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Film Club: ‘Criminalizing Homelessness Won’t Make It Go Away’

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Film Club: ‘Criminalizing Homelessness Won’t Make It Go Away’

4. 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, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “Criminalizing Homelessness Won’t Make It Go Away.” Mark Horvath, Adam Westbrook and Lindsay Crouse write:

If you live in one of America’s cities, you probably see homeless people all the time. You might pass them on your way to work. Maybe you avoid eye contact. If they ask you for money, maybe you pretend you didn’t hear, and walk on by.

But what if you stopped and listened to what they have to say?

As you’ll see in the Opinion video above, you might find their stories of landing on the streets strikingly relatable. Such accounts reveal a hard truth about our country: Amid an affordable housing crisis, where 70 percent of all extremely low-income families today pay more than half their income on rent, becoming homeless is easier than we’d like to think.

That’s what Mark Horvath discovered firsthand in 1995, when he lost his job and wound up homeless for eight years. He started interviewing people on the street in 2008, and began sharing those stories on his YouTube channel, Invisible People. He wanted to try to help viewers who might ignore their homeless neighbors see them not with scorn, or indifference, but empathy.

These stories are even more important today, as a record number of people experience homelessness and face increasing threats from the law. On April 22, the Supreme Court is set to hear the case of Johnson v. Grants Pass, the most significant case in decades about homeless people’s rights. The case will determine whether cities can arrest or fine the homeless — even if there’s no other shelter. As the homeless plaintiffs wrote, this would be “punishing the city’s involuntarily homeless residents for their existence.”

Every homeless person’s path is complicated, and in this video, we haven’t remotely captured anyone’s whole story. Yes, some are addicts, some are mentally ill, some have made unwise choices, and some are simply unlucky. Some are many of those things. But all of them argue that in the hardest moment of their lives, they have been largely abandoned, and even punished, by the rest of us. So we hope you’ll do more than dismiss, or judge, the people in this video, and instead listen to them.


Want more student-friendly videos? Visit our Film Club column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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.

What’s This Image Saying? Teens Weigh In.

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What’s This Image Saying? Teens Weigh In.

Every week in our Picture Prompts, we post at least one image from The New York Times, without a caption, and invite students to try and decode it. What do they think the image is communicating? How does it relate to or comment on society or current events? Can they relate to it personally? What is their opinion of its message?

This week, we’ve rounded up teenagers’ responses from three such prompts.

We often get imaginative interpretations from students from all over the world. And it’s always interesting to see how their perceptions are influenced by where they’re from, what they’ve experienced or how much they know about a certain topic.

But this is also just a useful exercise for classrooms everywhere to see how images, like words, can carry messages, and how we all “read” them differently. If you’re a teacher and you want to try this activity in your classroom, here are two ways you might use this post to do so:

  • Show students one or more of the images below and then invite them to respond to the questions above. What do they think the image is saying? Then, show them the student responses below to see if any are similar to their own.

  • Or, do the reverse: Let students see the responses first and then have them create an illustration that conveys one or more of those messages. Next, show them the actual Times image and have them discuss how it’s similar to and different from their own illustrations.

If you try either of these exercises, let us know the results in the comments! And remember, we post a new image like this each week.

Thank you to everyone who participated in the conversation on our writing prompts this week, including students from Greenbelt Middle School in Greenbelt, Md.; Helen Stacey Middle School in Huntington Beach, Calif; and Thailand.

Please note: Student comments have been lightly edited for length.

_________

We’ve all seen it in a cartoon or sitcom before. A closet or piece of furniture is stuffed full of trash and junk, which will eventually spill out everywhere.

But in real life, the same thing can be said for the way we all handle pollution — more specifically, plastic pollution. We treat it as a big and giant issue that is generally hidden from the human eye.

Sure, there’s a giant mass of it all in the Pacific Ocean, but who really cares? Big Corporations and Entities are not paying attention to extremely pressing matters such as continual trash buildup, whether in the ocean or on land. And one day, perhaps closer than you might think, that bubble will burst and all that will be left is the Flying Plastic.

