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April’s Industry round-up’s

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April’s Industry round-up’s

Opinion: Universities must create opportunities for the people coronavirus will harm most
The Guardian, 16 April
This article argues that we must use the pandemic to reimagine a more equal and just society. It points out that as engines of social mobility, universities have a crucial part to play in teaching the skills that people who have lost their jobs need to move on with their lives. The piece challenges universities to use this time to step up to their efforts to improve social mobility through working closely with hard-to-reach schools.

 

Editorial: THE Impact Rankings 2020: Results Announced
Times Higher Education, 22 April 
Universities in Australasia have topped the second edition of Times Higher Education’s Impact Rankings, which assess the social and economic impact of universities, using metrics based on the United Nations’ Sustainable Development Goals. New Zealand’s University of Auckland once again leads the overall THE Impact Rankings, despite an additional 299 institutions joining the table this year, while Australia’s University of Sydney, Western Sydney University and La Trobe University complete the top four. Last year, no Australian universities featured in the top 10. The overall ranking includes 766 universities from 85 nations/regions.

 

Opinion: What students are doing is remote learning, not online learning. There’s a difference.
EdSurge, 2 April 
This opinion piece argues that the media is touting an online learning “revolution”, and claims that students are currently adapting to remote learning, not online learning. It argues that what students are experiencing on Zoom and other conferencing platforms is not online learning, but rather remote learning. It suggests that the two can be distinguished as remote learning is a “quick, ad hoc, low-fidelity mitigation strategy” in contrast to “well-considered, durable online learning”. 

 

New research: Students more anxious than excited about starting their careers despite confidence they will find work
HEPI, 28 April
The Higher Education Policy Institute has published new research about students’ views on starting their careers, Open for business? Students’ views on entering the labour market (Policy Note 22). The survey of over 1,000 full-time UK undergraduate students, undertaken for HEPI and JobTeaser in partnership with the polling company YouthSight, found that three-quarters (79%) of graduates feel confident of getting a graduate level job once they graduate. However, when asked about their feelings towards entering the labour market, most (28%) cite anxiety as their number one feeling, ahead of confidence (23%), uncertain (16%) and feeling overwhelmed by the prospect (16%). Only 14% selected excitement as their primary emotion, leaving 3% feeling relaxed. Around one-third (29%) said that the Coronavirus pandemic has altered these feelings.

 

Editorial: Universities are expecting 230,000 fewer students – that’s serious financial pain
The Guardian, 23 April 
New analysis suggests that over 230,000 fewer students will enter higher education in 2020 as a result of the COVID-19 crisis, over half of which are international students. That fall in student numbers would translate into a drop in income of around £1.51bn from non-EU students, £350 million from EU students and £612 million from UK students opting to stay away. The report from London Economics for the University and College Union lays bare how vulnerable some of the most renowned universities are to falls in international demand, but also how widespread the financial pain might be. All 125 universities in the report would suffer substantial falls in income, leaving 91 (almost three-quarters) in a critical financial position where income only just covers expenditure.

 

Opinion: Digital can’t replace face to face when it comes to widening participation
WONKHE, 14 April 
In this article, Hugh Rayment-Pickard talks about the limitations of online learning when it comes to widening participation. He argues that ‘Covid-19 has illuminated the depth of the digital gulf between well-off families where every child has a study-bedroom kitted out with a high spec laptop, and free school meal pupils in overcrowded homes, with shared bedrooms and inadequate IT.’ He points to research from Teach First which found that teachers in the poorest communities believe that at least a fifth of their pupils do not have adequate access to a device for online learning at home.

 

New research: How Teaching Changed in the (Forced) Shift to Remote Learning
Inside Higher Ed, 23 April
A US survey offers insights into the transition colleges have made to online learning as campuses shut across the country. It found that 90% of institutions engaged in some form of emergency distance education and 76% reported they had moved their courses online to complete the term. Respondents were also asked about the level of experience they had with remote teaching and 50% said their institutions had some faculty members with online teaching experience to ease the transition. Additionally, almost two-thirds said they changed “the kinds of assignments or exams” they gave to students, and nearly half said they lowered their expectations for the amount of work students would be able to do.

 

Category Research insights

April Events

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April Events

April past events:

  • On 22 April, Justin Cooke, Chief Content & Partnerships Officer, FutureLearn spoke on a panel, How do we move pedagogy online? at the Jisc / Emerge Higher Education Horizon Group virtual event. The event focused on assessment and other opportunities and challenges that have arisen due to COVID-19. You can watch the full recording here. 

 

 

Upcoming May events: 

  • Watch Simon Nelson, CEO at FutureLearn’s session on Working together to shape the future of education at the EdTechX Online Summit. With COVID-19 catalysing the largest online learning and remote working experiment in history, the summit brings together the global learning community to help further accelerate change across industries. Through an on-demand content library, EdTechX will offer attendees access to 50+ sessions featuring 80+ speakers – all instantly available from 12 May alongside an AI-powered matchmaking networking platform. To sign-up for a discounted pass at £199+VAT (a full-price ticket is £299) click here.

How to Teach Online: A Learner’s Perspective’

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How to Teach Online: A Learner’s Perspective’

In response to COVID-19, FutureLearn launched its very first own-branded course developed and taught by in-house online teaching and learning experts, called “How to Teach Online: Providing Continuity for Students”. The course was designed to give teachers practical steps towards online teaching and to act as a space where educators worldwide could connect and share their experiences and best practices. 

We spoke to Holly Warren, Deputy Head of Early Years at an International School in Italy about her experiences with the course and what she gained from it. 

 

What were your motivations for joining the ‘How to Teach Online Course’? 

I have recently completed a degree with Honours online and have found this approach ground breaking in my learning path. With the lockdown due to the COVID-19 pandemic, the school I work in went online. It was time to enhance my knowledge of teaching this time rather than learning online.

 

What has your experience of the course been like? 

Learning never stops and the course gave me an overview of how to approach teaching online. As a teacher and coordinator in the early years, I experienced it as a foundation to creating an online environment. Although teaching very young kids online might not be the first choice, it can be experienced as a tool to connect and reinforce learning. Asynchronous teaching can work very well and video-making can become a great creative tool to deliver learning proposals.

