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What Questions Do You Have About How the World Works?

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What Questions Do You Have About How the World Works?

Find all our Student Opinion questions here.

The best entries to the many student contests we run each year grow out of genuine individual interest — topics students choose because they are passionate about them, often because they connect to their own lives in some way.

In this special writing prompt, we hope to inspire you to find a meaningful topic for our latest contest, a STEM writing challenge in which you can explore and explain anything related to science, technology, engineering, math or health that you find fascinating — or, perhaps, troubling.

We invite you to use this writing prompt to brainstorm and publicly post as many ideas as you can. Even if you’re not participating in our writing challenge, we hope you’ll find the exercise fun — and, of course, you can use this prompt as a catalyst to come up with ideas for any kind of STEM inquiry project. And, of course, we also hope students will inspire one another, so the more ideas you share, the better.

Here are some possible ways to start thinking about the question, with examples of Times reporting for each:

Students, brainstorm alone or with friends or classmates, and tell us …

  • What questions do you have about how the world works? Any topic under the umbrella of STEM (science, technology, engineering and math) can work, as can health, psychology, and other related fields.

  • What innovations in STEM impress or intrigue you? What problems or issues in STEM fields concern you? Take a look at some of the reporting we’ve linked to above, then take a look around The Times or Science News (our partner for this contest) to see what else you might find.

  • Another suggestion? Take 24 hours and keep a journal of the STEM-related questions, issues, problems and ideas that occur to you. That rickety bridge you have to cross on the way to school? Maybe it gets you thinking about how bridges get fixed, or how they’re made structurally sound in the first place. Your morning breakfast cereal? Is it as healthy as the box claims? Is breakfast really “the most important meal of the day” — or is that saying outdated? See how many ideas you can come up with in just one day, then think about which intrigue you most.

  • Please post to our comments as many questions or topics as you can. We hope that your ideas will inspire others, and their ideas will inspire you. And if you see something someone else posted that you find interesting, or that you’d like to elaborate on, don’t be afraid to leave a comment.

    We can’t wait to read your ideas and conversations.


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Q&A with Shira Lee Katz, Head of Content Strategy at Coursera

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Q&A with Shira Lee Katz, Head of Content Strategy at Coursera

1. Tell us about yourself and your experience.

After 20 years of work (and play) in a variety of fields—content strategy, learning, kids, and more—one thing I can say is that anywhere, anytime learning is powerful. “Anywhere, anytime learning” is the notion that learning isn’t confined to the four walls of a classroom. Rather, it is a continuous process fueled by real-life experiences and goals that have intrinsic meaning to the learner.

Picture the baby who has her first brush with physics by pushing her cereal bowl off of her high chair. There’s the high school soccer captain who learns about strong and weak strategy by trying different defense formations on the field. Flash forward to the work world. A machine learning product manager must create a personalization algorithm to serve up flats, tennis shoes, and boots to the most fitting customer cluster. Compare these scenarios with memorizing country capitals in order to pass a test. Neither type of learning goal is inherently better or worse. But, the “anywhere, anytime” scenarios unfold often because there is an immediate utility.

Most of my work and jobs have focused on anywhere, anytime learning. Here are some of the organizations where I’ve worked that have shaped my view:

  • Coursera (2019–present), offers courses, certificates, and degrees online from world-class universities and companies. Learners can engage with the platform on their own time and at their own pace.  Learning on Coursera drives mastery, ensuring employees acquire the skills they need to propel the organization forward.  This can take the form of upskilling, reskilling or applying efforts toward starting or finishing a degree.   
  • Netflix (2015–2019), a media entertainment company that offers one of the most diverse TV and movie catalogs in the world. You can learn about some of the root causes of poverty through documentaries, family dynamics and dysfunction from dramas, or different cultures from foreign films. 
  • Common Sense Media (2009–2015), a kids and media nonprofit that offers guidance to parents and teachers on how to choose the best media and technology for their kids. TV and app reviews help parents steer their kids toward enriching choices. A digital citizenship curriculum helps kids think critically about the pluses and minuses of the digital world.

