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The good news is that Harvard is beginning to play a public leadership role in increasing student learning! The Harvard Initiative for Learning and Teaching (HILT) had its inaugural event, a symposium, on February 3. HILT was founded as the result of a generous $40M gift from Harvard alumni Gustave and Rita Hauser. The invitation only event brought in several outside luminaries with considerable expertise in learning, such as Physics Nobel Laureate Carl Weiman, and around 300 people from the Harvard community including Harvard\'s own luminary in the field, Eric Mazur.
The poor state of undergraduate student learning over all has been chronicled in many books and studies (see an earlier discussion here). One of the most readable of these books was written by Harvard\'s own Derek Bok - Our Underachieving Colleges, so the issues are not unfamiliar at Harvard itself. As Bok (and many others) pointed out, the problem is not that there aren\'t many well documented ways to greatly increase student learning, it is that these methods have not been adopted widely by colleges. The powerful forces of the status quo have dominated teaching and learning.
Harvard\'s Clayton Christensen (also at the symposium) and BYU-Idaho\'s Henry Eyring (CE) recently published The Innovative University: Changing the DNA of Higher Education from the Inside Out. In it, they focused on the development of Harvard over the centuries to show how the evolution of colleges from small local entities to huge research universities produced changes both positive and negative for society and the students themselves. Among the changes was that student learning played a ever decreasing role in the reward systems of the institutions. Thus, the learning (or lack-of-learning) results described by Bok and others becomes an understandable outcome of the growth of the research university.
CE argue that most institutions are, at their own level, seeking to emulate Harvard in ways that they can. While CE\'s focus on the uniqueness of Harvard as a role model might be considered to be a bit overdone, it is nevertheless true that the research universities are at the very pinnacle of the higher education prestige ladder, and of course, Harvard is certainly to be found in the very top echelon of the research universities. It is not unexpected that many, if not most, institutions have an understandable desire to move up the prestige ladder, thus, indeed, becoming more "Harvard-like".
So Harvard is certainly a very visible, very important role model in higher education. While it cannot dictate change in higher education, it certainly provides a fantastic bully pulpit from which to promote an important point of view. And significantly increasing student learning is of critical importance in this time of globalization and change. Thus the "better learning" movement has to cheer the appearance of Harvard on the stage with HILT.
BUT ON THE OTHER HAND:
There is a downside, however. As CE argue, teaching and research actually are carried out following very different business models. Research shows that organizations that run multiple business models simultaneously incur very significant overhead due to the complexity of balancing those models. CE argue that much of the high cost of higher education can be traced to the multiple-business-model nature of the business, and the resulting high overhead.
More negative than the high cost, in many ways, is the reality that if multiple business models are carried out together, the resulting constraints imply that no one of the business models can be optimized. In the research university (e.g. Harvard), the research business model is optimized as much as possible within the constraints, meaning that the teaching business model is greatly suboptimized. Or to put it into a more concrete articulation, for a faculty member, doing research conflicts with teaching, and the system rewards doing research most highly. Thus teaching (and learning) will naturally suffer, and this will be particularly so if doing teaching more effectively requires that the faculty member consecrate additional time and energy to learning a new field (pedagogy).
So this new Initiative suggests increasing the optimization of the teaching component somewhat - which almost certainly will decrease the optimization of the research component. At the simplest level, if the faculty member spends more time and effort on teaching, less will be spent on research. Some faculty will undoubtedly suggest that they can maintain research levels if they have lowered teaching loads reflecting the additional time requirements for learning new approaches (which are often more challenging for the professor than the old, if truth be told). This will mean that cost/student for the students they teach will go up, thus increasing upward pressure on tuition - another no-no. Former Tufts President and now member of the Harvard Corporation Lawrence Bacow summarized this box well at the symposium:
All ways of improving the teaching/learning environment will only add costs to our system. That can’t go on forever. These things come to an end and usually it’s not pretty.
It may well be that Harvard is rich enough to find a way to thread this needle - maintain its high research profile, increase learning outcomes, and control costs - without making any major changes in approach. But for most institutions, this needle will only be threaded through major changes that address the very high costs of the multiple simultaneous business models and the current lack of significant economies of scale.
So the danger is that Harvard is taking up a leadership role in increasing learning - and offering a model that only it can afford.
International co-ordinators and your mentor teacher will assist you in finding the most suitable place and time for your exhange period. In addition to studying abroad, you also have the chance of compeleting your professional training and your bachelor`s thesis abroad.