 

What have you found most enjoyable about the course and most useful?

The scaffolding concept of building knowledge as in the Beetham & Sharpe pyramid and connecting with a vast community and reading different experiences.

 

How will you apply the skills or knowledge learnt from the course into practice? 

At the moment, I am still experimenting with the material I have learnt from planning, concepts, assessment and contexts. The pyramid theory is the starting point as it is the gateway to further developments. Also mentoring and learning how to connect with my students.  I feel it is still early days.

 

What have been some of your key learnings from taking the course? 

No matter how abstract and presumably far fetched, concepts can be tailored to all. By adapting the concepts to your learners and keeping a flexible mind, learning can reach every corner of education. 

 

The second run of the ‘How to Teach Online: Providing Continuity to Students’ course is currently open for enrolments.

 

Category Research insights

Course Spotlight: Understanding Fashion: From Business to Culture

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Course Spotlight: Understanding Fashion: From Business to Culture

Over almost 150 years, the fashion industry has transformed many aspects of Western culture. On the course, Understanding Fashion: From Business to Culture by Institut Français de la mode (IFM) learners are invited to explore the interaction of fashion, society and business. The course features exclusive input from fashion industry leaders, including designers such as Simon Porte Jacquemus, Christelle Kocher, Paul Smith, and CEOs at Chanel, YSL and Hermès, and the recent run saw over 100,00 enrolments nearly overnight. We spoke to Delphine Wharmby, Marketing and Communications Director at IFM to find out more about the success of this course.

 

Can you tell us a bit about this course, who it’s aimed at and what it aims to achieve?

The course offers a dual approach to understanding fashion, both as a cultural phenomenon and as a creative industry. It is mainly intended for students or experienced fashion professionals looking to enhance their knowledge of the fashion industry. The course is also relevant to fashion entrepreneurs who need a holistic view of the industry’s key success factors.

 

 What has been your experience of running this course online? What differs from a face-to-face course?

You need to be really sharp and straight to the point: you really need to stick to the core of your topic. It’s great because when you design the course, you need to identify what is really essential: it helps a lot, being an academic, to clearly pinpoint the backbone of your subject. Of course it does not allow for digressions, and direct interaction.

Another difference lies in the pace of learning: students have time to study at their own pace, which changes tremendously how people learn. Some of them will take more time to come to terms with some of the more complex issues in the course. Also, while in a traditional class you would typically go from content A to content B and so on, here learners can go back and revise areas of content at their leaisure. This is something to keep in mind when you design the course.

Finally, we also see that online courses trigger much more peer-to-peer interaction and mutual support among students. Some learners rephrase the content of the course – simplifying it for others who are experiencing difficulties.

 

This course recently saw huge success, with the current run enrolling over 100,000 learners from around 200 countries. What factors would you say have contributed to the success of this course?

There are three main factors, I would say.

 The first is the fact that the course approaches fashion from a social sciences / humanities perspective. This interdisciplinary approach is something that most learners appreciated, and which many of them discovered as they were not familiar with the concept of “fashion studies”.

The second is that the course has a very contemporary feel to it, even though some of the references in the course are historical. This is done through the testimonials of professionals and designers, the examples that illustrate the course, but also through the discussions among participants which are often very interesting.

 Finally the fact remains that today’s lockdown situation has made online learning particularly valuable. Many people have time to rethink their priorities. Fashion is a business more and more people want to be a part of, so they seized this opportunity to become more knowledgeable about the real drivers of the industry. And some of them are fashion professionals who suddenly got more time to spend on broadening their understanding of their own practices. 

 

The course features input from fashion industry leaders, including designers such as Simon Porte Jacquemus, Christelle Kocher, Paul Smith, and CEOs at Chanel, YSL and Hermès. What impact do you think this had on enrolment figures and why?

It was absolutely instrumental: if you want to get a complete overview of the fashion industry you need to give the floor to the different stakeholders: designers, CEOs etc. Of course some of them are world famous so it helps to bring people to the course. Some of the learners initially thought Simon Porte would be the teacher all along, I hope they were not too disappointed!

 

What have been some of your key learnings from running this course?

All of the above: great interaction and discussions, amazing interest from all over the world as learners shared experiences from all parts of the globe, making fashion understandable to a large number of people. The experience has been great.

 

Category Research insights

WCET Policy Summit: The 2020 of US Federal Regulations and the Potential Impact on Higher Education Practice

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WCET Policy Summit: The 2020 of US Federal Regulations and the Potential Impact on Higher Education Practice

Author: Dr Katherine Weber, Partnership Manager at FutureLearn

Less than a month ago, the US Department of Education released a set of proposed changes to the Higher Education Act (HEA).

Understanding these proposals and their implications for distance education were at the top of the agenda for WCET’s Policy Summit, which took place online from April 20-24. 

Speakers included WCET’s own Executive Director, Russ Poulin; Diane Auer Jones, Principal Deputy Under Secretary at the US DoE; and Aaron Lacey, a partner at Thompson Coburn LLP.

 

Understanding new proposed regulations around distance education in the US

Overall, the proposed regulations emphasise greater flexibility for higher education providers and for students. They explicitly recognise team teaching as a permissible model, encourage the establishment of more competency-based education and direct assessment, and pave the way for easier transfer of credit from one institution to another. 

 

Distance education vs. correspondence courses

For those of us focussed on online learning, one change is especially important. This has to do with the definition of distance education, which can include online learning. 

In the US, distance education, unlike a correspondence course, is eligible for Title IV funding from the federal government. Misclassifying a correspondence course as distance education and making use of federal funds can have severe financial penalties. In 2012, St Mary-of-the-Woods College was found to be providing correspondence courses rather than distance education, and charged with refunding federal financial aid dollars to the tune of $42 million.

 

Regular and substantive interaction

Historically, distance education has been distinguished from a correspondence course by the fact that it provides “regular and substantive interaction.” But because this was never clearly defined, higher education providers ran the risk that programs they believed were distance education might be misclassified, putting them at financial risk. 

