Jeff Selingo explores emerging adulthood and the three student and career "types" - those who sprint, those who stroll and those who stumble in this piece for The New York Times.
Six of the nation’s top universities have come together to offer a new micro-credentialing system that may become the standard in career-focused, skills-based training. Georgia Tech Professional Education, UCLA, University of California, Davis Extension, University of California Irvine Division of Continuing Education, University of Washington Professional and Continuing Education and University of Wisconsin-Extension today launched the University Learning Store.
Six of the nation’s top universities have come together to offer a new credentialing system that may become the standard in career-focused, skills-based training. Georgia Tech Professional Education, UCLA, University of California, Davis Extension, University of California Irvine Division of Continuing Education, University of Washington Professional and Continuing Education and University of Wisconsin-Extension today launched the University Learning Store
Mark Guzdial and Barb Ericson describe what's necessary to broaden access to computing education, state by state.
The Center for 21st Century Universities (C21U) at Georgia Tech continues to grow and expand in technological and research capabilities with the addition of three new staff members.
Matt Lisle is the new Director of Digital Learning Technologies for C21U. Lisle arrives at Georgia Tech from the University of Texas at Austin where he was a Digital Course Design Coordinator. He was also the Creative Director for Enspire Learning, a company that creates simulations, games and interactive learning experiences for higher education as well as industry. Lisle received his MEd in Instructional Technology from the University of Georgia.
Rob Kadel is the Assistant Director for Research in Education Innovation for C21U. Kadel’s expansive educational research focuses on the efficacy of learning technologies in both K-12 and higher education. He has held faculty positions at Penn State University and Johns Hopkins University, and continues to teach online courses in sociology of education and more at the University of Colorado Denver. Kadel earned his Ph.D. in Sociology from Emory University.
Yesyekia Nicole Cotton joins C21U as an Administrative Manager and brings more than 10 years of experience at Georgia Tech. Cotton has worked in many offices across the university, including the Office of the Dean of Students-Student Integrity, the Bursar’s Office and Administration and Finance. Cotton received her MBA in Business Administration-Management from American Intercontinental University.
The Center for 21st Century Universities (C21U) is Georgia Tech's living laboratory for fundamental change in higher education. Disruptive innovations in higher education are evolving, and Georgia Tech is committed to leading the initiatives that will define the next generation of educational practices and technologies. As a research branch of the Office of the Provost, C21U works in tandem with campus administrators and faculty to identify, develop, and test new educational platforms and techniques.
If you have questions or would like to contact C21U faculty or staff for research or media purposes, please contact Brittany Aiello, Research Communications at email@example.com.
The Georgia Institute of Technology has signed an agreement with edX, the nonprofit online learning destination, to offer massive open online courses (MOOCs) for learners around the world. The first Georgia Tech class, Information and Communication Technology (ICT) Accessibility, is open for enrollment and will address the importance of developing an inclusive workplace for employees and customers with disabilities. The Institute AMAC Accessibility Solutions and Research Center is launching the course in partnership with the United Nations Global Initiative on Inclusion.
Offering courses under the brand GTx, Georgia Tech joins a consortium of edX partners that has instructed more than 6 million learners since its inception. Additional Georgia Tech courses will be announced later in 2016. GTx will also explore credit programs on edX and innovative ways of making traditional GT programs available to more learners.
“The student and classroom of the 21st century continue to evolve,” said Georgia Tech Provost Rafael L. Bras. “Higher education must prepare the learner not just for their first job after graduation, but also for their third or fourth. Our partnership with edX will allow Georgia Tech to reach traditional learners, as well as early and mid career professionals, in new and novel ways, creating lifelong learning opportunities befitting a successful and fulfilling career.”
The Institute offered its first MOOC in 2012. Since then, more than 1 million students have enrolled in Georgia Tech online courses. Today’s announcement marks the Institute’s continued expansion as a leader in online learning, with partnerships including three of the world’s most successful online platforms: edX, Coursera and Udacity.
“We are excited to launch GTx in partnership with edX. We believe that the faculty and student-centric tools provided by this platform will play a unique role in Georgia Tech’s MOOC portfolio,” said Richard DeMillo, the executive director of Georgia Tech’s Center for 21st Century Universities. “This partnership with edX furthers the strategic goals of Georgia Tech’s Education Innovation Council and will provide world-wide access to the university’s courses and programs.