A major reason I appreciate anywhere, anytime learning so much is that I learn best this way myself. I learn best when I’ve defined my own goal, when I feel wedded to this end, and when I can help a team by putting a skill I’ve learned into action.  

2. How does Coursera think about content strategy and skills for the future? 

In short: A ton of data analysis intermingled with a dose of informed intuition.

My team, the content strategy team, is the forward-looking radar and content innovation hub for the company. We identify content to help learners master skills, get jobs, change jobs, earn credit and degrees. We have an enterprise content lead, Kelly Murphy, who tries to understand the motivations and needs of our enterprise customers and learners. We also have content vertical leads that partner with Kelly. They use data and research to identify content to add to Coursera in the following areas: data science, technology, business, healthcare, and much more. 

When conducting research about what topics and skills are in-demand, we take into account 140+ different on-platform and off-platform data signals that our data science team has defined, such as job openings and on-platform search volume. We also draw on existing data and reports from the likes of IDC and Burning Glass, as well as conducting our own trend research. Staying abreast of pop culture and public buzz through podcasts, NPR, TED Talks, McSweeney’s, TV, movies, books, and more helps us identify emerging skills and content trends.

3. What do you find especially exciting about the work you are doing at Coursera?

We have a company-wide all hands once-a-month. It’s chock full of updates about our current initiatives. The tone is usually light and celebratory. But without fail, the end of every meeting makes me tear up. This is because we end the meeting with two learner stories. We watch stories of people whose families didn’t have the money to send them to college but could afford education through Coursera. We see stories of those who were able to upskill at work and get promotions, solve new problems, build new inventions because of skills they learned through Coursera.

I also love some of the new initiatives we are taking to encourage practice, hands-on learning, and work-centered case studies. We’ll share more on that in the coming months.

4. What are some content areas you see Coursera investing in for the near future?

Our strongest performing areas, broadly speaking, are data science, technology, and business. These are domains that “travel” well across the world and can be taught particularly effectively online. Healthcare is a growing vertical for us as well, and I see an uptick in interest in psychology and personal wellness. Here’s a narrow peek into the more specific areas where we expect to see demand, in no particular order.

  • Data science: Data visualization, AI for different sectors, personalization algorithms
  • Technology: Cybersecurity, robotics, cloud native development
  • Business: Sensory marketing, program management, customer centricity
  • Health: AI for health and medicine, digital drug discovery
  • Human Skills: Body language, purpose

We have also identified attributes of content that has performed quite well. They are:

  • “For everyone” content is inviting. Content that applies to a wide array of people generally does well on Coursera.
  • Opportunities for practice. Add in many opportunities for the learner to try what they learned again and again, and also real-life case studies so they can see skills in practice.
  • The instructor matters. Having experts who can also easily break down concepts is key.
  • Demand for soft skills. We are hearing from employers that new graduates could have improved soft skills, such as communication and resilience. 

5.  What is one of your favorite Coursera courses and why?

One of my favorite courses is AI for Everyone.  It turns a very intimidating subject into something with both a clear and myriad of applications in everyday life.  

We’d love to hear from you! Share your feedback on the skills and content areas your organization is focused on, and let us know if you’d be open to a conversation with our content strategy team.

 

What Students Are Saying About Military Service, School Textbooks and Stargazing

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What Students Are Saying About Military Service, School Textbooks and Stargazing

At my school, we do not use hard copy textbooks. If there is ever a textbook need for a class, it is downloaded online. As a student that has dyslexia and has an IEP, I requested and have the right for textbooks, hard copy.

Hardcover textbooks allow students to be more attached to their learning, instead of starting at a screen. The schools say that online books are: lighter, easier to access, and cheaper. Yes, these might be true, but when using online textbooks have to be accessed on a computer or iPad, these divides have distractions built into them. On the other hand textbooks allow you to stay focus and “feel” what you are doing. Textbooks help me get through school, without them school would be nearly impossible. But it seems like every year there are less and less textbooks used in classes.

Caleb Moorhead, Glenbard West HS Glen Ellyn Illinois

Personally, I have found that finding and using primary sources of information combined with a textbook is the most engaging form of teaching when it comes to history. I had always been bored by history until one class where we used a lot of our own research and sources other than the textbook, and I came to enjoy it.