The proposed regulations attempt to clarify this phrase. Substantive interaction must involve “engaging students in teaching, learning, and assessment.” Regular interaction means that a course or competency must “provid[e] the opportunity for substantive interactions with the student on a predictable and regular basis,” that each student’s progress must be monitored, and that an instructor must “promptly and proactively engag[e] in substantive interaction with the student when needed.”

Although the intention of the change is in part to allow higher education to innovate more freely online, some of the language may introduce constraints. As this piece from WCET Frontiers notes, because “regular” interaction requires both predictable and regular interaction and proactive engagement based on monitoring, “the proposed definition effectively shackles any distance education coursework to a time-bound model that may not be appropriate for the student, course, and program.” 

The proposed federal changes were open for public comment until May 4, 2020. Pending a final rule to be issued by November 1 of this year, and they will go into effect in July 2021.

 

2020 and beyond

Another issue at the forefront of the Summit, of course, was the impact of the COVID-19 pandemic, which has effectively moved all higher education online for the remainder of the academic year, without a clear timeline for safe reintroduction of on-campus learning. 

The CARES Act stimulus package included nearly $13 billion in aid for higher education providers and students, and the guidance from the DoE includes flexibility for moving programs online. At the moment these waivers apply through September 30; the presidential election will take place on November 3. Although there is bipartisan support for many Department of Education initiatives, it’s safe to assume that a change in administration would result in a change in priorities.

While there is a high degree of uncertainty surrounding higher education over the next year, we can be sure that online learning will be the focus of most institutions at least in the near term.

What is the quality of the learning that has become distance education not through thoughtful planning but by necessity? And how much of that learning will stay online when the pandemic is over?

In her session at WCET, Diane Auer Jones shared this call for collaboration: 

“If distance isn’t done well, it could actually have a negative impact on the innovators that are doing a great job. So I think it’s in everybody’s best interest for those who know how to do it well, who have resources, to please reach out to those who are new at this and help them — share that expertise.”

At FutureLearn, we’re working to share our own resources with our partners and to help them collaborate to meet the needs of their students, and all learners, online.

WCET is a Colorado-based nonprofit dedicated to improving the quality and reach of technology-enhanced learning programs.

Category Research insights

Digest #143: Using Podcasts

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Digest #143: Using Podcasts

During the COVID-19 quarantine one of the challenges facing teachers is how to adapt their courses to teaching online. In our last digest we offered a number of resources to support teaching and learning online. In this digest we will focus on one way to teach online: using podcasts.

Unit 7: Independent Reading and Writing

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Unit 7: Independent Reading and Writing

Welcome to our seventh and final writing unit of the school year. Below, you will find a description of each element and an invitation to put them together to help guide your students to learn on their own now, during the summer, or even in the fall when a new school year — whatever it may look like — begins.

With schools shut down across the world this spring, independent reading and writing is now perhaps more the norm than the exception. But we’re hoping this summer will still offer your students some freedom — if not to travel where they’d like to physically, at least to explore what they want intellectually.

We hope our annual 10-week summer contest can help. Every year since 2010 we’ve invited students to read The Times and choose anything they like — whether an article or an essay, a photo or a graphic, a video or a podcast — then tell us briefly why it got their attention. At the end of each week, judges from The Times newsroom choose their favorites and we publish them here.

The fun of the contest, for students and for us, is the range of results. Here’s what Nancy Wartik, a 2016 judge, said after a summer of reading what teenagers sent in:

What struck me about the submissions was how wide-ranging the topic choices were! It didn’t so much surprise me when students wrote about Pokémon Go or how exercise may help with studying. But there were essays about insecticide’s effect on bee sperm; disappearing sea ice; a new art museum in Paris; the death of a young woman jogger in New York; hunting lionfish; sexual assault in South Sudan; the Oklahoma City Thunder and lots more.

It impressed me to find young people tackling so many different subjects.

You can read much more, below, about how the contest works and why parents, teachers and students like it, but we also have many other resources to help:

  • A list of Learning Network lesson plans and other resources on independent reading and writing, all of which link to excellent Times articles and essays on literacy.

  • A guided practice students can follow on their own that uses the work of 14 teenage winners of our past summer contests as mentor texts to encourage students to read what they want and think about it critically — then sound like themselves when they compose a response.

  • A recently updated list of 70-plus additional contests, journals and websites to which teenagers can send their writing and art if they’d like.

To learn more, and to hear from a teacher who assigns our Summer Reading Contest and a student who has enthusiastically participated, join our May 6 webinar.

It is our job at The Learning Network to scour The Times daily for the best, most useful pieces for teaching and learning — and then turn those pieces into lesson plans, writing prompts, quizzes, contests and more.

For instance, the illustration at the very top of this post is from a recent Times series “Be a Better Reader in 7 Days.” It can walk you and your students through choosing the right reading material, making a reading plan, learning how to read more deeply and critically, and sharing one’s thoughts socially — all skills our Summer Reading Contest emphasizes, too.

Because we have created so many teaching materials over the years on the subjects of reading and writing, we’re listing below our most useful general resources, each of which draws from and links to rich Times articles and essays on literacy.

As you probably know if you’ve been following our writing curriculum all year, we offer daily opportunities during the school year for students to make their own choices about what to read and how to respond.

For instance, many teachers let students choose from our nine weekly writing prompts (five Student Opinion questions and four Picture Prompts) and respond to them online. Every Thursday, we round up our favorite comments in our Current Events Conversation column, which functions almost like a mini Summer Reading Contest. So invite your students to craft a few comments and post them to the prompt of their choice before the school year ends. Our contest begins on June 12.

And if you’d like to introduce students to what The Times has to offer before you turn them loose with it this summer, we have resources for that, too:

  • We know your students know that our paper reports the news, but “21 Things Teenagers Can Do With a New York Times Subscription” can also show them how to play games and watch videos, listen to music, learn a skill, hear a podcast, find recipes and work out. It’s a quick introduction to corners of NYTimes.com they might not have known existed.

  • A 2017 post, “10 Ways to Teach With The New York Times Today,” offers a scavenger hunt for introducing students to the various sections of NYTimes.com, as well as all kinds of other advice for connecting The Times to your curriculum.

We offer four steps for writing comments that are richer, more analytical and, well, just more fun to write (and read). The guided practice walks students through how to:

  • Make an interesting personal connection

  • Read critically and show their thinking

  • Reference specific details or quotes

  • Write in their natural voices and experiment with style.