“We are proud to welcome Georgia Tech as the latest edX Charter Member,” said Anant Agarwal, edX CEO and MIT Professor. “As a pioneer in online learning, Georgia Tech will bring its expertise and innovative online coursework and programs to the global edX learning community. Their first course on accessibility is something we are deeply committed to at edX, and we are honored to bring education on this important topic to millions of learners around the globe. ”
Humans learn to very quickly identify complex objects and variations of them. We generally recognize an “A” no matter what the font, texture or background, for example, or the face of a coworker even if she puts on a hat or changes her hairstyle. We also can identify an object when just a portion is visible, such as the corner of a bed or the hinge of a door. But how? Are there simple techniques that humans use across diverse tasks? And can such techniques be computationally replicated to improve computer vision, machine learning or robotic performance?
Researchers at Georgia Tech discovered that humans can categorize data using less than 1 percent of the original information, and validated an algorithm to explain human learning -- a method that also can be used for machine learning, data analysis and computer vision.
“How do we make sense of so much data around us, of so many different types, so quickly and robustly?” said Santosh Vempala, Distinguished Professor of Computer Science at the Georgia Institute of Technology and one of four researchers on the project. “At a fundamental level, how do humans begin to do that? It’s a computational problem.”
Researchers Rosa Arriaga, Maya Cakmak, David Rutter, and Vempala at Georgia Tech’s College of Computing studied human performance in “random projection” tests to understand how well humans learn an object. They presented test subjects with original, abstract images and then asked whether they could correctly identify that same image when randomly shown just a small portion of it.
“We hypothesized that random projection could be one way humans learn,” Arriaga explains, a senior research scientist and developmental psychologist. “The short story is, the prediction was right. Just 0.15 percent of the total data is enough for humans.”
Next, researchers tested a computational algorithm to allow machines (very simple neural networks) to complete the same tests. Machines performed as well as humans, which provides a new understanding of how humans learn. “We found evidence that, in fact, the human and the neural network behave very similarly,” Arriaga said.
The researchers wanted to come up with a mathematical definition of what typical and atypical stimuli look like and, from that, predict which data would hardest for the human and the machine to learn. Humans and machines performed equally, demonstrating that indeed one can predict which data will be hardest to learn over time.
Results were recently published in the journal Neural Computation (MIT press). It is believed to be the first study of “random projection,” the core component of the researchers’ theory, with human subjects.
To test their theory, researchers created three families of abstract images — some originally as large as 500 x 500 pixels — and extracted very small, random samples from them, ranging in size from 6 to 20 pixels square. Humans and simple neural networks were shown the whole image for 10 seconds, then randomly shown 16 smaller sketches and asked to identify the original image. Using abstract images ensured that neither humans nor machines had any prior knowledge of what the objects were.
“We were surprised by how close the performance was between extremely simple neural networks and humans,” Vempala said. “The design of neural networks was inspired by how we think humans learn, but it’s a weak inspiration. To find that it matches human performance is quite a surprise.”
“This fascinating paper introduces a localized random projection that compresses images while still making it possible for humans and machines to distinguish broad categories,” said Sanjoy Dasgupta, professor of computer science and engineering at the University of California San Diego and an expert on machine learning and random projection. “It is a creative combination of insights from geometry, neural computation, and machine learning.”
Although researchers cannot definitively claim that the human brain actually engages in random projection, the results support the notion that random projection is a plausible explanation, the authors conclude. In addition, it suggests a very useful technique for machine learning: large data is a formidable challenge today, and random projection is one way to make data manageable without losing essential content, at least for basic tasks such as categorization and decision making.
The algorithmic theory of learning based on random projection already has been cited more than 300 times and has become a commonly used technique in machine learning to handle large data of diverse types.
The complete research paper, “Visual Categorization with Random Projection,” can be found here and in the October edition of Neural Computation.
This work is partially funded by the National Science Foundation (CCF-0915903 and CCF-1217793). Any conclusions expressed are those of the principal investigator and may not necessarily represent the official views of the funding organizations.
Less than two years after it launched, Georgia Tech’s first-of-its-kind online master’s program in computer science will produce its first graduates tomorrow as the Institute celebrates its 250th Commencement ceremonies.