Kathleen Jefferson, Franklin, TN

Physical textbooks are becoming dinosaurs — mostly due to high cost and an effort to be more environmentally friendly. However, I don’t see textbooks (either electronic or paper versions) disappearing completely. Instead, I think teachers are more often adding other resources like videos, articles, primary sources, and hands-on learning to the classroom.

These other resources can help address bias in textbooks or make the subject more relevant. For example, in Civics and Economics, our teacher didn’t just teach about the market economies, she had us research industries in our state by looking at an economic development site run by the state government. We didn’t just learn about gerrymandering. We learned about the dispute about our state’s districts in the Supreme Court by reading the case and briefs to see both sides of the argument.

William Hudson, Hoggard High School in Wilmington, NC

I think that some classes shouldn’t need textbooks because it is easier to learn the subject from experience or actually looking at someone doing something. For example I personally find math easier if I watch someone solve the problem and explain what they are doing. Even in my automotive technology class we read textbooks but, I find it easier to understand when I’m hands on and actually working on a car.

Artur W., Glenbard West HS Glen Ellen IL

As a public school student, I have used many outdated textbooks. I find that most of them contain biased information that could be perceived as ignorant toward certain groups of people throughout history. For example, in some history textbooks, Christopher Columbus was a hero who “discovered” the Americas and was an ally to the Native Americans. In other cases, the mistreatment of slaves is wildly unexaggerated. Slaves are said to have been “often harmed by their masters.” The brutal violence and sexual abuse that slaves endured is seldom mentioned. The founding fathers are praised, and the fact that they were slave owners seems to be forgotten. All in all, textbooks often deny that the worst parts of history even happened.

Calliope Beatty, J.R. Masterman

@Calliope Beatty I agree, textbooks used with our public education system always seem to be so outdated and biased. I think that being biased with this type of history causes many issues especially for students who are trying to shape their own political views but are being forced to read someone else’s opinions. It can be confusing to students who are always told they have the freedom to believe what they want but at the same time the government wants you to learn a specific thing a specific way.

Chloerose Ratcliff, Hoggard High School Wilmington, NC

Throughout school, I always loved reading my colorful textbook. Whenever I was bored in class, I would flip through its entertaining pictures and devour the stories of world history. I was astounded by the vast unique cultures and their way of life. I learned everything from nomads and gatherers to the French Revolution and Ming dynasty. The only problem I’ve ever had with it was its heavy weight in my backpack. But now that I’m older, I’ve realized the textbooks I had read as a kid might’ve been censored. If I’m being honest, I’m sort of glad that the actual history of the world wasn’t revealed to me as a kid. I would’ve had a different view of the nation if I’d known about the crimes of raping, lynching, and enslaving my ancestors committed when I was in elementary school. I understand that it might be wrong to tell half truths to the next generation, but, come on, they’re still kids. As humans, we can all agree that the world we live in is corrupt and nowhere near perfect. But should kids know about our imperfection so soon?

Nakia Spore, Kauai, Hawaii

@Nakia Spore I agree with you on sheltering elementary kids on the harsh realities of our country but it’s like they’re trying to shelter the high schoolers too and I think that’s wrong. I think in high school we should get the truth about the history of our country so we can be properly informed.

Delaney Daughtridge, Hoggard High School in Wilmington NC

_________

On-Demand Webinar: Using the Science Times in STEM Classrooms

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On-Demand Webinar: Using the Science Times in STEM Classrooms

In this 55-minute webinar, recorded live in Oct. 2017, we show you how to use Times reporting and multimedia in STEM classrooms.

From following the path of the eclipse to debating medical ethics to demonstrating physics principles with the movement of ants, the Times reporters James Gorman and Nicholas St. Fleur explain how they research and write about scientific questions in the world around us — and how citizen science often plays a role.

The Learning Network editors along with Sara Rust, a high school teacher, then show you features from Times science and health reporting — including reporting from Trilobites and Well, videos from ScienceTake, infographics from The Upshot, and virtual reality experiences from our climate team — that can be easily woven into your curriculum.

