Carl Straumsheim

Carl Straumsheim, Technology Correspondent, joined Inside Higher Ed in 2013. He got his start in journalism as a video game blogger for Norway's third largest paper, Dagbladet, at age 15, and has since dabbled in media criticism, investigative reporting and political coverage. Straumsheim (pronounced STROMS-hyme) boasts that he once received a perfect score on the Test of English as a Foreign Language, which enabled him to pursue a bachelor's degree in English from LaGrange College and a master's degree in journalism from the University of Maryland at College Park.

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Most Recent Articles

October 28, 2016
Diversity, collaboration, personalization and professional development are on the IT organization's five-year to-do list. Don't worry -- exhibit hall magicians aren't going away.
October 27, 2016
At technology conference, finalists in a competition to solve higher education's big issues focus on the need for all-in-one solutions. Who will win?
October 26, 2016
Campus Computing Survey finds lingering IT budget issues dating to the financial crisis colliding with demands for new technology and services.
October 25, 2016
Paper finds growth of fully online degree programs led to increased spending and falling enrollments at some place-based colleges, but had little impact on tuition rates.
October 25, 2016
An associate professor at the University of Canterbury in New Zealand last week was surprised to find he had scored a speaking slot to present his paper during the International Conference on Atomic and Nuclear Physics. The professor, Christoph Bartneck, had written the paper, titled "Atomic Energy Will Have Been Available to a Single Source," almost entirely through the autocomplete function on his iPhone.
October 25, 2016
The MIT libraries should focus on its four "pillars" -- community and relationships, discovery and use, stewardship and sustainability, and research and development -- to reimagine itself as an "open global platform," according to a preliminary report published Monday.
October 24, 2016
Oct. 24, 2016 -- Inside Higher Ed's fifth annual Survey of Faculty Attitudes on Technology explores the views of professors (and a corresponding group of academic technology administrators) on a range of technology issues. Among them: the value (and validity) of data produced by student learning assessments, the quality of online education, and the shape of the scholarly publishing landscape. Inside Higher Ed's 2016 Survey of Faculty Attitudes on Technology was conducted in conjunction with researchers from Gallup. Inside Higher Ed regularly surveys key higher ed professionals on a range of topics. On Tuesday, Nov. 29, at 2 p.m. Eastern, Inside Higher Ed will present a free webinar to discuss the results of the survey. Register for the webinar here. The Inside Higher Ed Survey of Faculty Attitudes on Technology was made possible in part with support from Barnes & Noble College, Explorance, Knowlura, Mediasite by Sonic Foundry, and VitalSource.
October 19, 2016
The State University System of Florida is aiming to deliver 40 percent of its total undergraduate credit hours through online education by 2025, the Sun-Sentinel reported. The system, a collection of 12 universities, enrolls more than 300,000 students and includes a number of institutions that have experimented with online education to solve the state's overcrowding issue.
October 18, 2016
College students strongly believe digital learning technology and devices have a positive impact on their educational outcomes, a study by McGraw-Hill Education and Hanover Research found. The 2016 Digital Study Trends Survey, an annual survey of students on their attitudes toward technology in the classroom, also found a steady increase in the number of students who say smartphones and other mobile devices are "extremely important" to studying. The share of respondents giving that answer has this year risen to 22 percent, up from just 13 percent in 2014. Other findings include:
October 14, 2016
High school students will soon be able to earn college credit from Oberlin College for instruction neither delivered by the institution nor taught by its faculty members.


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