To demystify the process, each of these steps is illustrated with examples from the work of previous student winners. Your students will read a poignant personal story about a lifetime of feeling “awkward,” a funny essay about eating bagels in California and a sharp analysis of how the media reports on Beyoncé, among other responses.

We hope they’ll see that there’s room on our site for all kinds of genuine, thoughtful reactions — including theirs.

Every year since 2010 The Learning Network has invited teenagers around the world to add The New York Times to their summer reading lists and, so far, over 60,000 have.

Though our goals are similar to those of many educators — honoring student “voice and choice,” helping teenagers become more aware of the world and their place in it, learning how to navigate sophisticated nonfiction and practicing writing for a real audience — we also hope that students will realize that reading the newspaper can be fun. They can choose literally anything they like that was published on NYTimes.com in 2019 or 2020. We don’t care what they write about; we just care about why they chose it.

Maybe the most compelling reason to assign this contest, however, is what participants themselves say about it. Reflecting at the end of the summer of 2017, a teenager named Emma Weber, from London, told us:

Prior to this summer, the only writing I did was for school assignments or Google searches. And if I did get around to it, I never reread what I wrote. That’s why, as the weeks went on, I surprised myself when I began double and triple checking my comments for mistakes, of which there were far more than expected!

Another transformation is my newfound interest in the news. I used to be the kind of person who opened a newspaper and went straight to the puzzles section, and though that may be unchanged, I now feel compelled to read a few articles that catch my eye too. In return, exposing myself to current affairs has fine-tuned my political opinions, and through consistent writing I learned to express them in a way that accentuates them.

The result? I feel grounded in my views and understand what’s going on in the world. It’s amazing what a change 1,500 characters a week make.

From a big national arts contest to a small online magazine devoted to teen comedy writing, you can find a variety of possibilities to keep your students creating all summer long.

Writing Rich Reading Responses: Our Summer Contest

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Writing Rich Reading Responses: Our Summer Contest

You only have 275 words or so to work with, so this can be done lightly, in a paragraph or so. After all, as Anastasia Economides, a Times staff editor who judged in 2016, pointed out:

At their age, I was always too intimidated to even read The Times, let alone reflect my thoughts on the very big issues that adults with authority are trying to tackle. After reading some of these well-processed statements and passionate opinions and empathetic voices, I have newfound faith in our future leaders-in-the-making.

Ask yourself:

  • How did this piece impact you? Did it teach you something? Challenge you? Reassure you? Move you? Make you angry? What emotions did it stir, and why?

  • What happened as you read? What was going through your mind? What specific lines, quotes, words or details stood out? Why?

  • What questions did it raise for you? What does it make you want to know more about?

  • What connections can you make between this piece or topic and something else you know about? Why? For instance, does it remind you of something else you’ve read, seen or heard? Something you’ve studied in school?

  • What did you think of the piece overall? What were its strengths and weaknesses?

Tip:

  • Take us into your thought process as you read by describing what you notice and wonder as you go. For example, check out how Hannah Li made sense of the Times’s reporting on Beyoncé by explaining her initial confusion and how she resolved it.

Example: In 2017, Hannah Li, of Syracuse, N.Y., chose “To Beyoncé or Not to Beyoncé: The Challenges of Confirming the Birth of Her Twins,” and wrote:

As long as you’re not living under a rock, you know Beyoncé recently had twins. That’s not news. But what was news to me was that The New York Times took great precaution when publishing the story. I mean, it’s Beyoncé! We want all the news we can get regarding her pregnancy. We don’t care if it’s just rumors! Right? Wrong.

In “To Beyoncé or Not to Beyoncé: The Challenges of Confirming the Birth of Her Twins,” Maya Salam explains her process of confirming details. When the rumors first leaked, all the gossip mags and many news sources jumped to publish something about the twins. Facts couldn’t be confirmed since neither Beyoncé or Jay-Z were talking, but that didn’t stop publications. Salam contacted many sources she had deemed reliable but she came back empty-handed from most. Nevertheless, she persisted and eventually found solid information.

This made me realize that The New York Times actually cares about all its facts, even in the most trivial aspects of life. Beyoncé is famous, so gossip mags and fans don’t really pay attention to the fact that even though Queen B is sometimes seen as a goddess, she is, in fact, human. So it’s important to keep the facts about her twins straight. In this era of fake news, it’s important to stay vigilant about what we hear and read, especially on the news. And if news sources have to work hard to get the facts straight on something as lighthearted as Beyoncé, then they must work even harder to maintain the veracity of harder topics.

Tip:

  • Show how a piece changed your mind or broadened your understanding of an issue. Notice how, in just 273 words, Louise Dorisca managed to write a stirring, beautifully expressed reaction to the 1619 Project, which was not just one article but an entire special edition of The Times Magazine. Then take a look at how John Fernandez Philippides embedded family history in his explanation for how a piece on cars changed his mind about data privacy.

Example I: In 2019, Louise Dorisca of Florida chose The 1619 Project and wrote:

It’s been 400 years since the first slave ship landed in America. Four-hundred years later, the country it was built upon remains. For me, the word ‘slavery’ brings up images of people, humans, being dragged away from the only home, family, and freedom that they have ever known, and being loaded into floating wooden prisons as cargo. From that moment on, they were no longer humans, they were slaves, and they would forever be.

I thought I could fully wrap my head around the severity of it. However, truthfully, I was never one to lament slavery. I never personally felt victimized by it, though I knew that if I was born only 300 years ago, I would be a slave. When I was younger, I recall my father telling me about his country, Haiti, and how it was the only place on Earth where if a black man stepped foot there, he was free. I now understand that freedom from slavery does not come without a price, and Haiti is still paying for theirs.

America is paying off their freedom, and it is very costly. Traces of slavery are found throughout America’s health care and prison system, in the wealth gap, and in the education we receive, like scattered pieces of broken glass. And as long as those pieces remain, I will be a victim of slavery. Even though I didn’t receive the whip to my back like my ancestors did, the scars will still remain. I am now aware of them. If I continue to be, maybe my children, and their children after, won’t have to be born with those scars, too.

