Improve History Instruction? It’s a Locke

If Americans don’t know their history, who is the culprit? Is it the fault of k-12 or higher education? Is it lack of interest or lack of focus? And can phenomena like Hamilton just solve it all?

Dear ol’ Eduflack discusses these topics and many others on the most recent episode of Head Locke, the podcast of the John Locke Foundation. Give it a listen here.

How Do Dems Spin Education?

Patrick Riccards, a communications and education policy consultant who’s worked with both Democrats and Republicans, said one strategy for these and other candidates would be to avoid getting into the nuts and bolts of their views about schools.

“I would wrap the issues of education into the larger issues that will rally [Democratic] voters to primaries and caucuses,” Riccards said, including “the larger social justice and equity discussions, as well as talk of guns and safety; weaving it into economic policy, as part of a stronger commitment to workforce development.”

From Andrew Ujifusa’s Spin Class: These Democrats Could Face Tricky Questions About Education, in Education Week

 

Of Robots, Jobs, and #CareerTechEd

Are robots coming for our jobs? Recently, more and more media reports are highlighting how jobs from retail cashiers to radiologists may soon be taken over by robots, while noting that college degrees and careers in music, watch repair, or midwifery may be the best bets for ensuring that today’s young people have dependable careers in the future.

For decades now, we have lamented the shift from the industrial age to the digital one. Experts talked about the loss of factory jobs and the need for postsecondary educations for all who look to contribute to the economy. Some forecasts of the future have been incredibly accurate; others have painted a future that only seems to exist in science fiction movies.

That digital age is now. As media rightly note, we are entering a time that will be built on the foundations of robotics, artificial intelligence, nanotechnology, and other advances that until recently were only considered part of that same science fiction. The shift does mean that robots will be part of the workplace far more than ever before. But instead of planning for a technological overtaking, our educational institutions have a real opportunity to ensure that today’s learners are the ones creating, building, programming, and overseeing those robots.

The impending age makes clear that we need to prepare the students of both today and tomorrow in ways that were different from the past as we ready learners for the possibilities and the jobs of the future. For some, it may mean the traditional college degrees so many call for, while others may find the same teachings in a range of postsecondary offerings, including career certificates. Regardless, it will mean that all learners will need problem-solving skills and the ability to adapt to changing technology, whether they are computer engineers or nurse midwives. 

We have witnessed Congress reauthorize the Perkins Act and the White House establish a Task Force on Apprenticeship Expansion. A wide range of media outlets have explored the growing importance of career and technical education and how future careers can be obtained through apprenticeships, internships, and work study. In doing so, we acknowledge that while the economy and job possibilities continue to evolve, how we provide learners with the skills and knowledge they may need for those careers also must change and evolve for the times.

We now see communities and school districts truly focusing on the impact of accelerating technological advancements on learning. CTE that once focused on engine repair and other industrial pursuits are now focused in the robotics, 3D printing, and biotech that some are starting to fear. STEM (science-technology-engineering-math) education has become a non-negotiable for all students, not just those seeking careers in medicine or the hard sciences and not just for those seeking university degrees. 

Yes, these changes are driven by policy changes and economic forecasting. But they are also driven by families and the learners themselves. As more and more high school students explore the full range of career opportunities available to them – jobs that their parents may not even be able to conceive – they are quickly seeing what skills, knowledge, and abilities they will need to pursue those careers. Yes, those learners are looking to two- and four-year colleges to help them in attaining that knowledge, but they are also looking to secondary schools to put them on the right paths.

We achieve this by building the right systems for tomorrow’s industry leaders to thrive today. That means high school classes that equip students with the necessary skills and knowledge. It means postsecondary opportunities relevant and interesting to the leaders of tomorrow. And it means clubs, student organizations, honor societies, and internship programs that support this K-12 and postsecondary development.

We need not fear the robots, nor should we. At this time of economic transition, we need to work together – industry and educational institutions, educators and learners – to embrace the future and ensure that our educational offerings match both future career pipelines and current student interests and passions. And where there is a disconnect, we must work together to better connect those interests with the opportunities of tomorrow.

(The above essay also appears on LinkedIn Pulse.)

Finally, a Research Requirement?

Earlier this year, President Donald J. Trump signed into a law a new requirement that education policymakers at the federal level needed to use research, data, and evidence when making decisions about all things education.

As someone who has spent decades fighting for evidence-based approaches to instruction, it was somewhat nice to see. But it also raised a huge question for me. What exactly have we been using all these years that we are just now, in 2019, getting around to requiring that evidence and data should be made regarding education decisions?

We explore the topic on the latest episode of TrumpEd on the BAM! Radio Network. Give it a listen. I promise we can prove some value.

My Advice for Latinx Students at UVA

As a college student, I was both honored and completely overwhelmed to attend the University of Virginia. I arrived at Mr. Jefferson’s University as a proud graduate of Jefferson County (Consolidated) High School in Shenandoah Junction, West Virginia. Less than a third of my graduating high school class went on to any form of postsecondary education. Only a handful of us left the state for college.