Issac, GMS

I think that this image is saying that people litter a lot. A lot of people never pick up after themselves and leave a mess. It ruins the Earth. I remember seeing something at a hiking trail gift shop that showed three glass containers of dirt from 2018. One had a banana peel in it, that was gone because it had decomposed, one had a piece of paper that also decomposed, and one had a plastic fork, knife, and spoon, that were still there and never decomposed even a little bit.

EmIIY, California

This picture makes me think of how keeping our problems hidden, tucked away in plain sight, does not make them disappear. Many times we may realize that doing so makes the problems even bigger and less feasible to solve, eventually causing them to blow up in our faces. To me, assessing a problem I encounter and (if appropriate) tackling it head-on rather than avoiding it helps me learn and grow past my mistakes.

Neui, Thailand

I feel like this image is communicating that humans are thinking that they are being green so they ignore what happens and parts of consumerism. As an example, where I live, everyone is going “green” by having Tesla or electric cars. This genuinely has the same effect as gas cars and shows how consumerism affects our country. It can also be like the Stanley cup-obsessed people (not all people with Stanleys are obsessed). They think that they are being smart by buying so many reusable cups, feeding into consumerism and buying “cute little” add-ons that are unnecessary and expensive, cheap-material items.

Nina, California

I think this picture looks a bit like me! I hate hate hate hate hate hate hate (…hate) cleaning my stuff. If you took a tour of my room, I wouldn’t show you my closet or under my bed, because under my bed … let’s say that I don’t feel the need to hide my legs from monsters because there is zero room under my bed for them. Every time I fling open the doors to my closet, I brace myself earthquake-style (school drills, anyone?) against the barrage of random things, so I don’t get a concussion.

Leila, CA

I believe this image communicates the arts and power of the mind. Such as abstract painting. You let the brush and the colors paint the masterpiece. It represents how unique and intelligent the mind can be and it allows us to draw any sort of image we want, and visualize it.

Isabella, stacey middle school

I think this image demonstrates how our brain works. When you are writing an essay of some sort, you get thoughts from all over the place. You’re trying to connect the thoughts and have good word choices. When it’s something you think sounds correct, then you write it on paper. The idea soon goes away and new ones appear.

Hanna, Pittsburgh

I think this image is communicating how monotonous and repetitive tasks are in people’s lives, such as in work or school. The ball goes to the pink head, resulting in the hand attached to it writing something and the ball receiving a green check. The ball then descends from its place above the pink head, and this process repeats over and over. This image, to me, seems to show someone who does redundant tasks for the sake of marking them as complete or adequate. I see this a lot in my own life at school, particularly when students do assignments just for their grades.

Xiaoqing, Greenbelt Middle School

I think this image communicates that when students study or learn something, they write it down. But after they learn it and write it down, it slips away from their mind. I can relate to this because I think that most of the time it’s hard for me to really remember information. It takes a few times to comprehend it because the first couple of times, it just slips from my mind. This is a struggle when studying for tests so I just have to recite the information multiple times till it is stuck in my brain.

Jaydin., California

Personally, I feel that the image communicates the same obsession that our generation, as well as society, is often involved in within the topic of technology. The individual/user is seen scrolling through a website, rather quickly … they seem to be “scrolling” as a form of entertainment. Taking it into deeper consideration, the eye of the individual is “locked into” viewing only what is on their device, leading me to believe that their attention is solely directed to the content they are viewing. Rather than spending our spare time with loved ones, outside, or going on an adventure, I feel that we as a society are quite invested in the use of technology …

Peyton, Chester High School

I believe this image is trying to convey the message of connection and understanding online. Through the reflection seen from this person’s eyes, I observe a stream of texts. Sometimes, people aren’t able to present their true selves in public or face to face. As a result, many seek a sense of belonging in the online world. Without the pressure of a front that many put up in real life to cater to others so as not to be left out, people can become themselves online. Other times, there are introverts who aren’t able to clearly express themselves or have the courage to reach out to others in real life. As a result, they turn to the online world due to it being easier for them to communicate without the anxiety of talking face-to-face. Personally, I’m an introvert as well, so the online world serves as a comfort zone sometimes when I find it difficult to exhibit my emotions to others.