Example II: In 2017, John Fernandez Philippides of Boston chose “Cars Suck Up Data About You. Where Does It All Go?” and wrote:

Born in 2000, I have rarely worried about the risks of the digital age. But this article about the information that cars collect about us spurred a dramatic shift in my opinion about privacy and data-tracking. For a long time, I didn’t care what information companies and the government knew about me. I couldn’t believe that my mom required us to keep our new Amazon Echo turned off and far from where we talked. When I complained about her unfounded paranoia, she revealed that her reasons for moving Alexa were more complex than I thought.

My mother’s family lived in Argentina during part of the “Dirty War,” a period starting in 1976 when the government abducted and killed thousands of Argentine citizens. Her father suspected that the government was spying on his family. When a group of soldiers entered their apartment and tore through his family’s belongings without their consent, they fled to the United States. I learned that the fear of surveillance is more deeply instilled in my mother than it ever could be in me, and my apathy began to erode.

Last week, as I read about how auto companies sell information about our driving habits and daily routines, sometimes without our consent, I wondered whether my family would have survived if the Argentine government had access to that kind of data and technology.

Now, unless I need her, Alexa remains turned off in my study.

Tip:

Example: In 2019, Jordan Ferdman of New York City chose an article headlined “Dozens of Young People Hospitalized for Breathing and Lung Problems After Vaping” and wrote:

I couldn’t have been older than 8 years old when my parents introduced to me the concept of intent versus impact. The idea that when you hurt someone, or your actions have a negative consequence, your intent is not what matters.

I cannot help but wonder if executive James Monsees understands my parents’ guiding principle. Though he acknowledged the rampant use among underage Americans, Juul products continue to sell. The effects of this are not, by any means, difficult to find: Shelia Kaplan’s “Dozens of Young People Hospitalized for Breathing and Lung Problems After Vaping” makes this abundantly clear. The bathrooms at my school are affectionately referred to as the “Juul rooms.” A well-known — and admittedly overdone — joke passed around in the hallways is about “toilets in the Juul room.” It would be easier for me to count my friends that don’t own a Juul than to count the friends that do. The vaping device has become so ingrained in teenage life that it’s difficult to go a day without seeing one peeking out of a pencil case or smuggled up a sleeve. Several of my classmates cannot go more than an hour or two without taking a hit in the school bathroom or, in some cases, the back of a classroom.

Executives claim hooking teenagers on nicotine was not the intention of the company, which is valued at $38 billion. But it is the impact, and failure to not only own up to that but to take larger steps to mitigate its damages is a disservice to the country’s youth.

What Students Are Saying About ‘Life by the Numbers,’ Accents and Pandemic Protests

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What Students Are Saying About ‘Life by the Numbers,’ Accents and Pandemic Protests

For this week’s roundup of student comments on our writing prompts, we asked teenagers to share stories about their current lives using numbers, explain what their regional accent means to them and share their thoughts on protesting during a pandemic.

We’d like to give a warm welcome to the new students who joined the conversation this week from: Belgium; Bloomfield, N.J.; Cary, N.C.; Clarence High School; Clinton, Utah; Oak Harbor High School; Rome, Italy; Santo Domingo; St. Catharines, Ontario and Versailles, Ind.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Using the piece as inspiration, we asked students to use numbers to illustrate what their transformed lives look like right now. They showed us, with data, how things big and small have changed over these last several weeks.

9 hours of sleep
7 wake up time
15 minute meditation
3 things for breakfast
1 New York Times prompt
2 online classes
1 hour of homework
15 minute snack
1 walk
45 minute lunch
1 art project
1 call with aunt
30 minutes of reading
6 hours of free time

— Jayla, DC

6 feet apart people have to stand
12 hours I spent on my phone
42 times I facetimed with friends
11 online classes
13 hours I slept
Millions of nurses, doctors risking their lives to keep us safe.

— Ana Sorrentino, J.R Masterman

0: This is the number of times I’ve seen my friends in person. This has definitely been one of the hardest part of quarantine.

1: The amount of times we’ve run out of toilet paper.

2: Amount of books that I have read.

3: Times I’ve checked the news on coronavirus. I’ve been trying to avoid it because I want to sty positive, and it’s so hard with the barrage of overwhelming facts and statistics.

4: Amount of pies that I have bakes

5: Amount of hours I spent on online school today

6: New recipes that I have tried.

7: The amounts of times I’ve chilled in the Jacuzzi

8: the number of movies I’ve watch with my family

9: the number of new exercise I found that I actually like doing

10: the amount of love I have on a scale of 1-10 for all my fellow teachers, friends, family, healthcare workers, and all of those affected by corona.

— Delaney, Pasadena

24/7 of always being with my sister since she is home from college.

0 hugs from friends since we are social distancing.

2 walks a day because I have so time on my hands to do that.

4 FaceTime calls a day to catch up with people and say hello.

7+ hours of screen time due to everything being online now and having extra time to play mindless games and scroll endlessly on my phone.

3 books completed since I now have the time to read.

4 times baking something from scratch during quarantine.

— Mary H, Nashville

My daily schedule has changed drastically. I try to stay busy to keep my mind away from negative thoughts, so this is the numbers of an average week:

5: the number of meals I cook each week. It’s been fun to have some time to experiment with new dishes that I wouldn’t before.

1: the number of games my family plays each week. For some reason, we’ve been watching more movies and shows than we have been playing games … I suppose it’s nice to get a reprieve from thinking, so it’s much easier to settle down and watch TV.

10: the number of times I exercise each week. I have been really relying on exercise to keep my spirits high and have something fun to look forward to each day.

2: the number of times I wash my hair each week. It used to be a daily affair, but now, when no one sees me or cares, why bother?

2: the number of times per day that I FaceTime my best friend. Quite possibly the only thing that keeps me sane. 🙂

9: the number of positive interactions with my brother daily … a surprisingly large increase from the amount I’d have on a regular basis. It makes these months so much more enjoyable.

1: the number of times per week I that I update myself on world news. I get small updates each day, but I only focus on it once a week, so it doesn’t seem so crushingly overwhelming.

10: the number of times per day that I long to be somewhere else … preferably the mountains. This semblance of a schedule is a nice anchor to keep me grounded while everything else is in chaos.

