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Major study of adaptive learning finds inconclusive results about its ability to improve outcomes and lower costs, but use at two-year colleges and in remedial courses shows potential.
At the University at Buffalo and the U of Virginia, professors fear that too many requirements and not enough thought about them may detract from students' learning. Both move toward more thematic approaches to general education.
Faculty members at various institutions debate the pros and cons of shielding freshmen from themselves (or least their performance) in the form of "covered" or "shadow" grades on transcripts.
The most common grade is A -- at all kinds of colleges. But while grade point averages are increasing at four-year institutions, that's not the case at community colleges.
A university in Michigan has great news for the bleary-eyed but hopes at least some of them will still get up early.
Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes.
Study's preliminary findings suggest that teaching quality and academic rigor are not necessarily stronger at prestigious institutions.
Southern Utah University goes all in with an experiment on general education, combining 13 courses into one year of material that eight professors jointly teach.
Lynn University will issue a semester's worth of college credits for Lynn students who complete a 16-week program at General Assembly, a nonaccredited skills boot camp. Will other colleges follow?
Colleges are searching for new ways to communicate with students electronically. Could texting be the answer?
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