it. Rigor is not just about acing an exam, it is more so ensuring the that learning has occurred. Rigorous teachers are the primary supporters of their students.

What do you think? Do you agree with us?

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We have all been touched at one time by a teacher. But, what was so special about them that they were able to mark us and make us who we are today?

Zahi Atallah and Chris Forde suggest that teaching is not just about spewing information. It is about setting expectations, challenging the knowledge, and aiding the learning.

What do you think makes a class/teacher unique? We would love to hear your thoughts and opinions.

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Colleges are routinely pointed to as to why we have a skills gap in the workforce. But are employers absolved? What can they do to bridge the gap?

Zahi Atallah and Chris Forde provide insight into how employers could contribute to improving the job preparation, and work with colleges.

Do you share our views? Do you think that the solutions are attainable? Or, conversely, can we not resolve the skills gap?

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We have been talking for a while about a skills gap and about the crucial role of community colleges in training and developing the workforce. Employers don't think so. Please refer to the Harvard Business School study for survey results (https://www.hbs.edu/news/releases/Pages/partnership-imperative.aspx)

Chris Forde and Zahi Atallah provide insight about what colleges could do differently. It seems that the solution it resides in the basics.

Do you agree with our assessment? Please let us know what you think?

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In this episode, Zahi Atallah and Chris Forde address the issue of the national skills gap. This follows a study published by the Harvard Business Report published on the broken trust between colleges and employers ( https://www.hbs.edu/news/releases/Pages/partnership-imperative.aspx)

For years the talk of the country has been that community colleges were going to fill the skills gap that employers are seeing in the workforce. A decade or so after the last major recession, are we there yet? It appears that we are not. Also, it seems that there is a broken trust between employers and colleges.

From the trenches, what is going on with middle skills training? Is there a broken trust? Is it a litany of incomprehensions?

What do you think? What do you see from your position? Please let us know. Your opinion matters to improving higher education.

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Everything seems to be driven by grades in education. As students, we measure the success by our grades. As institutions, we accepted students and award degrees based on grades. As systems, we gauge our effectiveness by the numbers of students that pass.

In all the above, where is the learning? How do we know that students are learning? How do we move from high stakes approaches to ensuring that the desired learning is actually taking place?

Chris Forde and Zahi Atallah discuss the history and intent behind using grading, and present some alternatives to grading.

What do you think about grades? Are they the best metric of success? Are there better approaches that you know or have adopted. We would love to hear from you.

Together we revolutionize education!

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Is what you learn and are able to do the solution to revolutionizing higher education?

Could it also allow more "non-traditional" students to enroll and complete?

Does it give employers the say that they have been looking for in what they look for in employees?

Is it how we reduce the cost of education and reduce the time to completion?

Chris Forde and Zahi Atallah present CBE and lay out some of what it could do in higher education? The question becomes: are faculty, colleges, and our society ready for this change?

We need your feedback. So, please share it.

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Is a 16-weeks term the best for students? Is 8 better? What does it mean to accelerate instruction?

With the enrollment cliff and the focus on non-traditional students, it is imperative to re-think the length of the semester/term/quarter. Life comes in the way of education when we are dealing with working adults with dependents. Often it is not the rigor that pushes students out of college, it is more likely that life and work obligations prevent the student from continuing!

Chris Forde and Zahi Atallah take on this sticky subject. But they would love to hear from you. so what do you think we should do about the term length?

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After years of declining enrollments and a grim demographic future, will staying the course be the key to a brighter future? ASSUREDLY NOT! And we surely cannot hope to market our way out of the current and future reality.

The idea that enrollment in regional universities and community colleges is countercyclical to the economy has proven inaccurate. Moreover, some of the learnings from the pandemic have not stuck with us. So, let's move from hope and aspiration, it is time to ACT and ENACT changes.

Chris Forde and Zahi Atallah discuss ideas for change in higher education, beyond marketing. Although critical in our toolbox, marketing should not be the only approach we think about. Every aspect of higher education has to metamorphose itself: instruction, scheduling, student support, institutional research, etc.

Help us lead the way into Higher Education 2.0! Education needs everyone of us to reconstruct our institutions with the present needs of students and industries in mind, but also future realities.

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While the population of students available to colleges and universities is shrinking, it seems that the only thing that is being done is to market higher education. But can we market our way out of the enrollment cliff?

Chris Forde and Zahi Atallah describe some of what is currently being done nationally to address the enrollment losses in higher education. The demand for learning is there, the supply is greater and more diverse than it ever was, but what are administrators doing? Beyond the "woes me" and beyond the "give us more money and see what we can do", what is being attempted?

Have our strategies worked so far? Is social media the key solution to our enrollment problem? is there a silver bullet?

Let us know what you think. We need your feedback to learn and grow. Because together we revolutionize education!

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