— Hailey, Cary, NC

My life before quarantine was 4 hours of sleep, 2 hours driving, 8 hours of school. That was it. The days did not change much and there was little room for anything besides just getting through each day without falling asleep in my classes.

Now my numbers look like 11 hours of sleep, 4 hours with family, 3 hours of school, 1 hour working out, and maybe 30 minutes driving. I have more freedom now than ever before to choose what to do with my numbers. I have gotten to read, have family movie night every night, and still have time to binge watch shows or play games. I would not change my new numbers for the world.

Madison, Nashville, TN

My life has changed drastically since the coronavirus pandemic. I would usually soar past 15,000 steps each day due to my soccer and my long walks to classes. However, now I barely average more than 5,000 steps a day. In addition I barely play as much soccer as I used to only around once or twice a week, nothing compared to my full week schedule of soccer before. I have also average more time playing video games; I average around 2 – 3 hours of video games a day. Almost triple the amount before this pandemic. However I have been able to get significantly more sleep. Due to no specific school start time, I can sleep in late and acquire more sleep. I also spend a lot more time on my screens, I used to spend only around 1 -2 hours. Now I spend close to the whole day on my screens.

— John, Los Altos

10, the number of times I’ve been running since COVID-19. Due to medical issues I haven’t been able to run in about 3 years. Now I finally am in a better place and have the time to run. I love running, it is such a mindful activity and I feel myself improving ever time I run.

27, my estimate of how many tree roots I have dug up in our garden. Every time I think I have uprooted the last one, another one appears. Crepe myrtles are vicious survivors.

7:30 am, the average time I wake up everyday even with school being out. I like to keep my schedule consistent and waking up around the same time everyday keeps me energized and organized.

— Alexis A., Cary, NC

Before quarantine I would get around 6 hours of sleep, would have dance class 6 times a week, would watch around 2 episodes of my favorite show a day and would work out once or twice a week. Now, I sleep for way longer, although I go to sleep very late, I have dance classes 4 times a week, binge watch a show in two days and work out every day. In some aspects I’m more proactive but sometimes I can live an unhealthy lifestyle by eating junk food, watching tv a lot more and not practicing for ballet enough.

— Gerlanda Di Stefano, Malverne NY

The Obvious: 7 hours, 13 minutes of screen time, up 18% from last week. 5: the number of Google Classroom assignments due at midnight tonight. 4: The number of loads of laundry done thus far.

The Unexpected: 9: The amount of smoothies I’ve made. Making good use of the extra time in the morning. 5: The amount of seconds I shaved off of my Rubik’s cube solve time!

The Wonderful: 6: The amount of people who volunteer with my nonprofit organization, LexGen. We teach civics to underserved groups and have been working on online resources for teachers to use in their virtual classrooms. The amount of support we have received during quarantine has been incredible! 4: The number of times I’ve FaceTimed my grandparents this week. I normally don’t get to talk with them often, but quarantine has brought us closer!

— Abhi Desai, Phoenix, Arizona

“The New York accent, as it were, is both music and ideology, instantly recognizable as sound and almost physically palpable, too,” Jon Caramanica writes in “How Does a New Yawker Tawk?” about a recent Instagram challenge to find the #BestNYAccent.

We asked students about their own accents — if they think they have them, where they come from and what they say about who they are. They expressed pride in the different ways they talk and found beauty in the diversity of language in their own communities and around the world.

I was born in St. Mary, Jamaica and it wasn’t until I moved to America that I began receiving compliments and questions in regards to my accent, an accent might I add that I didn’t believe I had. At first it was quite flattering not only would people compliment my “beautiful accent” but they would also compliment my “exotic facial features” and I loved it.

It wasn’t until my accent became the topic of every conversation that I began to get overwhelmed and tried my best to sound like the “typical American.” Jamaican slang is completely different from American slang for example ‘eat’ becomes ‘nyam’ and ‘child’ becomes ‘pitney’ and even to this day I catch myself saying the Jamaican term for an english word in the middle of a conversation and find myself getting slightly embarrassed.

However, I love my accent as it serves as a constant reminder of my parents who worked day and night to ensure that I had the best opportunity to achieve success and access to the best education. I think it’s important that people embrace their accents, in my opinion accents make everything sound ten times better.

— Quewanna Graham, Anna High School, Texas

While living in America I have continued to learn my first language, polish. When I visit Poland to see my family I always get strange looks or comments about my “American accent.” When I pronounce polish words I do so differently than everyone who lives there which leads me to getting looks from people at the store or people around me. Even though some may frown upon it, I am proud of my accent … It helps me show others who I am and where I’ve learned my morals and values. I think everyone should be proud of their accents because it is an interesting and fitting part of their identity.

— Karolina Smoter, Glenbard West HS Glen Ellyn IL

I never thought I talked different than everyone else until I moved to Georgia. I was born in Ohio, lived there for a few months, and Oklahoma for 3 years. I then moved to Georgia and stayed in Oklahoma with my tia every summer and Christmas break. Growing up primarily here, I’ve heard the southern drawl that almost everyone has. I’ve tended to pick up more of the Oklahoman side of the lingo rather than the Georgian. I’ve found it more comforting to keep the slight accent in common with my family rather than trying to change my lingo to match the cookie cutter southern fit. It gives me a sense of connection to my family that nobody else here can have.

— Starr Moody, Cass High School, Georgia

What my accent says about me is that I’m a foreigner, it’s something I’m proud of. It also says that I’ve been in America a long time, as my accent has started to change. My accent is a big part of my identity as that’s what most people notice me by. What it doesn’t say about me is that I come from hispanic background. So most people don’t expect me to know Spanish. My accent tells people my homeland. A place I’m proud to be from. And a place that I love.

— fhodgson, nyc

In America, I don’t have an accent. But in India I do. I try my best to speak Gujarati with a native accent but they can still tell that I am not from India. My family visits India every 4-5 years to either visit family or attend a marriage. My sister and I always get stares whether it’s our clothes or the way we talk. Nevertheless, my American accent is vital to my identity as a first-generation American.