When I arrived at UVA, I was utterly lost. I quickly learned that there were more students in my first-year class from Sri Lanka than there was from my home state of West Virginia. I would hear countless students talk about how they were from “Nova,” and had no idea where that city was and how it sent so many kids to UVA (I later learned it was the shorthand for Northern Virginia, the wealthy, DC suburbs). And I was too introverted and too unsure to ask the sorts of questions or find the sort of guidance that would make my transition to college what it really should have been.

Last week, I had the opportunity to visit my alma mater and speak with a collection of a wide range of student groups, including the Bolivar Network, designed to support Latinx students there. The visit forced me to reflect on some of those more painful times, while allowing me to celebrate those experiences in a way I hadn’t previously.

It’s always special to go back to one’s alma mater, and doubly so when you are asked to impart some wisdom. For me, though, it was even more exciting as I brought my 12-year-old son with me. He had never been to UVA before. And he had never before seen a gathering of smart young people on the path to success who, as fellow Latinos, looked just like him. That’s why it was so, so important to me that he join me, beginning to see what his future might be like.

As I looked across the room that evening, I saw a collection of faces sharing many of the same emotions I had more than a quarter century ago. I also saw a group of amazing young people who needed to hear truth, learner to learner.

I never turn down the opportunity to talk to students about their futures and about the opportunities ahead. Whether it be in formal events or in one-on-one conversations resulting from a LinkedIn message or a career office connection, I will always take the time to do what I can to help. I also know that most of the advice they get is boring. A lot of it just doesn’t relate. Too often, students just receive the trite responses adults think they should receive – study hard, plan your future, be careful what you put on social media, earn top dollar.

I learned long ago that that just isn’t me, and that was reflected at the University of Virginia last week. Over the course of two hours, I offered some advice today’s students often don’t hear. But there were three items in particular that seemed to resonate.

First, don’t obsess over grades. Grades mattered when it was time to apply for college. Now is the time to make the most out of college. For me, that meant investing all of my time and attention working for The Cavalier Daily, one of the nation’s top collegiate newspapers. By the end of college, I was the managing editor of a daily newspaper, overseeing 150 volunteer staff and a $500,000 annual operating budget. We published 16 pages of news five days a week. That experience – and the internships and writing that came with it – led to my early jobs. One has to make the most out the college experience, and that includes diving deep into experiences outside of the classroom. In the nearly 24 years since I graduated from college, I have never once been asked my GPA as I pursued a new job.

Second, life isn’t fair. The perfect job likely won’t be offered. The salary you think you deserve may not be available. A great professional opportunity may end up being a living hell, as you work for a bully of a boss. It’s not fair, but it is life. Remember, you can do anything for a year as you plan the next step. In the early stages of your career, you need to practice the mantra of “positive and flexible.” Find the positives in a not-so-great experience. Figure out what you can learn from even your worst mistakes. I can look back at a truly horrible work experience I once had and can say I would do it again because of what it taught me. I may approach it a little differently now, knowing what I know, but even if the experience wasn’t fair, it was important in shaping who I am, professionally, today.

Finally, you be you. True success in life comes from knowing who you are and where your interests and passions lie. One of the worst things you can do is head down a professional path because you think it is what is expected of you. As I was leaving college, I fully expected I’d go to law school because that was what most arts and sciences grads at UVA seemed to do. Fortunately, the summer between college and law school taught me that I could do what I loved without earning a law degree. My career highlights have been the result of following my true passions. My career lowlights have been the result of just chasing a paycheck or a job title. My work has to be about me and what drives me, not just about what I majored in.

As we were walking away from the student union, I asked my son what he thought of the evening. A quiet boy who usually doesn’t share much, he opened up by telling me, “that was awesome.” He then explained that no one had ever told him some of those things and that he had never thought about a lot of what he heard. We began talking about his own postsecondary education, and how he will be empowered with more choices and options than he could ever imagine. That is mom and I would be there to help guide him, but the decisions would ultimately be his. I could see he was both enthralled and overwhelmed, probably just the mix he should have as a seventh grader.

We talked mostly about him needing to be him, and how he needs to continue to learn where his interests and passions lie, and we will help him find pathways to pursue them. If I got the wheels in his head turning – as well as the wheels in many of the Latinx students I met with – then I am doing my job and acting on my own professional passions.

Wahoowa!

 

Some New Thinking on Higher Education?

It has now been a decade since the U.S. Congress last reauthorized the Higher Education Act. Back then, we still believed the “average” postsecondary student was an 18-year old fresh out of high school. No one knew what MOOCs were. Free college was barely a glimmer in some policy wonk’s eye. No one foresaw that liberal arts colleges, particularly those in the Northeast, would face potential closure because of financial concerns.

Back then, we didn’t know all that we didn’t know. But in the past decade, it is safe to say that higher education in 2019 is vastly different than higher ed in 2009.

So with all of those changes, isn’t it time we start looking at reauthorizing the Higher Education Act and start rethinking what higher education really is today?

We ask the question and explore the topic on the latest episode of TrumpEd on the BAM! Radio Network. Give us a listen.