Finally, we invite you to submit your own lesson plans to our popular Reader Ideas column.

Resource List: In this PDF you can find links to all the resources we discuss in this webinar.

Original Webinar: You can watch the original, unedited webinar here and download a professional development certificate at the end. The webinar is free, but registration is required.

Nicholas St. Fleur, Science Reporter, The New York Times

Mr. St. Fleur is a science reporter for The New York Times who writes about archaeology, paleontology, space and other types of interesting research, regularly for the desk’s Trilobites column.

He joined The New York Times in 2015. Before that, he was an assistant editor at The Atlantic covering science, health and technology. He has also worked for Science Magazine, NPR and Scientific American.

Mr. St. Fleur graduated from the University of California, Santa Cruz Science Communication Program and completed his undergraduate degree at Cornell University, where he studied biology.

James Gorman, Science Reporter, The New York Times

Mr. Gorman is a science writer at large for The New York Times and the host and writer of the video feature ScienceTake. He has been at the Times since 1993, as an editor on The New York Times Magazine, deputy science editor, editor of a personal technology section, outdoors columnist, science columnist and editor of Science Times.

Over the course of his career at The Times and elsewhere, Mr. Gorman has written about everything from the invention of flea collars to the nature of consciousness. Recently he has covered neuroscience and the lives of animals in and out of scientific research.

Before joining The Times, Mr. Gorman wrote books on penguins, dinosaurs, the Southern Ocean and hypochondria. His most recent book is “How to Build a Dinosaur,” 2009, written with the paleontologist Jack Horner.

He also writes humor, which he has contributed to The New Yorker, The Atlantic, The New York Times Magazine and other publications.

He has taught science writing at New York University, Fordham University and online in Stanford University’s Continuing Studies program. In the fall of 2011, he was the McGraw Visiting Professor of Writing at Princeton University.

Mr. Gorman graduated from Princeton in 1971 with a bachelor’s degree in English literature.

What’s Going On in This Graph? | Jan. 29, 2020

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What’s Going On in This Graph? | Jan. 29, 2020

These infographics which show the number of sports injuries per 10,000 competition plays by high school boys appeared elsewhere on NYTimes.com.

By Friday morning, Jan. 31, we will provide the “Reveal” — the infographic’s free online link, additional background and questions, shout outs highlighting student comments and headlines, and Stat Nuggets.

After looking closely at the graph above (or at this full-size image), think about these three questions:

  • What do you notice? If you make a claim, tell us what you noticed that supports your claim.

  • What do you wonder? What are you curious about that comes from what you notice in the graph?

The questions are intended to build on one another, so try to answer them in order. Start with “I notice,” then “I wonder,” and end with a catchy headline.

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment online. Teachers of younger students are welcome to post what their students say.)

3. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button or the @ symbol to address that student directly.

On Wednesday, Jan. 29, our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time to help students’ understanding go deeper. You might use their responses as models for your own.

4. By Friday morning, Jan. 31, we will reveal more information about the graph at the bottom of this post. Students, we encourage you to post an additional comment after reading the reveal. How do the original article and the moderators’ comments help you see the graph differently? Try to incorporate the statistical terms defined in the Stat Nuggets in your response.


  • Read our 2019-20 introductory post, which includes the archives of past releases by topic and graph type.

  • Learn more about the “Notice and Wonder” teaching strategy and how and why other teachers are using this feature from our on-demand webinar.

  • Sign up for our free weekly newsletter so you never miss a graph, and add our 2019-20 “What’s Going On in This Graph?” live-moderated discussion Wednesdays to your Google calendar (1/29, 2/5, 2/12, 2/26, 3/4, 3/11, 3/18, 3/25, 4/1, 4/8). Graphs are always released by the Friday before to give teachers time to plan ahead.

  • Go to the A.S.A. K-12 website, which includes This is Statistics, resources, professional development, student competitions, curriculum, courses and careers.