Linda, CA

This image seems to represent how when we are on our phones, we get immersed in it to such a degree that we lose track of time, and forget about homework, and plans we have, or we just do not go outside. I always see people in class on their phones, staring at their laps. These people are usually the ones who get sat in the back. They usually get caught, but when they can get away with it, they learn nothing in that particular day’s lesson. A lot of them either have really bad grades or cheat on tests regularly. These particular people rely on others to help them and sometimes copy work off of other people who pay attention in class.

Theodore, Westminster

I think this image is saying that we are spending too much time on our electronics. We are spending so much time that our eyes are getting damaged by all the lighting, especially during the night when your eyes naturally have a bigger black dot (I forgot what it is called). Your eye needs this because the bigger the dot is, the more we take in light so that is why you can see not bad in the dark. Since there is a bright light like your phone, your eyes take in a lot more light than it normally would at night. Overall I think the image is saying to take a break from your phone and go to sleep.

Gael, ca

I think this image is saying that everyone is on their phones and that people have lost all of the fun in them. When I was in videography last period, Mr. Andrews let us watch videos from the past on our school YouTube channel and they were so much more creative than our generation now. In the videos, everyone looked like they had fun and had nothing to be embarrassed about. In the videos, people actually danced at the dances. Nowadays, everyone has a phone and they go on apps like TikTok and Instagram. We scroll on our page and see people that are in the current trends or fashion and want to be like them. Now, people don’t want to be embarrassed to do things and show creativity because they don’t want to be the only one.

Joslyn, California


Learn more about Current Events Conversation here and find all of our posts in this column.

Our 15th Annual Summer Reading Contest

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Our 15th Annual Summer Reading Contest

And, too, at a time when some educators are alarmed by the ability of chatbots to do students’ work for them, this is a contest that rewards the human touch. As our step-by-step guide to participating shows, what we’re looking for are genuine personal connections to the news, explored with voice, style and personality — something A.I. can’t (yet?) do with anywhere near the verve of the teenagers we hear from.

Another reason? For some teachers, assigning the contest over the summer helps them to quickly get to know their new students when school starts. In our related webinar, Karen Gold, English department chair at The Governor’s Academy in Byfield, Mass., details how she uses the contest in this way.

But maybe the most compelling reason to assign this contest is what students themselves say about it. In 2017, Emma Weber, a student from London, posted that, thanks to the contest, “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.” In 2020 we invited Emma to help judge the entries, and here is what she had to say after Week 10:

I know firsthand that the Summer Reading Contest has the ability to change the way one engages in the news — I went from passively reading to actively thinking and questioning. The more you reflect on what is going on in the world and what interests you about it, the more you will understand your place within it. I urge all those who enjoyed participating this summer to continue reading, reflecting and writing.

Thank you for making this contest a hit year after year, and please spread the word that it’s back for its 15th season.

Good luck!

Any 13- to 19-year-old anywhere in the world is invited to join us, if you are in middle or high school, or if you graduated from high school and haven’t yet started college.

Every Friday starting on June 7, we’ll post a fresh version of this question: “What got your attention in The Times this week?” We will link to each week’s version at the top of this post. Here is an example from last summer. How you respond to this question will depend on your age and whether you are choosing to respond via writing or video, but all responses will be judged together.

For written responses:

GUEST POST: Interview with a Leader for Behavior Interventions in Trauma-Informed Pedagogy

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GUEST POST: Interview with a Leader for Behavior Interventions in Trauma-Informed Pedagogy

Marty Huitt is a seasoned educator and visionary leader dedicated to revolutionizing how schools support children struggling with behavioral and academic challenges. For over two decades, Marty has served as the Director of the Behavior Intervention Support Team (BIST) program in Kansas City, Missouri, shaping the landscape of educational intervention and support in more than 330 schools in nine states across the country.

