Top stories in higher ed for Thursday
Lumina Foundation is committed to increasing the proportion of Americans with high-quality degrees, certificates and other credentials to 60 percent by 2025.
April 26, 2018
Study: The U.S. Isn’t Doing Enough to Prepare Students for the Automation Age
Caroline Preston, The Hechinger Report
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The spread of artificial intelligence is expected to boost demand for science-and-tech skills, as well as for soft skills such as problem solving that robots can’t easily replicate. But only a handful of nations have taken steps to update school curricula and teacher training for the changes ahead, a new study suggests.
Photo: LA Johnson/NPR
Teachers Share Anger, Frustration Over Grants Turned Into Loans
Cory Turner, Chris Arnold, Clare Lombardo, and Ian Wren, NPR
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A federal program meant to encourage young teachers has, instead, saddled thousands of them with unexpected debts. "I was in shock," says Mikayla Rhone, a teacher in Nebraska.

Accreditors Urged to Push Harder on Outcomes
Paul Fain, Inside Higher Ed
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The opportunity to ensure strong student outcomes in postsecondary education exists—accreditors just have to be willing to take it, says a new report.

The analysis from the Center for American Progress details how the nation's major accrediting agencies use, or misuse, student outcomes in judging college quality. 

Increasing Role Models, Fostering Community for Women in STEM
Tiffany Pennamon, Diverse Issues in Higher Education
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A mentoring program created by women engineering students to train and empower the next generation of girls in science, technology, engineering, and mathematics is bearing fruit, underscoring the importance of fostering community and having role models to support women pursuing STEM degrees and careers.
It’s Time to Answer Important Questions About Applied Baccalaureate Degrees
Sameer Gadkaree of the Joyce Foundation and Holly Zanville, Lumina Foundation
What Is ‘STEM’? The Definition Is Evolving
Vimal Patel, The Chronicle of Higher Education
Pentagon on PROSPER
Andrew Kreighbaum, Inside Higher Ed
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