Word + Quiz: triumvirate

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Word + Quiz: triumvirate

1. a group of three people responsible for public administration or civil authority

2. a group that contains three people

_________

The word triumvirate has appeared in 18 articles on NYTimes.com in the past year, including on Nov. 16 in “Teams to Watch During the College Basketball Season” by Jon Rothstein:

Nico Mannion, Josh Green and Zeke Nnaji are as good as any other freshman triumvirate in the sport. Arizona’s veterans aren’t bad either. Max Hazzard, a graduate transfer from U.C. Irvine, and Jemarl Baker, a transfer from Kentucky who received a waiver to play immediately, give Arizona Coach Sean Miller the perimeter depth necessary to be a factor in March.

_________

Have You Ever Quit Something?

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Have You Ever Quit Something?

Find all our Student Opinion questions here.

Have you ever heard the saying, “quitters never win and winners never quit”?

Do you think it’s true? Do you ever think quitting can be the right — or even the healthiest — thing to do? Is giving up always a bad thing?

In “I Quit: 21 Stories of People Who Walked Away,” The Times shares personal stories of people who have quit their jobs, their religion, their relationships and more. Anya Strzemien writes in the overview:

Is there a more exciting and complicated phrase than “I quit”? It can feel exhilarating to the person saying it, crushing to the person hearing it and envy inducing to those learning of it (who hasn’t been following Harry and Meghan’s royal departure obsessively?). Quitting can be an impulsive act or a tortured decision. But if there’s a common thread in these personal stories, it’s this: Very few people quit without good reason, and even fewer go back — unless they played drums for the Black Crowes.

Here are excerpts from three of those stories:

In “I Quit New York,” Cameron Carling explains why he left the big city to pursue a dream life in Costa Rica.

I moved to New York in 2007 from Los Angeles, where I had been living after college at U.C.L.A. You show up in New York for a week in September, and you’re like, This is the most magical goddamned place on the planet. This is where all of the things are happening in the world.

I had no job, and figured that New York would just provide for me, and it nearly didn’t. I was on the verge of running out of borrowed money when I landed a job at a huge tech company via a temp agency. That turned into a full-time gig, and I ended up working there for 11 years.

I met my wife, Marcella, two weeks after I arrived, at a party. New York was awesome as a couple with no kids. We would go to outdoor movies in Bryant Park, see the symphony in Central Park.

But after a decade or so, I started to burn out. Part of it was that my wife and I had two kids and we were living in an 1,100-square-foot apartment in Brooklyn. It’s a common refrain, but trying to raise a kid in New York is like growing an oak tree in a thimble.

Also, I’m originally from Utah, and wanted to be closer to nature, but in New York it’s hard to find a tree that’s not growing out of cement. One day I was out on a terrace at work and listening to the hum of the city, and it just felt so unnatural.

“Menacing” is too harsh a word, but it’s this hum of anxiety. Everyone is so tense, so hunched. Even the cars feel hunched. I thought, I’ve got to get out of here.

In “I Quit Cars,” Lauren Ferree explains why she gave up on the automobile:

I was born and raised in L.A., and my mom is an environmentalist. We’ve always composted and she’s always had some sort of garden. She also never threw anything away because she could see the second life in it.

I grew into a similar lifestyle. My personal journey into environmentalism was heightened after the presidential election of 2016. The topic of offshore drilling was getting very loud and getting a lot of attention. I’ve always gone to the beach and been a big ocean enthusiast, so I knew I had to kick it into high gear. I started taking extension classes to get a certificate in sustainability at U.C.L.A., and I started assessing my carbon footprint and consumption.

As a result, I decided to give up my car for one month in May of 2017. I just wanted to test if I could do it.

If I needed a car, I was going to borrow someone’s to prove that I had the community to support this decision. I only ended up borrowing a car once, and I realized it didn’t make sense to own a car, finance it and pay for gas. So in September, I fully quit and sold my car.

It was totally liberating. A constant theme I’ve found in not owning a car is liberation. I like not sitting in Los Angeles traffic and the peace that brings. I take the train now to see my boyfriend in Orange County, and I always joked that when I used to see him on Friday nights, I’d get out of the car and be ready to punch somebody in the face because that traffic takes years off your life. Now, taking the train is so easy. There’s only one transfer. I can work. I can read. I can take my time, and I’m in such a good mood.