With a steadfast commitment to fostering environments of empathy and understanding, Marty has trained over 4,000 educators annually and coached leaders and teacher teams nationwide, equipping them with the tools and strategies needed to empower students, teachers, and parents alike. She is a champion of the BIST Model, a transformative, trauma-informed approach that centers on nurturing a shared belief system among educators, one that prioritizes compassion and consistency in care for all students.

This February, Marty published her first book, “Cultivating Behavioral Change in K-12 Students: Team-Based Intervention and Support Strategies,” a comprehensive text that covers timely topics including fostering family partnerships, increasing teaching time, and collaborating with students and other adults to create lasting change. As a respected authority in her field, Marty has taken the stage as a keynote speaker for several national conferences, drawing on her charisma and fervent passion for the BIST Model to instill hope and resilience in educators.

Reflecting on Marty’s impact, one educator shares, “Listening to and learning from Marty changed not only my sense of obligation to students who struggle, it truly changed my life. From that point on, I began to see my purpose as teaching students, not content, and working to have a life impact with those students who deserved it the least but needed it the most.”

Can you start by telling us a little bit about your background? How did you get to where you are today? 

I “accidentally” started as a teacher for emotionally disturbed students in a residential facility in 1990. My original goal was to be a PE teacher and coach; however, at that time in education, very few PE positions were available. There were numerous available positions to work with students who struggled with behavior, so I picked up an additional certification.  

After teaching for several years in residential, I went to Liberty Public Schools, a suburb of Kansas City, Missouri, to work with 9th-grade students who struggle with behavior. That position provided the opportunity to collaborate more frequently with parents, something I now see as key to children’s success in the classroom. While teaching at Liberty, I was introduced to BIST (Behavior Intervention Support Team). The building in which I was teaching implemented this model, and I had the opportunity to become a lead teacher.  

Inspired by the impact of BIST on my students and myself, I left the classroom in 1997 and joined BIST as a consultant. This opportunity afforded me the privilege of being mentored by Nancy Osterhaus, the visionary behind the BIST model and then Director of BIST. This was an invaluable experience in my development and growth in supporting educators in their care for children. During this time, I had the opportunity to work with numerous schools and educators in how they support children who struggle with behavior. In 2003, I was invited to step into the role of Director of the BIST program.  

Two decades later, we are a growing team of 26 consultants partnering with teachers, administrators, and families in more than 300 schools in nine states. I have witnessed the remarkable growth of this program, driven by passionate, innovative educators who are willing to be vulnerable and open to new ways of working with students who struggle behaviorally. I continue to be amazed by how dedicated teachers are to helping their students experience success. That original drive to become a coach has translated into championing aspiring educators and coaching my BIST Consultants, and I love what I do. 

What is the BIST model? 

In a nutshell, BIST is a psycho-educational model that helps support students who struggle with behavior. It was implemented in schools in 1989-90 and has continued growing since its initial implementation. It is also a philosophical model that allows adults to become cohesive and like-minded in the way they think about students who struggle.  

Upskilling While Employed: A Journey of Continuous Learning with Alison

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Upskilling While Employed: A Journey of Continuous Learning with Alison

In today’s rapidly evolving workplace, staying ahead means continuously updating your skills and knowledge. Anas Malik Radif Alubaidi, a clinical research coordinator and public health medicine practice advocate, shares his experience with Alison, highlighting the impact of upskilling while employed. His story serves as a foundation for understanding the significance of keeping pace with industry trends, learning new skills, and how Alison facilitates this journey of growth and advancement.

The Power of Flexibility and Accessibility

One of the greatest challenges for working professionals is finding the time to pursue further education. Anas points out how Alison’s flexible online courses perfectly cater to this need. These courses are accessible at any time, from anywhere, and on any device, making them ideally suited for busy workers. This level of accessibility ensures that learning can be seamlessly integrated into one’s daily routine without disrupting work commitments or personal life.

Keeping Up with Industry Trends

The medical field, like many others, is constantly advancing. New discoveries, practices, and technologies emerge, making it essential for professionals to stay informed and skilled. Alison’s rich, up-to-date course materials are designed to enhance learners’ understanding and keep them abreast of the latest developments in their field. Anas’s experience underscores the importance of such resources in maintaining a competitive edge in the workplace.