The online master’s in computer science (or OMS CS), a collaboration between Georgia Tech, Udacity and AT&T, is the first program from a top-ranked, accredited university to combine the instructional style of “massive open online courses” with a deeply discounted price (about $7,000 for most students). On Dec. 11, the first 20 students to complete their studies entirely through the OMS CS curriculum will receive their master’s degrees in a ceremony to be held at 7 p.m. in Georgia Tech’s McCamish Pavilion.
“We are proud to welcome these newest graduates to the worldwide community of Georgia Tech alumni,” said Provost Rafael L. Bras. “The OMS CS program has proven that we can make an advanced degree from a school like Georgia Tech accessible to a much larger population of students, both in the United States and around the world. It has succeeded beyond anyone’s expectations.”
To date, the program has received more than 8,000 applications and has admitted about 55 percent of those applicants. In the Fall 2015 semester, 2,841 students enrolled in at least one course, and the overall student enrollment is expected to surge past 3,000 in Spring 2016.
Though they hail from parts far and wide, including countries outside the United States, nearly all of the first 20 OMS graduates have traveled to Atlanta to participate in Commencement. For most, the visit is the first time they have seen any of their fellow students in person.
“I enrolled in OMS CS because of Georgia Tech’s reputation and with the goals of continuing my own professional development, furthering my career, developing a global network of peers and working with world-class faculty—all of those things happened,” said graduate Nathaniel Payne, who was one of the program’s first 380 students in Spring 2014. “The program has been one of the best things I have experienced and has been literally life-changing.”
OMS CS has been in the spotlight since it was announced in May 2013. President Barack Obama has praised the program by name twice—first in August 2013 and then again while visiting Georgia Tech in March 2015—as the kind of innovation that is needed both to address the rising costs of higher education and as a strategy to provide much-needed skilled labor for STEM-related positions.
Through its signature philanthropic initiative, AT&T Aspire, AT&T has contributed $2 million to help launch OMS CS and has committed an additional $1.5 million to support course development and other startup costs. More than 300 AT&T employees have been admitted to OMS CS, and some of those are among the graduates set to receive their diplomas on Friday. AT&T Aspire drives innovation in education to help students succeed in school and beyond.
“We’ve turned to innovative programs like OMS CS to help our current and future employees adapt to the ever-changing world of technology,” said Scott Smith, AT&T senior vice president of Human Resources Operations. “These programs provide new and innovative ways to help our employees at all levels and across the globe develop the skills they need to succeed in their roles today and prepare for the jobs of tomorrow.”
Indeed, OMS has shown to be particularly effective in attracting U.S. students. Its citizenship demographics are nearly the inverse of those for Georgia Tech’s residential Master of Science in Computer Science degree, whose students are overwhelmingly international. By contrast, 79 percent of OMS CS students in Fall 2015 were U.S. citizens or permanent residents.
“Our first priority is to address the STEM shortage in America,” said Dean Zvi Galil of Georgia Tech’s College of Computing. “What OMS has proven is that we can indeed greatly expand accessibility through affordability and technology. I’m very proud, not only of our first OMS graduates but of the dozens of Georgia Tech faculty, staff and students who have worked to make this program a success.”
“The dynamics of today’s workforce require new and more flexible options for advanced training and education,” said Sebastian Thrun, co-founder and CEO of Udacity. “When we began discussing the partnership with Georgia Tech several years ago, we knew it had incredible potential to reach new markets, and today's success is testimony to our earlier vision. We look forward to continuing our work with Georgia Tech.”
For more information about OMS CS, visit the program’s website at www.omscs.gatech.edu.
Watch Rick Clark, Director of Undergraduate Admission at Georgia Tech, discuss the cost of college, student debt, and the overall value of a college degree with C21U's Rich DeMillo and Jeff Selingo in this campus video series.
Explore the current state of MOOCs and hear from Rich DeMillo on the growth of this technology in recent years.
Inside Higher Ed reviews "Revolution in Higher Education" by Rich DeMillo, the Executive Director of C21U.
The Chronicle of Higher Education features an excerpt from Rich DeMillo's new book, "Revolution in Higher Education: How a Small Band of Innovators Will Make College Accessible and Affordable."
Revolution in Higher Education: How a Small Band of Innovators Will Make College Accessible and Affordable
Pam Buffington, C21U's Director of Platform Technologies, explores the educational technology needs of today's college students in an eCampus News feature.