In “I Quit My Job After a Particularly Good Beach Day,” Veronica Chambers writes:

Once upon a time, I worked at a magazine, reporting to a cowardly white woman who, early in our working relationship, told me that she didn’t consider me a threat because “a black woman will never have this job.”

She then proceeded to use every one of my ideas to completely redesign the magazine we worked for. It was the end of a moment in publishing when such a thing as a “big magazine job” still existed, and I hung on because I really, really wanted to be editor in chief of one.

One Labor Day weekend, my husband and I went away for a last gasp of family beach time. On the following Tuesday, our young daughter was scheduled to start kindergarten at a school that I had dreamed of getting her into for over a year, and I would return to work.

But I just could not leave the beach. It was Monday. We had splurged and gotten a cabana to enjoy. Lying on the beautiful beach that weekend, I knew that if I did not decide, right there, it would be another year before I could find the courage to quit that job.

I stayed on that beach collecting courage. At 3 p.m. we checked out of our room and stored the bags. At 5 we were still on the beach, and home was now, with traffic, a five-and-a-half hour drive away. My husband, who is a saint, said, “Take all the time you need.”

By 6, I had decided to quit. I changed my child into pajamas. I fed her In-N-Out at a rest stop on the freeway. She was asleep in the back seat by 8.

None of it was what I had planned for the night before her first day of school. But at least for the both of us, the day ahead meant new chapters. The next morning, I dropped her off at school bleary eyed and a little worse for wear. Then I walked into my office and quit.

Students, choose ONE essay to read in its entirety, then tell us:

  • Have you ever quit something? If yes, tell us what you quit and why. Was it an “impulsive act” or a “tortured decision”? How did others respond to your choice? Shock? Anger? Envy? How did you feel afterward? Do you have any regrets? In retrospect, do you think that quitting was the right thing to do?

  • If you have never quit something — a job, a friendship, a class — tell us why. Have you ever felt the urge to quit? What was it that made you continue these endeavors despite challenges and hardships?

  • What value do you place on completing a task? Do you feel pressure — good or bad — to complete what you have started? What lessons about quitting have you received from your friends, family and school? Do you think these lessons are helpful?


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Coursera Appoints Sabrina Simmons to Board of Directors

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Coursera Appoints Sabrina Simmons to Board of Directors

Coursera’s mission is to transform lives through learning. In addition to equipping 47 million learners with skills of the future, we are advancing our mission by partnering with institutions and communities around the world as they tackle challenges posed by digital disruption. Today, we are excited to announce the expansion of our Board as they guide us through this journey in years to come. 

We are proud to welcome Sabrina Simmons as an independent director on the Coursera Board and as Chair of the Audit Committee. Sabrina brings more than 20 years of global leadership experience to our Board, most recently serving as Executive Vice President and Chief Financial Officer of Gap Inc. In her role, she led Gap Inc.’s global financial functions, including corporate financial planning and analysis, treasury, risk management, tax, investor relations, internal auditing, and more. 

“Sabrina brings a wealth of experience guiding iconic brands through growth and expansion. Considering the global nature of the problem we are trying to solve, I look forward to drawing on her insights and financial acumen to build strong corporate planning and resource management discipline,” said Jeff Maggioncalda, CEO of Coursera. 

“I am honored to be joining the Board of a company whose mission has such a lasting impact on our future,” said Simmons. “Jeff and his leadership team have done incredible work growing Coursera into one of the most important companies of our time. I look forward to working with the team through the growth phase as they continue to serve learners and institutions in unique and powerful ways.”

Before coming to Gap, Sabrina was Chief Financial Officer and an executive member of the Board of Directors of Sygen International PLC, a British genetics company. Prior to Sygen, Simmons spent five years at Levi Strauss & Co., where she was Assistant Treasurer. She also spent several years at HP and KPMG. Currently, Sabrina also serves on the Boards of Directors for Williams-Sonoma Inc., Columbia Sportswear Company, and e.l.f. Beauty Inc. A proud and active alumna, she sits on the University of California Berkeley, Haas School of Business Advisory Board. Sabrina earned her bachelor’s degree at Berkeley and an MBA from UCLA.