Diverse Learning Opportunities

Alison offers a wide array of free courses across various disciplines, providing learners with the opportunity to diversify their knowledge and skills. Whether a Certificate or a Diploma course, Alison’s courses are recognised and valued by employers and institutions worldwide. This variety not only allows professionals to deepen their expertise in specific areas but also to explore new interests and career paths.

The Impact of Continuous Learning

For Anas, Alison has been a pivotal resource in advancing his medical knowledge and practice. The well-designed and self-paced courses, equipped with informative curriculums, have significantly improved his understanding of various medical topics. This continuous learning journey has not only enriched his professional life but has also empowered him to advocate for public health medicine more effectively.

In an era where knowledge and skills become obsolete rapidly, upskilling is no longer optional but a necessity. Anas Malik Radif Alubaidi’s story with Alison illuminates the path for professionals seeking to enhance their expertise while balancing work and personal commitments. It’s a reminder that learning is a lifelong process and that platforms like Alison are here to support that journey, offering flexible, accessible, and diverse learning opportunities. Let’s embrace the culture of continuous learning and stay ahead in our respective fields, inspired by stories like Anas’s.

What’s the Greatest Gift Your Parents Have Given You?

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What’s the Greatest Gift Your Parents Have Given You?

Empathy. Kindness. Hard work. Success. Wonder. What kinds of values and life lessons have your parents shared or taught you? Which have been most meaningful or valuable?

In the Opinion essay “One Thing Parents Can Control,” Esau McCaulley writes that parents cannot shield their sons and daughters from the world’s difficulties but can try to counter those things with joy:

My father was a long-haul truck driver. He piloted one of those eighteen-wheelers that had a horn that could raise the dead. As a kid, I longed to join him on his journeys and discover something of the world beyond Huntsville, Ala., where we lived.

Despite his numerous promises, he never took me along. That failure, and the addictions of his that defined much of my childhood, gave me an education of a different sort. I learned that the world could be cruel and disappointing.

Now that I am a father, I struggle with how much of that hard world to reveal to my sons and daughters. I recognize the privilege in even considering this. Parents of children in Gaza and Ukraine do not have the luxury of deciding whether to tell their young ones of evils done and all the good left undone. Bombs descending from above, indifferent to the innocence of youth, have become their instructors.

I believe that we all have a moral duty not to turn away from such suffering. During dinner my family and I have talked and prayed about war, poverty, racism and injustice. My hope is that if we instill a sense of empathy in our children, they might create a better world than the one we have made.

Mr. McCaulley continues:

Since December, my family and I have been abroad while I am on a research sabbatical in England. My 9-year-old son, Peter, a huge soccer fan, dreamed of seeing a Premier League match. He was persistent in the way only elementary school children can be. He arrived in Britain a Manchester City fan, but I couldn’t get tickets. When I managed to secure two Tottenham Hotspur seats, he immediately switched allegiances.

Watching Peter’s eyes widen as he approached the stadium, joy emanating from his tiny frame, was like that first ray of light after a downpour.

Son Heung-min, who is also a standout on the South Korea national team, is the Spurs’ star and captain. Our seats seemed to be in the part of the stadium filled with Koreans. The red, blue, white and black South Korean flag and the national pride it represented rippled in the wind beside Hotspur flags. The team itself was gloriously international with players from Europe, Asia, the Middle East, Africa and South America all working together on the beautiful game. For a moment, sport had united us, and my son got to see the world as friendly and good.

He concludes the essay:

It is hard to predict the impact of these experiences. Parents can only make deposits of joy. We cannot control when our children will make the withdrawals. Did my mother know that I would always remember that one time she took us all to the (now defunct) Opryland U.S.A. theme park in Nashville? I am not sure what the Hotspur game will mean to my youngest son two decades from now. But that day he was happy, and knowing that will have to be enough.

Parenting is always an exercise in hope, a gift given to a future we cannot see to the end. At some point, if God is merciful, our children will continue forward without us, left with the memory of love shared and received.