It is essential to plan your exchange abroad well in advance to make the best of it. Premiliminary information will be given to you at the beginning of your studies as you plan your personal study plan. Remember, YOU are in charge of making your life extraordinary.
Name of Institute / University National Institute of Ayurveda (NIA)
Courses Offered Admission to the 3 Year Post-Graduate Course of MD (Ayu)/ MS (Ayu) Session 2010-2011 in NIA, Jaipur, IPGTR&A, Jamnagar and Govt. Akhadanand Ayurvedic College, Ahmedabad.
Eligibility Ayurvedacharya Degree (Bachelor of Ayurvedic Medicine and Surgery) of University of Rajasthan Jaipur OR any equivalent examination recognized by the Rajasthan Ayurveda University, Jodhpur and Gujrat Ayurved University, Jamnagar or Degree of any other University found equivalent by these Universities.
Note: The Institute will not be responsible for non-inclusion of any qualification in the above said Universities equivalent list.
The candidates must have completed the Six or Twelve months rotating Internship/ House Job, as the case may be, after passing the qualifying examination, as stipulated by C.C.I.M., by 16th July 2010.
Candidates already studying in MD/MS(Ay.) Part-I in the above Institutes may appear in the Test, if they desire so, only after depositing back the entire Stipend received by them to the respective Institutes.
How To Apply The detailed Prospectus, Form, etc. can be downloaded from the Website of this Institute www.nia.nic.in as well as that of IPGTRA www.ayurveduniversity.com The filled Forms along with a Demand Draft (Rs.900 for SC and ST and Rs.1250 for all other Categories of Candidates) drawn in favour of \'Director, National Institute of Ayurveda, Jaipur\' should reach this Institute by the Closing Date (21-5-2010).
Contact Details Address: Madhav Vilas Palace, Amer Road, JAIPUR - 302002 (Raj.) Tel: 0141-2635816, 2635740, 2635292, 2635744 Fax: 0141 - 2635709 Website: www.nia.nic.in E-Mail: nia-rj@nic.in
Last date for receipt of form 21 May 2010
Entrance Date 04 July 2010
Test Centers Jaipur, Jamnagar
Name of Institute / University Union Public Service Commission (UPSC),
Courses Offered Admission to Indian Military Academy, Naval Academy and Air Force Academy for the Courses commencing in July, 2011 and Officers Training Academy, Chennai for the Courses (Men and Women) commencing in October, 2011.
Eligibility
A) Age Limits, Sex and Marital Status:
i) For Indian Military Academy: Unmarried male candidates born not earlier than 2nd July, 1987 and not later than 1st July, 1992 only are eligible.
ii) For Naval Academy; Unmarried male candidates born not earlier than 2nd July, 1989 (2nd July, 1987 in case of NCC Naval Wing \'C\' Certificate holders) and not later than 1st July 1992 only are eligible.
iii) For Air Force Academy; Unmarried male candidates born not earlier than 2nd July, 1988 and not later than 1st July, 1992 only are eligible.
iv) For Officers Training Academy - (SSC Course for Men) : Male candidates (married or unmarried) born not earlier than 2nd July, 1986 and not later than 1st July, 1992 only are eligible.
v) For Officers Training Academy - SSC (Women Non-Technical Course): Unmarried women, issueless widows who have not remarried and issueless divorcees (in possession of divorce documents) who have not remarried are eligible. They should have been born not earlier than 2nd July, 1986 and not later than 1st July, 1992.
B) Educational Qualifications :
i) For Indian Military Academy and Officers\' Training Academy: -- Degree of a recognized University or equivalent.
ii) For Naval Academy- B.Sc. (with Physics & Mathematics) or Bachelor of Engineering
iii) For Air Force Academy- Degree of a recognized University (with Physics and Mathematics at 10+2 level) or Bachelor of Engineering.
Candidates who are studying in final year Degree Course and have yet to pass final year degree examination or equivalent examination can also apply for the Examination, but they will be required to submit proof of passing the Degree Examination or equivalent examination by the specified dates published in Commissions Notice for the Examination.
It is admission time. Here is a
list of universities
across India
that offer courses in
Engineering, Management
and more.
Anna University Distance Education -
MBA, MCA and MSC
Master of Business Administration (MBA) General Management,
Technology Management,
Financial Services Management,
Retail Management,
Health Services Management,
Human Resources Management .
Eligibility: A pass in any bachelor degree
(the degree must have been obtained
under 10+2+3 pattern), a pass in the
distance education entrance test (DEET)
conducted by Anna university. Chennai.
Master of Computer Applications (MCA)
Eligibility: A pass in any bachelor\'s degree.