 

Introducing a Fully Online Bachelor’s Completion Program from the University of North Texas

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Introducing a Fully Online Bachelor’s Completion Program from the University of North Texas

Bachelor of Applied Arts and Sciences from UNT is the first bachelor’s degree from a U.S university on Coursera 

By Dil Sidhu, Chief Content Officer at Coursera

A four-year degree continues to be regarded as one of the most valued credentials in the job market: An estimated 35% of jobs in the U.S. require at least a bachelor’s degree and a worker with a bachelor’s degree earns 84 percent more than a worker without one. However, 36 million Americans have attended some college but never completed their degree.

To help students everywhere reach their goal, we’re excited to announce that the University of North Texas (UNT) is bringing their Bachelor of Applied Arts and Sciences (B.A.A.S.) to Coursera. UNT initially developed this degree program to help students with diverse backgrounds, including those who have prior college or military credit, earn an accredited bachelor’s degree in the most streamlined way possible. Those students who successfully complete the Google IT Support Professional Certificate, hosted on Coursera, can also earn credit toward the information technology concentration of the online B.A.A.S.   

The B.A.A.S. is one of the fastest, most affordable ways for transfer students from community colleges and technical institutions, veterans or active-duty military personnel, and other non-traditional students with college credit to finish their bachelor’s degree. International students with a three-year bachelor’s degree can also apply their previous credits to this program to earn a four-year bachelor’s degree — fulfilling an eligibility requirement for many U.S.-based master’s programs. As part of their broader commitment to increasing access to top-quality education, UNT also plans to offer a limited number of full scholarships to the online B.A.A.S. 

“By bringing our B.A.A.S. program to Coursera, we’re offering non-traditional students everywhere the opportunity to thrive in a quality academic environment,” said Dr. Jennifer Cowley, Provost and Vice President for Academic Affairs at UNT. “The program will offer students the same engaging support, personal interaction, and career services as our on-campus B.A.A.S. program to ensure they are set up for success post-graduation.”

At $330 per credit hour*, the B.A.A.S. has one of the most affordable tuition rates among comparable programs. UNT will provide each applicant with a pre-advisor to help create a customized degree plan based on their goals and previously earned credits. Once admitted to the program, the advising team will provide continuous guidance throughout the student’s degree journey.

“At UNT, we recognize that not everyone can take the traditional path to a bachelor’s degree and strive to help students of all backgrounds and experiences succeed,” said Dr. Adam Fein, vice president of digital strategy and innovation at UNT. “We’re excited to bring our successful B.A.A.S. program to Coursera and offer students around the world the opportunity to earn a bachelor’s degree and take advantage of the vast career opportunities this credential offers.”

The rigorous, multidisciplinary degree offers seven focused concentrations: administration, organizational supervision, social services, hospitality, media innovation, consumer behavior, and information technology. Graduates will be prepared to tackle new challenges as leaders in business, non-profit organizations, and community engagement. 

We’re also thrilled that this degree program will be recognizing industry content from Google: Students who complete the Google IT Support Professional Certificate on Coursera can receive credit toward the information technology concentration of the B.A.A.S. Developed by Google, the program is designed to prepare learners for an entry-level job in IT support in under six months. With this new pathway from UNT, learners can pursue a career in IT while working toward a full bachelor’s degree. 

UNT is a Carnegie Tier-One research university and ranks in the top 100 nationally for ethnic diversity and social mobility. We’re proud to partner with them to provide this unique degree pathway for non-traditional students around the world. Applications for the B.A.A.S. will open in February 2020 and the first cohort is expected to begin this fall. To learn more, please visit https://www.coursera.org/degrees/unt-online-bachelor-completion  

* For illustrative purposes, students who complete 45 credit hours through the online B.A.A.S. from UNT will see a total tuition cost of less than $15,000

 

Internet Affirmation

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Internet Affirmation

Do you think that the time you spend online fosters more positive or negative emotions? What are some of your favorite, uplifting corners of the internet to visit? What tricks do you have for curbing or avoiding the negativity that can be prevalent on social media sites?

Tell us in the comments, then read the related article to learn more about how to turn depressing social media into a positive influence.


Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.