We are entrusted with the awesome responsibility of introducing our children to the world and the world to our children. We cannot and should not shield them from all difficulty. But it’s also necessary, periodically, to be a bit irresponsible, to spend a little too much on a soccer game so they remember that alongside the darkness, sometimes there is light. Come on, you Spurs.

Students, read the entire essay and then tell us:

  • What’s the greatest gift your parents have given you? Explain why it stands out among the many values and life lessons they have bestowed.

  • What aspects of Mr. McCaulley’s essay resonate most? Do you agree with his contention that joy is an essential gift that parents should give to their children? In what ways is joy present in your own life?

  • If you become a parent, what gift or lesson would you most want to give to your children?

  • While Mr. McCaulley believes parents should center joy in their children’s lives, he says, “We cannot and should not shield them from all difficulty.” How much of the suffering and injustice in today’s world do your parents share and discuss with you? Do you think that is the right amount?

  • Mr. McCaulley concludes his essay with a parent’s lament: “It is hard to predict the impact of these experiences. Parents can only make deposits of joy. We cannot control when our children will make the withdrawals.” Do your parents know any of the joys, gifts or magical moments they have given you? Consider sharing your writing with them. They will likely cherish it!


Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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 and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

An Elevator Filled With Robots

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An Elevator Filled With Robots

What do you think this image is saying? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, then read the related article to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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 and may appear in print.

Find more Picture Prompts here.

Word of the Day: erudition

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Word of the Day: erudition

The word erudition has appeared in 26 articles on NYTimes.com in the past year, including on Sept. 9 in “How Lauren Groff, One of ‘Our Finest Living Writers,’ Does Her Work” by Elizabeth A. Harris:

Groff, who has a goofy sense of humor and an unpretentious erudition, was raised in Cooperstown, N.Y., in a family of athletes. Her sister, Sarah True, was an Olympic triathlete. Groff played soccer at Amherst College and met her husband, Clay Kallman, on the crew team. Kallman said when they first got serious, he started running marathons to up his game.

… Groff will drop quotes into casual conversation, citing, say, Frank Lloyd Wright’s take on form and function, but she manages to do this in an entirely unaffected way, just tossing out an interesting nugget for consideration. Her editor, McGrath, said that Groff reread all of Shakespeare so she could write a version of “The Vaster Wilds” in iambic pentameter “just for fun,” as a way for her to master Elizabethan rhythms. (The final book is not in iambic pentameter.)

Can you correctly use the word erudition in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how erudition can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

Coursera Receives Industry-first Authorized Instructional Platform Designation from the American Council on Education

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Coursera Receives Industry-first Authorized Instructional Platform Designation from the American Council on Education

By Jeff Maggioncalda, Coursera CEO 

In a world of accelerating change, learners and institutions are looking for three things to ensure their online learning investment is worth it: high-quality education and training from trusted sources, a highly engaging learning experience, and a high level of assurance that learning will be recognized and valued by employers and universities. 

Today, I am excited to announce that Coursera is the first online learning platform to receive the Authorized Instructional Platform designation from the American Council of Education (ACE©) for academic integrity, security, and rigor of its learning experience. This approval also boosts the market value of industry-authored courses and credentials on Coursera that have earned ACE© credit recommendations. 

As an Authorized Instructional Platform, Coursera’s assessment framework, course design, and teaching and learning experience meet ACE’s rigorous psychometric, technology, and information security standards. It also means that courses that obtained ACE credit recommendations off-platform will maintain their recommendations if added to the Coursera platform.

“ACE’s partnership with Coursera will play an increasingly crucial role in assuring that non-traditional learning and industry training meets the rigorous standards deserving of academic credit. By providing a consistent and trusted framework for evaluation and value recognition, we can help industry and academia speak the same language, scale for-credit learning across entire systems of higher education, and equip large populations of students for jobs of the future.”