Since India is full of diverse languages, people can often tell what part of the state you live in based on your accent. When trying my best, people can often identify that I live by Surat in India or that I belong to a certain group of Gujaratis. It’s amazing how so many languages can have so many different dialects. My accent in India makes me unique and describes who I am.

— Priya Patel, Hoggard High School in Wilmington, NC

I was born in Jamaica in which the people speak with heavy accents. Though I am fully Jamaican people in the United States don’t know it unless I tell them because I have learned to adapt to the type of speech spoken in the United States, New York specifically. However I speak in my native tongue around my family who also possess a Jamaican accent. I am able to effortlessly switch other accents when I encounter different people.

— Christoph Cunningham, Queens, NY

I believe accents are a firm part of our identity, and, though we may not realize it, we shift between different accents everyday. In other words, code-switching. The article mentions the infamous “New York accent,” and how it has a certain personality to it that is recognizable through its delivery and catchphrases. We tend to associate said accent with a certain stereotype of people. Loud, energetic, “bristly,” and likely many other characteristics of the typical New Yorker. In order to avoid stereotypes like this, we change the way we speak, the words we use.

I use casual language, often shortened sentences, and maybe a curse here and there when speaking with my friends. Yet, when talking with a teacher, so as not to be perceived as uncaring and undignified, I express myself in a much more articulate manner. I’m doing it right now — answering a student opinion question utilizing language far more formal than when I am texting with a friend. Accents not only represent our background, but our perception of a situation and the language it requires.

— Amelia Boeh, Glenbard West HS Glen Ellyn, IL

As an Asian Immigrant from the Philippines, I have a distinct accent that I personally try to avoid. In other words, I dislike my accent and tend to shift it because I believe it sounds weird. A lot of people say I don’t have an accent or share an accent with them because I tend to mimic their way of speaking in order for them to understand me. The only times my accent tends to slip is when I’m around people I am comfortable with; who may or may not share the same accent as me.

— David Jimenez, Glenbard West HS, Glen Ellyn, IL

While an individual’s accent is indicative of their heritage, it can be manipulated without changing with their personal values… I, for example, have a Trinidadian accent when I interact with my family. I use words that seem unintelligible to my classmates. Therefore, once I step foot into my school, I abandon my natural sing-song accent and employ an American accent. Despite this change, my thought process and my moral compass remain the same. I am still capable of loving my friends as I do my family, and I reserve the ability to think as the first-generation American with Trinidadian values that I am. Many individuals adjust their accents simply to make it easier on those around them. They free others of potential confusion and misunderstanding. However, no substance is added or subtracted by the abandonment of an accent.

— Leanne Maharaj, Maury High School

Having an accent reveals your identity. Part of having one is owning pride as well. I have no special accent but my family does. They have a Chinese accent that is mimicked all the time. It’s common for an Asian to say they’ve been made fun of for their language. It’s true. I’ve had many negative experiences concerning other students trying to make fun of. But, over time I built some pretty tough skin. To think about it, I don’t think my accent or my family’s accent has ever been put in a positive light. Often, most times people mock a certain accent or language to hurt the other person … It shoots their pride and wounds their spirit. It makes them believe deep down that they are not accepted. People who are able to consider other people’s accents make more friends. They don’t mock their Asian pals and push them away. They don’t mimic their close Boston friend who says car weird. They don’t punish their Pittsburg mates that say sodapop instead of soda.

— Derrik Nhin, Hershey, PA

Despite most of my family being Latino, half of us have little to no accent when speaking English; by that I mean my father’s side who mostly live in the states. Puerto Ricans, because we are a territory of the US are often taught basic English skills in school, so most of the population knows English, but often prefer to speak Spanish …

Funny enough, it’s my Spanish that has an accent, despite it being the first language I spoke. I’ve lived in the states for seven years now and I barely speak Spanish outside my house, so I guess I’m rusty. Every time I have to call my mom in front of my Latina friends, they have to cover their mouths so that they don’t laugh out loud. My Latina friends are all of Mexican descent, so my Puerto Rican accent is apparently hilarious to them. Puerto Ricans also have a strange vocabulary; being part of the US has turned some of our words into Spanish/ English hybrids.

Even my parents sometimes make fun of Spanish, saying I sound like a “Gringa” a derogatory word for white people who try to speak Spanish. I’ve improved over the years, but I still say a lot of nonsense.

— Natalia Rivera, Hoggard High School in Wilmington NC

Personally I have a mom who’s from Cleveland, Ohio, and a dad who was born and raised in North Carolina. I’ve lived in North Carolina my whole life, but every summer my mom and my younger sister would travel to Cleveland and visit her side of the family. One of my favorite things to do while I was in Cleveland was to chuckle at the differences between the distinct, nasally vowel sounds that the Cleveland accent is defined by. Word’s like “bag” became a nasally two-syllable word pronounced “bey-ag,” or sad as “sey-ad,” and applies any other word with a vowel typically pronounced as “ah” in a “standard” American accent. I’ve found that comparing and breaking down accents is a fun way to bond with people of similar, or different backgrounds as we start to notice and learn what an accent is defined by, and appreciate the differences that make up both of them.

— Sydney Pugh, Hoggard High School in Wilmington, NC

I think accents are really cool. each accent shows the specific person’s life experiences in a way. my uncle was born in Togo Africa, and even though he grew up speaking a blend of his town’s native language and English, now he has no accent that I can hear. my grandparents are originally from Oklahoma; you can tell by the way they pronounce many words. they both speak french however and can pretty easily swap accents. my aunt is German and grew up in a small town in Germany. she speaks fluent German and English and has a pretty heavy accent. I think it’s interesting how sometimes her accent is heavier than others, and she often switches to german in the middle of talking to my cousins. my cousins are also fluent in German and English and they have very distinct voices because they grew up speaking two languages.

— Bethany Farthing, norman ok

Being from the Boston area, I have some Bostonian distinctions in how I talk. I use the word “wicked” to replace “really.” Also use phrases like “Dunks,” “Bubbla,” and “frappe,” that people out of New England don’t know or rarely use. Additionally, I am a teen living in the 21st century with Tik Tok, Instagram, Snapchat, and rap music. Everyday there is new slang that is created on social media, and it goes viral in a matter of hours. Sometimes I find myself saying things I saw on Instagram without even trying. I like using the slang of our young generation, it’s something that helps young people connect to each other. Also, a lot of it is very funny and makes me laugh because half the time it’s complete nonsense. Therefore, I do like my accent it expresses where I come from and the things I am into!!

