Thoughts on the change in education

I admit that I think a lot about the effectiveness of teaching. Probably because I am both a student in my PhD program and a lecturer for Clemson University, this is a topic I think about way more often than I probably should. And I believe that it is necessary and prudent for all instructors to explore the change in education and how it can or should effect decisions they make within their classroom.

No longer do universities hold the key to information, but physical classes and even online classes (to some extent) do have the asset of quality, timely feedback and relationship with experts in their field. How will this affect change in education as we currently know it?

As the landscape of higher education opportunities change, with that be enough to warrant the cost of physical campuses and four-year degrees?

I think, for me, what it always comes back to is: how can I provide something of value to my students? What does the time I spend in face-to-face labs and lectures add to their knowledge base and life experiences?

If the answer is nothing or something that is easily forgettable at the end of the semester, then I am not doing my job well. And it is time to make changes to the course to help accomplish those goals. Positive change in education is not just timely, it is necessary.

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Entrepreneurship education goes MOOC

Entrepreneurship roundtable summer 2014 featured a diverse range of entrepreneurs

Entrepreneurship roundtable summer 2014 featured a diverse range of entrepreneurs

MOOCs are no longer just a small fad. The 6-week Coursera course on Entrepreneurship mentioned in this article had 23,000 students enrolled, including students from more than 180 countries. With high speed internet, education is no longer for an elite few and in my opinion that is a very good thing.

As many of you may know, I launched an online course on entrepreneurship (GC4510-008) this summer. 9 @ClemsonGC students enrolled in the course and participated from all over the easter United States. Certainly no comparison with 23,000 students, but still I felt like material covered in the course and the conversations generated between students was really interesting and I hope extremely valuable for the students enrolled. Even though we never met in person, we all had the opportunity to meet several times synchronously online. Continue…