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citydiigoThis article considers the future of college education, especially in the United States context. While it focuses on higher education more generally, it highlights a number of interesting points regarding technology in higher education. For example it notes that, “seminar platform[s] will challenge professors to stop thinking they’re using technology just because they lecture with Powerpoint.” Similarity it argues that, “technology… alters the nature of the student-teacher relationship” and that, “in the past half millennium, the technology of learning has hardly budged.” Some of these comments seem somewhat contradictory.
Higher Education The Atlantic Powerpoint in Higher Education Lectures Student-Teacher Relationship Educational Change
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Within a few minutes, though, the experience got more intense. The subject of the class—one in a series during which the instructor, a French physicist named Eric Bonabeau, was trying out his course material—was inductive reasoning. Bonabeau began by polling us on our understanding of the reading, a Nature article about the sudden depletion of North Atlantic cod in the early 1990s. He asked us which of four possible interpretations of the article was the most accurate. In an ordinary undergraduate seminar, this might have been an occasion for timid silence, until the class’s biggest loudmouth or most caffeinated student ventured a guess. But the Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
Bonabeau led the class like a benevolent dictator, subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange. He split us into groups to defend opposite propositions—that the cod had disappeared because of overfishing, or that other factors were to blame. No one needed to shuffle seats; Bonabeau just pushed a button, and the students in the other group vanished from my screen, leaving my three fellow debaters and me to plan, using a shared bulletin board on which we could record our ideas. Bonabeau bounced between the two groups to offer advice as we worked. After a representative from each group gave a brief presentation, Bonabeau ended by showing a short video about the evils of overfishing. (“Propaganda,” he snorted, adding that we’d talk about logical fallacies in the next session.) The computer screen blinked off after 45 minutes of class.
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But Minerva is not a MOOC provider. Its courses are not massive (they’re capped at 19 students), open (Minerva is overtly elitist and selective), or online, at least not in the same way Coursera’s are. Lectures are banned. All Minerva classes take the form of seminars conducted on the platform I tested. The first students will by now have moved into Minerva’s dorm on the fifth floor of a building in San Francisco’s Nob Hill neighborhood and begun attending class on Apple laptops they were required to supply themselves.
Each year, according to Minerva’s plan, they’ll attend university in a different place, so that after four years they’ll have the kind of international experience that other universities advertise but can rarely deliver. By 2016, Berlin and Buenos Aires campuses will have opened. Likely future cities include Mumbai, Hong Kong, New York, and London. Students will live in dorms with two-person rooms and a communal kitchen. They’ll also take part in field trips organized by Minerva, such as a tour of Alcatraz with a prison psychologist. Minerva will maintain almost no facilities other than the dorm itself—no library, no dining hall, no gym—and students will use city parks and recreation centers, as well as other local cultural resources, for their extracurricular activities.
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10 Jan 15
Joe SabadoDiscussing The Future of College? http://t.co/9cnTnXMlvL #SAchat #HigherEd
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Nelson’s long-term goal for Minerva is to radically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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the Minerva Project, whose founder and CEO, the 39-year-old entrepreneur Ben Nelson, aims to replace (or, when he is feeling less aggressive, “reform”) the modern liberal-arts college.
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the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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inerva, which operates for profit, started teaching its inaugural class of 33 students this month. To seed this first class with talent, Minerva gave every admitted student a full-tuition scholarship of $10,000 a year for four years, plus free housing in San Francisco for the first year. Next year’s class is expected to have 200 to 300 students, and Minerva hopes future classes will double in size roughly every year for a few years after that.
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$28,000 a year, including room and board, a $30,000 savings over the sticker price of many of the schools—
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Nelson’s long-term goal for Minerva is to radically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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(One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
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Lectures are banned.
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All Minerva classes take the form of seminars conducted on the platform I tested.
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Each year, according to Minerva’s plan, they’ll attend university in a different place, so that after four years they’ll have the kind of international experience that other universities advertise but can rarely deliver. By 2016, Berlin and Buenos Aires campuses will have opened. Likely future cities include Mumbai, Hong Kong, New York, and London. Students will live in dorms with two-person rooms and a communal kitchen. They’ll also take part in field trips organized by Minerva, such as a tour of Alcatraz with a prison psychologist. Minerva will maintain almost no facilities other than the dorm itself—no library, no dining hall, no gym—and students will use city parks and recreation centers, as well as other local cultural resources, for their extracurricular activities.
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The Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
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Students begin their Minerva education by taking the same four “Cornerstone Courses,” which introduce core concepts and ways of thinking that cut across the sciences and humanities.
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designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought.
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He speaks at many conferences, unsettling academic administrators less radical than he is by blithely dismissing long-standing practices. “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
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Minerva is built to make money, but Nelson insists that its motives will align with student interests
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the school will eschew all federal funding, to which he attributes much of the runaway cost of universities.
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Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
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22 Nov 14
Jordan GoldmanOn a Friday morning in April, I strapped on a headset, leaned into a microphone, and experienced what had been described to me as a type of time travel to the future of higher education.
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05 Nov 14
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Nelson is curly-haired and bespectacled, and when I met him he wore a casual button-down shirt with no tie or jacket. His ambition to reform academia was born of his own undergraduate experience. At Wharton, he was dissatisfied with what he perceived as a random barrage of business instruction, with no coordination to ensure that he learned bedrock skills like critical thinking. “My entire critique of higher education started with curricular reform at Penn,” he says. “General education is nonexistent. It’s effectively a buffet, and when you have a noncurated academic experience, you effectively don’t get educated. You get a random collection of information. Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
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General education is nonexistent. It’s effectively a buffet, and when you
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For example, he points to a 1972 study by Fergus I. M. Craik and Robert S. Lockhart in The Journal of Verbal Learning and Verbal Behavior, which shows that memory of material is enhanced by “deep” cognitive tasks. In an educational context, such tasks would include working with material, applying it, arguing about it (rote memorization is insufficient). The finding is hardly revolutionary, but applying it systematically in the classroom is. Similarly, research shows that having a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned. Likewise, if you ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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Indeed, the more I looked into Minerva and its operations, the more I started to think that certain functions of universities have simply become less relevant as information has become more ubiquitous. Just as learning to read in Latin was essential before books became widely available in other languages, gathering students in places where they could attend lectures in person was once a necessary part of higher education. But by now books are abundant, and so are serviceable online lectures by knowledgeable experts.
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the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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Eric Bonabeau, was trying out his course material—was inductive reasoning. Bonabeau began by polling us on our understanding of the reading, a Nature article about the sudden depletion of North Atlantic cod in the early 1990s. He asked us which of four possible interpretations of the article was the most accurate. In an ordinary undergraduate seminar, this might have been an occasion for timid silence, until the class’s biggest loudmouth or most caffeinated student ventured a guess. But the Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
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subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange
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it worked well, and felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag or I could doodle in a notebook undetected. Instead, my focus was directed
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relentlessly by the platform, and because it looked like my professor and fellow edu-nauts were staring at me, I was reluctant to ever let my gaze stray from the screen
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Even in moments when I wanted to think about aspects of the material that weren’t currently under discussion—to me these seemed like moments of creative space, but perhaps they were just daydreams—I felt my attention snapped back to the narrow issue at hand, because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn. If this was the education of the future, it seemed vaguely fascistic. Good, but fascistic.
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Those future students will pay about $28,000 a year, including room and board, a $30,000 savings over the sticker price of many of the schools—the Ivies, plus other hyperselective colleges like Pomona and Williams—with which Minerva hopes to compete.
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If Minerva grows to 2,500 students a class, that would mean an annual revenue of up to $280 million. A partnership with the Keck Graduate Institute in Claremont, California, allowed Minerva to fast-track its accreditation, and its advisory board has included Larry Summers, the former U.S. Treasury secretary and Harvard president, and Bob Kerrey, the former Democratic senator from Nebraska, who also served as the president of the New School, in New York City.
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ts biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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Both carry price tags that shock the conscience of citizens of other developed countries. They’re both tied up inextricably with government, through student loans and federal research funding or through Medicare. But if you can afford the Mayo Clinic, the United States is the best place in the world to get sick. And if you get a scholarship to Stanford, you should take it, and turn down offers from even the best universities in Europe, Australia, or Japan
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Lectures are banned. All Minerva classes take the form of seminars conducted on the platform I tested.
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Each year, according to Minerva’s plan, they’ll attend university in a different place, so that after four years they’ll have the kind of international experience that other universities advertise but can rarely deliver. By 2016, Berlin and Buenos Aires campuses will have opened. Likely future cities include Mumbai, Hong Kong, New York, and London. Students will live in dorms with two-person rooms and a communal kitchen. They’ll also take part in field trips organized by Minerva, such as a tour of Alcatraz with a prison psychologist. Minerva will maintain almost no facilities other than the dorm itself—no library, no dining hall, no gym—and students will use city parks and recreation centers, as well as other local cultural resources, for their extracurricular activities.
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Minerva’s policy is to admit students without regard to national origin, thus catering to the unmet demand of, say, prosperous Chinese and Indians and Brazilians for American-style liberal-arts education.
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it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone. What’s left will be leaner and cheaper. (Minerva has already attracted $25 million in capital from investors who think it can undercut the incumbents.)
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because classes have only just begun, we have little clue as to whether the process of stripping down the university removes something essential to what has made America’s best colleges the greatest in the world.
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universities, as currently constituted, are only partly about classroom time. Can a school that has no faculty offices, research labs, community spaces for students, or professors paid to do scholarly work still be called a university?
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Everyone, including the top officers of the university, works at open-plan stations. I associate scholars’ offices with chalk dust, strewn papers, and books stacked haphazardly in contravention of fire codes. But here, I found tidiness.
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Nelson is curly-haired and bespectacled, and when I met him he wore a casual button-down shirt with no tie or jacket. His ambition to reform academia was born of his own undergraduate experience
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Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.
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four “Cornerstone Courses,”
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introduce core concepts and ways of thinking that cut across the sciences and humanities.
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Do your freshman year at home.
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MOOCs can teach the basics.
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habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought
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develop a deep understanding of the need for controlled experiments
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learn the classical techniques of rhetoric and develop basic persuasive skills.
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In academic circles, where overt competition between institutions is a serious breach of etiquette, Nelson is a bracing presence.
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the school will eschew all federal funding, to which he attributes much of the runaway cost of universities
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ubsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs
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“If you put a drug”—federal funds—“into a system, the system changes itself to fit the drug. If [Minerva] took money from the government, in 20 years we’d be majority American, with substantially higher tuition. And as much as you try to create barriers, if you don’t structure it to be mission-oriented, that’s the way it will evolve.”
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“We are now building an institution that has not been attempted in over 100 years, since the founding of Rice”
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Among the bigger shots hired by Minerva is Eric Bonabeau, the dean of computational sciences, who taught the seminar I participated in. Bonabeau, a physicist who has worked in academia and in business, studies the mathematics of swarming behavior
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Around that time, Kosslyn’s lab made news because it began to show how “mental imagery”—the experience of seeing things in your mind’s eye—really works.
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We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
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In an educational context, such tasks would include working with material, applying it, arguing about it (rote memorization is insufficient).
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Similarly, research shows that having a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
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if you ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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the traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
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The pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory
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quizzes—often a single multiple-choice question—are over and done in a matter of seconds, with students’ answers immediately logged and analyzed. Professors are able to sort students instantly, and by many metrics, for small-group work—perhaps pairing poets with business majors, to expose students who are weak in a particular class to the thought processes of their stronger peers. Some claim that education is an art and a science. Nelson has disputed this: “It’s a science and a science.”
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He said the reason elite university education was so great was because you take an expert in the subject, plus a bunch of smart kids, you put them in a room and apply pressure—and magic happens,
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building effective teaching techniques directly into the platform gives Minerva a huge advantage. “
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I asked him whether, at Harvard and Stanford, he attempted to apply any of the lessons of psychology in the classroom. He told me he could have alerted colleagues to best practices, but they most likely would have ignored them.
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Kosslyn was living the dream of every university administrator who has watched professors mulishly defy even the most reasonable directives. Kosslyn had powers literally no one at Harvard—even the president—had. He could tell people what to do, and they had to do it.
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At Harvard, I went to many excellent lectures and took only one class with fewer than 10 students. I didn’t sleepwalk or drink my way through either school, and the education I received was well worth the $16,000 a year my parents paid, after scholarships.
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it began to seem obvious that if Harvard had approached teaching with a little more care, it could have improved the seminars and replaced the worst lectures with something else.
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When I asked him afterward about his decision not to spend a session introducing the concept, he said the Web had plenty of tutorials about induction, and any Minerva student ought to be able to learn the basics on her own time, in her own way. Seminars are for advanced discussion. And, of course, he was right.
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Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do. A student who wants an introductory economics course can turn to Coursera or Khan Academy.
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Just as learning to read in Latin was essential before books became widely available in other languages, gathering students in places where they could attend lectures in person was once a necessary part of higher education. But by now books are abundant, and so are serviceable online lectures by knowledgeable experts.
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no one yet knows whether reducing a university to a smooth-running pedagogical machine will continue to allow scholarship to thrive—or whether it will simply put universities out of business, replace scholar-teachers with just teachers, and retard a whole generation of research.
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Will there be a place for such people at Minerva—or anywhere, if Minerva succeeds?
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Nelson told me Minerva would admit students without regard for diversity or balance of gender.
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Applicants to Minerva take a battery of online quizzes, including spatial-reasoning tests of the sort one might find on an IQ test.
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If students perform well enough, Minerva interviews them over Skype and makes them write a short essay during the interview, to ensure that they aren’t paying a ghost writer.
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The top 30 applicants get in
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slightly less than 20 percent are American*—a percentage much higher than anticipated
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the students come disproportionately from unconventional backgrounds
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When I got through to Ian Van Buskirk of Marietta, Georgia, he was eager to tell me about a dugout canoe that he had recently carved out of a two-ton oak log, using only an ax, an adze, and a chisel, and that he planned to take on a maiden voyage in the hour after our conversation.
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Van Buskirk singled out the “level of interaction and intensity” as a reason for attending. “It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.” He said the focus required was similar to the mind-set he’d needed when he made his first hacks into his oak log, which could have cracked, rendering it useless.
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his experiences with online learning and a series of internships had led him to conclude that traditional universities were not for him.
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If I had relied on my school, I would not be able to have a two-minute conversation,” she told me in fluent English. During a year studying media at Birzeit University, in Ramallah, she heard about Minerva and decided to scrap her other academic plans and focus on applying there
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“I want to explore everything and learn everything,” she says. “And that’s what Minerva is offering: an experience that lets you live multiple lives and learn not just your concentration but how to think.”
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Two students told me that they had felt a little trepidation, and a need to convince themselves or their parents that Minerva wasn’t just a moneymaking scheme. Minerva had an open house weekend for admitted students, and (perhaps ironically) the in-person interactions with Minerva faculty and staff helped assure them that the university was legit.
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Some people consider universities sacred places, and they might even see professors’ freedom to be the fallible sovereigns of their own classrooms as a necessary part of what makes a university special. To these romantics, universities are havens from a world dominated by orthodoxy, money, and quotidian concerns. Professors get to think independently, and students come away molded by the total experience—classes, social life, extracurriculars—that the university provides.
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MOOCs are beloved by those too poor for a traditional university, as well as those who like to dabble, and those who like to learn in their pajamas. And MOOCs are not to be knocked: for a precocious Malawian peasant girl who learns math through free lessons from Khan Academy, the new Web resources can change her life. But the dropout rate for online classes is about 95 percent, and they skew strongly toward quantitative disciplines, particularly computer science, and toward privileged male students. A
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the mind is not a vessel to be filled but a fire to be lit.
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it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
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the spryness of a well-funded start-up, a student body from all over the world, and deals for faculty (they get to keep their own intellectual property, rather than having to hand over lucrative patents to, say, Stanford)
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One possibility is that Minerva will fail because a college degree, for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
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it’s difficult to imagine Minerva failing altogether: it will offer something that resembles a liberal education to large segments of the Earth’s population who currently have to choose between the long-shot possibility of getting into a traditional U.S. school, and the more narrowly career-oriented education available in their home country. That population might give Minerva a steady flow of tuition-paying warm bodies even if U.S. higher education ignores it completely. It could plausibly become the Amherst of the world beyond the borders of the United States.
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the brass ring is for Minerva to force itself on the consciousness of the Yales and Swarthmores and “lead” American universities into a new era. More modestly, we can expect Minerva to force some universities to justify what previously could be waved off with mentions of “magic”
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it is almost a certainty that the classrooms of elite universities will in that time have come to look more and more like Minerva classrooms, with professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship.
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Daphne Koller said she expected Coursera to have grown in offerings into a university the size of a large state school—after having started from scratch in 2012. Even before Nelson gave his answer, I noticed some audience members uncomfortably shifting their weight.
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“I predict that in three years, four or five or seven or eight of you will be onstage here, presenting your preliminary findings of your first year of a radical new conception of your undergraduate [or] graduate program ... And the rest of you will look at two or three of those versions and say, ‘Uh-oh.’ ”
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24 Oct 14
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proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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23 Oct 14
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He spent much of his first year at Minerva surveying the literature on education and the psychology of learning. “We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
For example, he points to a 1972 study by Fergus I. M. Craik and Robert S. Lockhart in The Journal of Verbal Learning and Verbal Behavior, which shows that memory of material is enhanced by “deep” cognitive tasks. In an educational context, such tasks would include working with material, applying it, arguing about it (rote memorization is insufficient). The finding is hardly revolutionary, but applying it systematically in the classroom is. Similarly, research shows that having a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned. Likewise, if you ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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13 Oct 14
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06 Oct 14
Paul JaegerRT@misssball: Provocative thoughts in rethinking [post-secondary] education. Reminds me of @QuestUniCanada http://t.co/3wWklnF8sK”
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ood whose streets are heavily populated with winos and vagrants, and whose buildings hos
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ut the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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a grid
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of the professor and eight “students”
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of images
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my fellow students seemed oddly distant, as if piped in from the International Space Station.
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He asked us which of four possible interpretations of the article was the most accurate.
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But the Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
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subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
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leaving my three fellow debaters and me to plan, using a shared bulletin board on which we could record our ideas. Bonabeau bounced between the two groups to offer advice as we worked.
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The system had bugs—it crashed once, and some of the video lagged—but overall it worked well, and felt decidedly unlike a normal classroom.
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or one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time
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my focus was directed relentlessly by the platform, and because it looked like my professor and fellow edu-nauts were staring at me, I was reluctant to ever let my gaze stray from the screen.
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o me these seemed like moments of creative space, but perhaps they were just daydreams
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I felt my attention snapped back to the narrow issue at hand, because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn. If this was the education of the future, it seemed vaguely fascistic. Good, but fascistic.
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Nelson’s long-term goal for Minerva is to radically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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he most common class format is still a professor standing in front of a group of students and talking.
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nd even though we’ve subjected students to lectures for hundreds of years, we have no evidence that they are a good way to teach.
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All Minerva classes take the form of seminars conducted on the platform I tested.
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Each year, according to Minerva’s plan, they’ll attend university in a different place, so that after four years they’ll have the kind of international experience that other universities advertise but can rarely deliver.
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Students will live in dorms with two-person rooms and a communal kitchen. They’ll also take part in field trips organized by Minerva, such as a tour of Alcatraz with a prison psychologist.
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Minerva will maintain almost no facilities other than the dorm itself—no library, no dining hall, no gym
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—and students will use city parks and recreation centers, as well as other local cultural resources, for their extracurricular activities.
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The student body could become truly global, in part because Minerva’s policy is to admit students without regard to national origin, thus catering to the unmet demand of, say, prosperous Chinese and Indians and Brazilians for American-style liberal-arts education.
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Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone. What’s left will be leaner and cheaper.
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The Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning.
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four “Cornerstone Courses,” which introduce core concepts and ways of thinking that cut across the sciences and humanities. These are not 101 classes, meant to impart freshman-level knowledge of subjects. (“The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
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Minerva is built to make money, but Nelson insists that its motives will align with student interests. As evidence, Nelson points to the fact that the school will eschew all federal funding, to which he attributes much of the runaway cost of universities. The compliance cost of taking federal financial aid is about $1,000 per student—a tenth of Minerva’s tuition—and the aid wouldn’t be of any use to the majority of Minerva’s students, who will likely come from overseas.
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Minerva’s main strategies is to lure a few prominent scholars from existing institutions.
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which shows that memory of material is enhanced by “deep” cognitive tasks. In an educational context, such tasks would include working with material, applying it, arguing about it (rote memorization is insufficient).
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Similarly, research shows that having a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
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Likewise, if you ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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The pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply.
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n the Minerva platform, quizzes—often a single multiple-choice question—are over and done in a matter of seconds, with students’ answers immediately logged and analyzed.
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Professors are able to sort students instantly, and by many metrics, for small-group work—perhaps pairing poets with business majors, to expose students who are weak in a particular class to the thought processes of their stronger peers. Some claim that education is an art and a science. Nelson has disputed this: “It’s a science and a science.”
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He said the reason elite university education was so great was because you take an expert in the subject, plus a bunch of smart kids, you put them in a room and apply pressure—and magic happens,”
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A great way to teach,” Kosslyn says drily, “but a terrible way to learn.”
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he said the Web had plenty of tutorials about induction, and any Minerva student ought to be able to learn the basics on her own time, in her own way. Seminars are for advanced discussion. And, of course, he was right.
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, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
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On the other hand, no one yet knows whether reducing a university to a smooth-running pedagogical machine will continue to allow scholarship to thrive—or whether it will simply put universities out of business, replace scholar-teachers with just teachers, and retard a whole generation of research.
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Applicants to Minerva take a battery of online quizzes, including spatial-reasoning tests of the sort one might find on an IQ test. SATs are not considered, because affluent students can boost their scores by hiring tutors. (“They’re a good way of determining how rich a student is,” Nelson says.) If students perform well enough, Minerva interviews them over Skype and makes them write a short essay during the interview, to ensure that they aren’t paying a ghost writer.
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(Nelson ultimately expects as many as 90 percent of the students to come from overseas.)
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Perhaps not surprisingly, the students come disproportionately from unconventional backgrounds— nearly one-tenth are from United World Colleges, the chain of cosmopolitan hippie high schools that brings together students from around the globe in places like Wales, Singapore, and New Mexico.
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level of interaction and intensity” as a reason for attending. “It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
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universities are havens from a world dominated by orthodoxy, money, and quotidian concerns. Professors get to think independently, and students come away molded by the total experience—classes, social life, extracurriculars—that the university provides. We spend the rest of our lives chasing mates, money, and jobs, but at university we enjoy the liberty to indulge aimless curiosity in subjects we know nothing about, for purposes unrelated to efficiency or practicality.
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“I’m sure there’s a market for people who want to be more efficiently educated,”
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Content is about to become free and ubiquitous,” Koller said, an especially worrying comment for deans who still thought the job of their universities was to teach “content.” The institutions “that are going to survive are the ones that reimagine themselves in this new world.”
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15 Sep 14
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13 Sep 14
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10 Sep 14
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06 Sep 14
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05 Sep 14
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04 Sep 14
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03 Sep 14
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d CEO, the 39-year-old entrepreneur Ben Nelson, aims to replace (or, when he is feeling less aggressive, “reform”) the modern
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02 Sep 14
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31 Aug 14
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29 Aug 14
Phil Rouble"Minerva is an accredited university with administrative offices and a dorm in San Francisco, and it plans to open locations in at least six other major world cities. But the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012."
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28 Aug 14
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27 Aug 14
On a Friday morning in April, I strapped on a headset, leaned into a microphone, and experienced what had been described to me as a type of time travel to the future of higher education. I was on the ninth floor of a building in downtown San Francisco, in a neighborhood whose streets are heavily populated with winos and vagrants, and whose buildings host hip new businesses, many of them tech start-ups. In a small room, I was flanked by a publicist and a tech manager from an educational venture called the Minerva Project, whose founder and CEO, the 39-year-old entrepreneur Ben Nelson, aims to replace (or, when he is feeling less aggressive, “reform”) the modern liberal-arts college.
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26 Aug 14
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inerva, which operates for profit
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But Minerva is not a MOOC provider. Its courses are not massive (they’re capped at 19 students), open (Minerva is overtly elitist and selective), or online, at least not in the same way Coursera’s are.
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Minerva will maintain almost no facilities other than the dorm itself—no library, no dining hall, no gym—and students will use city parks and recreation centers, as well as other local cultural resources, for their extracurricular activities.
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Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
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When Eric Bonabeau assigned the reading for his class on induction, he barely bothered to tell us what induction was, or how it related to North Atlantic cod. When I asked him afterward about his decision not to spend a session introducing the concept, he said the Web had plenty of tutorials about induction, and any Minerva student ought to be able to learn the basics on her own time, in her own way. Seminars are for advanced discussion. And, of course, he was right.
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Just as learning to read in Latin was essential before books became widely available in other languages, gathering students in places where they could attend lectures in person was once a necessary part of higher education. But by now books are abundant, and so are serviceable online lectures by knowledgeable experts.
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, Shane Dabor, of the small city of Brantford, Ontario
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“I’m sure there’s a market for people who want to be more efficiently educated,” Lewis says. “But how do you improve the efficiency of growing up?”
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The institutions “that are going to survive are the ones that reimagine themselves in this new world.”
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25 Aug 14
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24 Aug 14
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23 Aug 14
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22 Aug 14
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21 Aug 14
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A brash tech entrepreneur thinks he can reinvent higher education by stripping it down to its essence, eliminating lectures and tenure along with football games, ivy-covered buildings, and research libraries. What if he's right?
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koroghcm usAnother view of what college may be like in a decade or two. I've seen this mentioned elsewhere a few months ago. It's now ready to start. I wonder if other people will take this idea and expand it. How does this interplay with what states are doing to support higher ed and the federal government?
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20 Aug 14
Mary Glackin"A brash tech entrepreneur thinks he can reinvent higher education by stripping it down to its essence, eliminating lectures and tenure along with football games, ivy-covered buildings, and research libraries. What if he's right"
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Thomas LaigleUn nouveau modèle d'université réduite à l'essentiel et basée sur les TICE, développé par Minerva.
Anti-Mooc (effectifs réduits et suivis), avec une réflexion sur la conception des curricula (par opposition à une "noncurated academic experience") et une critique radicale des cours magistraux.-
Plutarch said the mind is not a vessel to be filled but a fire to be lit. Part of my worry about these Internet start-ups is that it’s not clear they’ll be any good at the fire-lighting part.”
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One possibility is that Minerva will fail because a college degree, for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
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19 Aug 14
pj hallamMinerva is an accredited university with administrative offices and a dorm in San Francisco, and it plans to open locations in at least six other major world cities. But the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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But Minerva is not a MOOC provider. Its courses are not massive (they’re capped at 19 students), open (Minerva is overtly elitist and selective), or online, at least not in the same way Coursera’s are.
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All Minerva classes take the form of seminars conducted on the platform I tested.
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What’s left will be leaner and cheaper.
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unlike the methods used at other universities and assumed to be sound just because the schools themselves are old and expensive.
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Jennifer WatsonCPA
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Jim Edgar????
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18 Aug 14
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Ben Nelson, aims to replace (or, when he is feeling less aggressive, “reform”) the modern liberal-arts college.
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plans to open locations in at least six other major world cities.
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like a benevolent dictator, subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange
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split us into groups to defend opposite propositions
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Bonabeau just pushed a button, and the students in the other group vanished from my screen, leaving my three fellow debaters and me to plan, using a shared bulletin board on which we could record our ideas
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partnership with the Keck Graduate Institute in Claremont, California, allowed Minerva to fast-track its accreditatio
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likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing
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Minerva is overtly elitist and selective
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capped at 19 students
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Berlin and Buenos Aires ca
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Likely future cities include Mumbai, Hong Kong, New York, and London
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A great way to teach, but a terrible way to learn.”
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professors can live anywhere, as long as they have an Internet connection
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Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone. What’s left will be leaner and cheaper.
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Minerva officials claim that their methods will be tested against scientifically determined best practices, unlike the methods used at other universities and assumed to be sound just because the schools themselves are old and expensive.
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Bonabeau just pushed a button, and the students in the other group vanished from my screen, leaving my three fellow debaters and me to plan, using a shared bulletin board on which we could record our ideas.
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and because it looked like my professor and fellow edu-nauts were staring at me,
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I was reluctant to ever let my gaze stray from the screen
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Pomona and Williams
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Nelson’s long-term goal for Minerva is to radically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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At Wharton, he was dissatisfied with what he perceived as a random barrage of business instruction, with no coordination to ensure that he learned bedrock skills like critical thinking. “My entire critique of higher education started with curricular reform at Penn,” he says. “General education is nonexistent. It’s effectively a buffet, and when you have a noncurated academic experience, you effectively don’t get educated. You get a random collection of information. Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
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Similarly, research shows that having a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
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They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
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On the Minerva platform, quizzes—often a single multiple-choice question—are over and done in a matter of seconds, with students’ answers immediately logged and analyzed
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Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do. A student who wants an introductory economics course can turn to Coursera or Khan Academy. “We are a university, and a MOOC is a version of publishing,” Nelson explains. “The reason we can get away with the pedagogical model we have is because MOOCs exist. The MOOCs will eventually make lectures obsolete.”
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SATs are not considered, because affluent students can boost their scores by hiring tutors. (“They’re a good way of determining how rich a student is,”
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spryness
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Witt SalleyThe Future of College? - The Atlantic http://t.co/fDOxwJ6LxU
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17 Aug 14
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16 Aug 14
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Katie Day"Perhaps not surprisingly, the students come disproportionately from unconventional backgrounds— nearly one-tenth are from United World Colleges, the chain of cosmopolitan hippie high schools that brings together students from around the globe in places like Wales, Singapore, and New Mexico."
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Nelson’s long-term goal for Minerva is to radically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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The paradox of undergraduate education in the United States is that it is the envy of the world, but also tremendously beleaguered. In that way it resembles the U.S. health-care sector.
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The average U.S. college graduate in 2014 carried $33,000 of debt.
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Financial dysfunction is only the most obvious way in which higher education is troubled. In the past half millennium, the technology of learning has hardly budged.
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And even though we’ve subjected students to lectures for hundreds of years, we have no evidence that they are a good way to teach. (One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
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But Minerva is not a MOOC provider. Its courses are not massive (they’re capped at 19 students)
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Minerva will maintain almost no facilities other than the dorm itself—no library, no dining hall, no gym—and students will use city parks and recreation centers, as well as other local cultural resources, for their extracurricular activities.
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The Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone. What’s left will be leaner and cheaper.
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it won’t be accessorized in useless and expensive ways
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“My entire critique of higher education started with curricular reform at Penn,” he says. “General education is nonexistent. It’s effectively a buffet, and when you have a noncurated academic experience, you effectively don’t get educated. You get a random collection of information.
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Students begin their Minerva education by taking the same four “Cornerstone Courses,” which introduce core concepts and ways of thinking that cut across the sciences and humanities.
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“Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
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The other taboo Nelson ignores is acknowledgment of profit motive. “For-profit in higher education equates to evil,” Nelson told me, noting that most for-profit colleges are indeed the sort of disreputable degree mills that wallpaper the Web with banner ads. “As if nonprofits aren’t money-driven!” he howled. “They’re just corporations that dodge their taxes.”
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Nelson points to the fact that the school will eschew all federal funding, to which he attributes much of the runaway cost of universities.
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If you put a drug”—federal funds—“into a system, the system changes itself to fit the drug.
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He spent much of his first year at Minerva surveying the literature on education and the psychology of learning. “We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
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For example, he points to a 1972 study by Fergus I. M. Craik and Robert S. Lockhart in The Journal of Verbal Learning and Verbal Behavior, which shows that memory of material is enhanced by “deep” cognitive tasks. In an educational context, such tasks would include working with material, applying it, arguing about it (rote memorization is insufficient). The finding is hardly revolutionary, but applying it systematically in the classroom is.
-
Similarly, research shows that having a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
-
Likewise, if you ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory.
-
Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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Kosslyn has begun publishing his research on the science of learning. His most recent co-authored article, in Psychological Science in the Public Interest, argues (against conventional wisdom) that the traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
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Nelson likes to compare this approach to traditional seminars. He says he spoke to a prominent university president—he wouldn’t say which one—early in the planning of Minerva, and he found the man’s view of education, in a word, faith-based. “He said the reason elite university education was so great was because you take an expert in the subject, plus a bunch of smart kids, you put them in a room and apply pressure—and magic happens,” Nelson told me, leaning portentously on that word. “That was his analysis. They’re trying to sell magic! Something that happens by accident! It sure didn’t happen when I was an undergrad.”
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“Typically, the way a professor learns to teach is completely haphazard,” he says. “One day the person is a graduate student, and the next day, a professor standing up giving a lecture, with almost no training.”
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Lectures, Kosslyn says, are pedagogically unsound, although for universities looking to trim budgets they are at least cost-effective, with one employee for dozens or hundreds of tuition-paying students. “A great way to teach,” Kosslyn says drily, “but a terrible way to learn.”
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“The classroom time is theirs, and it is sacrosanct,” he says. The very thought that he might be able to impose his own order on it was laughable. Professors, especially tenured ones at places like Harvard, answer to nobody.
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“We are a university, and a MOOC is a version of publishing,” Nelson explains. “The reason we can get away with the pedagogical model we have is because MOOCs exist. The MOOCs will eventually make lectures obsolete.”
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SATs are not considered, because affluent students can boost their scores by hiring tutors. (“They’re a good way of determining how rich a student is,” Nelson says.)
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MOOCs are beloved by those too poor for a traditional university, as well as those who like to dabble, and those who like to learn in their pajamas.
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“Like other things that are going on now in higher ed, Minerva brings us back to first principles,”
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“I’m sure there’s a market for people who want to be more efficiently educated,” Lewis says. “But how do you improve the efficiency of growing up?”
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“They seem to want to re-create the School of Athens in every little hamlet on the prairie—and maybe they’ll do that,” he told me. “But part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
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He calls the “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.” As Lewis explains, “Plutarch said the mind is not a vessel to be filled but a fire to be lit. Part of my worry about these Internet start-ups is that it’s not clear they’ll be any good at the fire-lighting part.”
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One possibility is that Minerva will fail because a college degree, for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club. Minerva has no alumni club, and if it fails for this reason, it will look naive and idealistic, a bet on the inherent value of education in a world where cynicism gets better odds.
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