— Ashley DeRocco, Danvers

“How does this image relate to or comment on society or current events?” we asked students in our Picture Prompt “Protesting.” “What is your opinion of its message?”

They weighed in with their thoughts about the protesters across the country who have gathered to oppose the stay-at-home orders states have imposed to slow the spread of coronavirus. Here’s what they saw in the photo:

This image portrays a scene that I’ve seen in my own town, a bunch of people gathered together, holding signs that say things such as “Open Our County!” and similar things like that. Some of these people aren’t even wearing protective gear. I personally find these people incredibly selfish and illogical. First, this protest has at least two hundred people standing in close proximity to each other, so they clearly don’t seem to care about the safety of others. If we opened back up all businesses, there would be a second outbreak in no time. 4% of the students infected in my school would die, which I personally find unacceptable. I would refuse to go to school if we opened up, it’s just a bad idea all around. As hard as it is, we need to wait until it’s safe to open back up, I just wish these people would realize that.

— Cole Noberini, Hoggard High School in Wilmington, NC

I have seen images like this now multiple times and find it quite ludicrous. These people are protesting against the quarantine stating that they have the right to go into the stores as much as they want and whatever store in that matter and they feel like they should feel welcomed to leave their houses whenever. I find these people selfish and unbearable. You should stay inside because doing so you are saving lives. Frankly I don’t care if you want to have your store opened back up so you can go shopping if it means you risk making others sick. I feel like the people who are protesting this should take a step back and look at the risk factor. People can die from this if they are too old or already have a weakened immune system.

— Cadence, Farmington NH

To me, this image represents how clueless and uneducated our country can be. While staying at home during quarantine is boring and taking away daily routines for everyone, it is necessary to get our country back to some type of normal. If everyone goes back to the way life used to be and states are re-opened, the virus will only infect more people, this will not do any good. We’ve barely been quarantined for a month, it is absolutely not time yet to re-open our country and anyone who thinks so is not educated enough on the topic. Protesting in a large group where everyone is obviously not 6 feet away from each other and they have no forms of protection on is not only extremely unsafe for them, but everyone they interact with who could potentially get the virus from them. If and when these people get the virus, hospital workers will care for them like anyone else, because they chose to rise above their level of ignorance and danger, unlike these people.

— Arcadia SV, Brooklyn, NY

This image is a represent of the ignorance and misinformation that has become so widespread throughout our country. The protesters shown in the photo claim that the government is taking away their rights by forcing them to stay home. Not only is this false, it is also dangerous. By failing to follow the proper social distancing guidelines, these people have become threats to society. The question is why are there people who believe the exact opposite of what every credible source has said on the topic of the current pandemic. In my opinion, it is the underlying distrust of science, government, and media that have resulted in situations like these protests or the burning of 5G towers. Some peoples’ mindsets have become so ingrained into conspiracies, that they will dismiss any evidence against them as part of a plot.

— Niko Jukic, Glenbard West High School, Glen Ellyn IL

The image presented is most likely talking about the most recent virus that has spread from China, and how everyone is being forced to quarantine within their homes. I can imagine why people would be upset about this, everyone has to stop what they’re doing, which means they can lose their job, lose their hobby, and maybe even lose their loved ones from the virus. In other words, the government is removing some freedoms, which people do not like. If you allow the government to take away some freedoms, they’ll continue to keep taking away until there is nothing left, and that is what people are most worried about. I agree with these people, as the government shouldn’t be withholding peoples’ rights, but I recommend people to take necessary steps to distance themselves from other people to avoid getting the virus.

— Bennett C. Glenbard West

This image is saying that Americans in Michigan are sick of the way their state is being run. Although Americans should stay inside in order to be safe, it is immoral on how left extremists are taking it to prove their point. They are all out to prove a point that what their governor is shutting down is wrong. There are more cases in the state of Massachusetts (about 43,000) than in Michigan (almost 42,000), but they are taking more precautions, which does not make sense. Prevention is top priority, but at what cost? In my state, I am not allowed to go to church and worship God on a weekly basis, much like many other Americans. However, the nearest abortion clinic to me is open for business. This is wrong …

It is wrong to take away rights in such a strict and harmful way. They are even forcing these people who are protesting off of Facebook to prevent them from their right to the first amendment, free speech, and this occurs in other socialist countries like China. I thought that this country was a democracy of the people.

— Holly D. Danvers, MA

Humans, just like any other animal, do not like to be confined to an area. It makes us restless, and those who didn’t have the willpower to power through this situation decided to protest against this. The virus will not end with most social distancing and some congregating; we need to work together. All of us need to adhere to the recommendations of the social distancing so that we may be out even earlier.

— Saharsh Satheesh, Collierville High School, Tennessee

Claiming that the stay at home orders makes the United States a “tyranny” makes me worry for me and others who are complying to the order. I understand that we want to get back to work or school, but if we do not stay at home, this virus will never stop. If you have a home, stay there. If not, contact a local shelter. If you need food, contact a local food bank. When the entirety of America feels repercussions of this virus, there will always be someone willing to help. Go find them.

— Cheryl Yee, San Francisco, CA

What’s Going On in This Graph? | May 6, 2020

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What’s Going On in This Graph? | May 6, 2020

This graph and map, showing immigrants’ share of the U. S. population, appeared elsewhere on NYTimes.com.

By Friday morning, May 8, we will provide the “Reveal” — the graph and map’s free online link, additional background and questions, shout outs highlighting student comments and headlines, and Stat Nuggets.

After looking closely at the graph and map above, 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 and map?

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. Below the response box, there is an option for students to click on “Email me when my comment is published.” This sends the link to their response which they can share with their teacher.

4. 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, May 6, 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.

5. By Friday morning, May 8, we will reveal more information about the map at the bottom of this post. Students, we encourage you to post an additional comment after reading the reveal. How does the original article and the moderators’ comments help you see the map differently? Try to incorporate the statistical terms defined in the Stat Nuggets in your response.