Rich DeMillo reviews Michael Crow's latest book, "Designing the New American University," for the Chronicle of Higher Education.
In a feature from Zócalo Public Square, Rich DeMillo, along with professors, administrators, and education innovators describe what an ideal american university would look like.
The Center for 21st Century Universities (C21U) recently assembled a team of “flipping veterans,” Bonnie Ferri from the School of Electrical and Computer Engineering, Don Webster from the School of Civil and Environmental Engineering, and Jung Choi from the College of Sciences, to share successes and failures they’ve experienced in learning to flip a class.
Rich DeMillo shares with The Evolllution five important strategies to help institutions become more nible and avoid the fate of Sweet Briar College.
Author and award-winning journalist, Jeffrey Selingo, will join with Georgia Tech and C21U faculty as a visiting scholar.
Selingo’s books, College (Un)Bound: The Future of Higher Education and What It Means for Students and MOOC U: Who is Getting the Most Out of Online Education and Why explore the value of college, online education, and the shifting dynamics of the American higher education system.
A professor of practice and special advisor at Arizona State University, he leads ASU’s Academy for Innovative Higher Education Leadership, in partnership with Georgetown University.
“There is a great need for better research to help guide higher education leaders about the forces bearing down on their institutions and the transformation happening in teaching and learning, and on their campuses,” Selingo said. “I’m thrilled to be working with Rich DeMillo and to be part of the effort at C21U to rethink the future of higher education.”
A contributor to The Chronicle of Higher Education and The Washington Post, Selingo’s writing has also been featured in The New York Times, The Wall Street Journal, and Slate. Selingo travels and speaks at universities and conferences like SXSWEdu, to paint a picture of the modern university. He addresses such topics as learning experiences, campus evolution, and college affordability.
Selingo recently participated in a Georgia Tech panel discussion of Andrew Rossi’s documentary, The Ivory Tower. This event was hosted by C21U in honor of the College of Computing’s 25/50 Anniversary. During the upcoming C21U Annual Strategy Meeting, Selingo will be a featured guest speaker.
“Jeff is one of the most visible and effective advocates for change in American higher education today. He will play a strategic role in the center and help us form networks with other centers of innovation,” said Richard DeMillo, Director of the Center for 21st Century Universities. “We are thrilled that he will be part of the C21U team.”
C21U will partner with Selingo and his ASU colleagues in research focused on the future of higher education and the new face of American universities. Find out more about Selingo and his work, here.
Georgia Tech leadership will take part this week in the 2015 Summit of the Americas, a forum for convening leaders from North America, Central America, South America, and the Caribbean.
This year’s summit takes place in Panama, where Georgia Tech alumnus Juan Carlos Varela was elected president in 2014.
Georgia Tech is serving as an event organizer for the Summit of the Americas’ first Forum of University Presidents, which will convene around 400 university leaders and other high-ranking officials from 35 countries, including U.S. Secretary of State John Kerry. Presidents will discuss prosperity and university education, as well as cooperation challenges between countries. President G.P. “Bud” Peterson will moderate and lead a panel and breakout sessions on technology and innovation on Thursday, April 9. Recommendations from the session will be submitted to the Summit of the Americas.
Georgia Tech Provost and Executive Vice President for Academic Affairs Rafael L. Bras will participate in a panel discussion on corporate social innovation, also on April 9, as part of the CEO Summit of the Americas. The group will discuss how to use entrepreneurship to drive economic development and translate ideas into jobs, opportunities, and more innovative and fair societies.
In addition to discussing technology and innovation, the university group will also focus on the topics of academic mobility and sustainable economic development. Conversations throughout the summit will also consider ways technology could be used to improve all realms of education — for postsecondary, nontraditional, and rural students.
“Georgia Tech has a strong history in the areas of entrepreneurship, economic development, and technology transfer as it relates to higher education,” Peterson said. “We are very excited to play a leadership role in the organization of an international conversation among university leaders, in order to develop recommendations and solutions on these important topics. It is a privilege to meet with President Varela and other leaders from the Americas to work together on addressing global challenges.”
For those interested in following along from campus, the forum will stream online. This year’s Summit will be the first time Cuba has attended since the event began in 1994.
Rich DeMillo's newest book is a report from the front lines of higher education and technology that chronicles efforts to transform teaching, learning, and opportunity.