“If reported to Yale’s Executive Committee, those found guilty of academic dishonesty could face suspension, probation or other reprimands. But thanks to the regret clause, CS50 instructors on both campuses pledge not to bring such cases to the Executive Committee for students who admit to potential academic dishonesty within 72 hours of the submission deadline. Instead of traditional disciplinary measures, the report states, the team may give a zero for the problem set and connect students with mental or academic support structures across campus.”
“For managers and teams, the takeaway is clear: a structure that allows for periods of collaboration and periods of uninterrupted individual work can boost creativity and productivity.”
“Exposure is the best way to conquer fear but only when it's done incrementally. Without practice, gentle nudging, and guidance, kids never gain confidence that they can face their fears head-on.”
“To better equip students for the modern information environment, the report recommends that faculty teach algorithm literacy in their classrooms. And given students’ reliance on learning from their peers when it comes to technology, the authors also suggest that students help co-design these learning experiences.”
“The academic study of literature is no longer on the verge of field collapse. It’s in the midst of it. Preliminary data suggest that hiring is at an all-time low. Entire subfields (modernism, Victorian poetry) have essentially ceased to exist. In some years, top-tier departments are failing to place a single student in a tenure-track job. Aspirants to the field have almost no professorial prospects; practitioners, especially those who advise graduate students, must face the uneasy possibility that their professional function has evaporated… Altogether, these essays and articles offer a comprehensive picture of an unfolding catastrophe.”
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson