Abir Qasem's List: hightech-highered

• A liberal-arts education is often regarded as giving a graduate a wide degree of flexibility in a fast-changing job market. The wage data may now be showing that a narrower education in a scientific field offers similar benefits, Mr. Carnevale said. "The technical foundation," he said, "is worth even more than we thought."

• Here at Google we go to great lengths to make people productive by allowing them to have choices with the technology they choose to do their work. I had thought that would be very, very costly. To my surprise I’ve discovered, and third-party benchmarks have verified, that when you give people the choice of their toolset, they end up supporting themselves much more.

• • Can technology adress some the key concerns highlighted below?
• The student as consumer
• Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.
• Changing forms of literac
• Declining academic engagement.
• Alienation from professors
• Expanding social and extracurricular commitments.
• The escalating cost of education.
• Anxiety about future employment.
• Students feeling disillusioned, bored, apathetic, scared, and trapped
• The common experience is that getting admitted is the most exhausting part. After that, the struggle mainly is financial. But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.
• Academically Adrift ends on a depressing note: "A renewed commitment to improving undergraduate education is unlikely to occur without changes to the organizational cultures of colleges and universities." Institutions are inherently conservative; they do not change easily. Many leaps of faith are necessary, and the people involved—teachers, students, parents, administrators, lawmakers, and others—have so many fundamental disagreements about the purposes of higher education that it is hard to know where to begin the conversation. It's far easier to make cuts to an inherently broken system than to begin building something new.

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