The candidates should have
studied Core Mathematics either at
+2 level or Mathematics/
Statistics/Computer oriented subject as
one of the subjects at the
degree level and a pass in the distance
education entrance test (DEET)
conducted by Anna university Chennai.
Master of Science (MSc) Information Technology
Eligibility: A pass in B.Sc
(Mathematics/ Computer Science/
Information Technology/
Software Engineering/Electronics)
or B.Sc (Physics/Statistics/ Chemistry)
or B.Sc with Mathematics or
Computer Science as allied subject
or B.Sc applied sciences
(Computer technology/
Information technology/
Computer systems
maintenance and networking)
or BCA or B.E./B.Tech any
branch and a pass in the
conducted by Anna university, Chennai.
Application forms _________________ Application forms can be
obtained in person from
study centres or downloaded from
http://www.annauniv.edu/index.php Completed application forms
(with a Demand Draft of Rs 700
drawn in favour of The Director,
Centre for Distance Education,
Anna university)
can be send to:
Centre for Distance Education, Anna university,
Chennai-600025. Those
submitting applications in
person get the Hall Ticket on the same day.
Application forms are available at: Chennai (Centre for distance education,
Tel 044-22357216) Madurai (KLN College of Education,
Tel 0452-2698280) Trichy (Jamal Mohammed College,
Tel 0431-2331015) Vellore (Pentech Computer Education,
Tel 0416-3207666)
Important dates _______________ 18.06.2010 - Last date of
application form issue 02.07.2010 - Last date
of receipt of applications 25.07.2010 -
Entrance test MBA, MCA and M.Sc
Contact _______ Tel 044-22357216/20/21/22/23/24 Email distanceprog@annauniv.edu
You’re at the front lines shooting Nazis before they shoot you. Or, you’re a futuristic gladiator in a death match with robots. Either way, you’re playing a video game—and you might be improving your vision and other brain functions, according to research presented May 27 at a New York University conference on games as a learning tool.
ll 30 students of Super 30, a free coaching centre in Bihar, have cracked the highly competitive Indian Institute of Technology-Joint Entrance Examination (IIT-JEE) for the third consecutive year, the institute announced Wednesday.
"We are really upbeat and celebrating the 100 per cent success for the third consecutive year as all 30 students have cracked the IIT-JEE this year," Anand Kumar, the institute\'s director-cum-founder, said.
Super 30 that helps economically backward students crack the IIT-JEE has been selected by the Time magazine in the list of The Best of Asia 2010.
The magazine, in its latest issue, said that every year, about 230,000 students take the exam for a seat in the IITs but only 5,000 grab it.
"Last year, 30 of them came from one coaching centre in Patna, capital of the impoverished north Indian state of Bihar. That may not seem like many, but for the Super 30 centre it\'s a pass rate of 100 percent," it said.
Mohammad Sadab Azam, a student of Super 30, said: "Thanks to Super 30, I cracked the IIT-JEE. Everyone is in a celebratory mood. We are happy."
Azam, whose father works as a labourer in a village in Gaya district, said that he had never dreamt of cracking the prestigious exam.
"It was all because of Super 30," he said.
Anup Kumar, another Super 30 student, said the facilities and encouragement from the faculty made it possible for him to crack the tough exam.
The institute selects talented students from poor families and provides them with free coaching, food and accommodation.
According to Anand, "Hard work, proper guidance and supervision are the secrets of our success." "We were sure that the results would be positive as we teach them to eat, sleep, walk and talk only IIT," he said.
In 2003, the first year of the institute, 18 students made it to the IITs. The number rose to 22 in 2004 and to 26 in 2005. In 2007 and 2006, 28 students made it through ITT-JEE. In 2008, for the first time 30 students cracked the IIT-JEE followed by 2009.
Anand said the institute is supported by the income generated from his Ramanujam School of Mathematics, which has students who can afford to pay fees.
The Super 30 was started by Anand along with Bihar\'s Additional Director General of Police Abhyanand. But two years ago Abhyanand dissociated himself from the institute.
The success story of Super 30 was telecast by the Discovery Channel last year.
"Super 30 is an amazing initiative and it needs to be taken to maximum people around the globe," said Christopher Mitchell, whose film for Discovery also bagged the Audience Choice Award at the sixth Indian Film Festival of Los Angeles.
Three years ago, Norika Fujiwara, a former Japanese beauty queen and actress, made a documentary film on Super 30 for its innovative and successful attempt to send poor children to India\'s top engineering colleges.