– Ted Mitchell, ACE President

ACE Credit Recommendations: making it easier to give and get academic credit for skills training and online learning

In addition to reviewing the platform experience, ACE also evaluates non-traditional learning content, including online courses and industry micro-credentials, and recommends how many academic credits a higher education institution may recognize for each one. Today, over 25 Professional Certificates and Specializations on Coursera from top companies, including Google, IBM, Meta, and DeepLearning.AI, have earned ACE or European Credit Transfer System (ECTS) credit recommendations.

For learners, ACE credit recommendations can:

  • Make it easier to earn academic credit for courses taken outside of academic institutions. For example, a learner who completes the Google IT Support Certificate can share their digital transcript with ACE credit endorsement for their local university’s approval directly through the Credly platform.
  • Enable faster progress toward a larger credential like a degree. For example, three degrees from Illinois Institute of Technology on Coursera recognize credit for 15 certifications or Specializations, allowing eligible learners to start learning before enrolling in the full degree.
  • Validate that learners’ educational investment is recognized by the market.

For institutions, ACE credit recommendations help:

  • Provide certainty that online learning programs are quality-assured, increasing employer trust and confidence in the credential value and skills of job applicants.
  • Simplify credit recognition for job training and career credentials that otherwise wouldn’t be offered on campus. For example, universities across the University of Texas System are integrating industry micro-credentials into their on-campus degree programs for credit.
  • Remove barriers to degree pathways to reach more students. For example, Empire State University (SUNY Empire), which reviews and accepts credit for prior learning for ACE credit recommended courses, partnered with the New York State Department of Labor to enable unemployed New Yorkers to transfer credits from eligible courses on Coursera into any of their 125 bachelor’s and associate degree programs.

“We are thrilled to see ACE recognize the transformative potential of industry micro-credentials, including Google Career Certificates, to bring higher education and industry closer together and unlock more economic opportunity for learners. As pioneers in this space, we are committed to expanding access to education and creating flexible pathways for learners to achieve outcomes, whether that’s starting a new career, developing in-demand professional skills, or earning credit towards a degree.”

– Lisa Gevelber, Grow with Google Founder

The ACE Authorized Instructional Platform designation provides a powerful testament to the quality, rigor, and integrity of the online learning experience underpinning every assessment, course, and credential from the world’s top universities and companies on Coursera. We look forward to continue working with ACE and our industry, university, and campus partners to offer and verify high-quality online learning and certificate programs, establish innovative cross-sector partnership models for large-scale programs, and create more pathways to education and economic opportunity for learners. 

To learn more about content that has received ACE Credit Recommendations on Coursera, visit the FAQ page. For more information about Coursera for Campus, visit coursera.org/campus.

GRAMMY GO™ partners with Coursera to educate and inspire artists on a worldwide scale

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GRAMMY GO™ partners with Coursera to educate and inspire artists on a worldwide scale

Courses will feature appearances from top artists and executives, including Victoria Monet, Janelle Monáe, and Jimmy Jam

By Marni Baker Stein, Chief Content Officer, Coursera

Today, GRAMMY GO™, a new online initiative from the Recording Academy®, is partnering with Coursera to offer music learning programs to aspiring artists around the world.  GRAMMY GO’s first Specialization, Building Your Audience for Music Professionals, is available today. This summer, GRAMMY GO will expand their catalog with a new Music Production Specialization, now available for pre-enrollment.

This partnership  is designed to harness the energy of creator-to-creator learning to grow a vibrant, diverse, and global music community. GRAMMY GO makes the wisdom and experience of GRAMMY® winners and nominees, Recording Academy members, and industry pros accessible in practical, up-to-the moment courses and content designed for creatives and industry professionals looking to build a future in music.

“Whether it be through a GRAMMY Museum ® program, GRAMMY Camp ® or GRAMMY U ® , the GRAMMY organization is committed to helping the next generation of creators flourish, and the Recording Academy is proud to introduce our newest higher learning opportunity with GRAMMY GO in partnership with Coursera,” said Panos A. Panay, President of the Recording Academy. “A creator’s music education is ongoing, and these courses have been crafted to provide participants with the essential tools to grow in their professional and creative journeys.”

GRAMMY GO content on Coursera features real-world advice from leading artists and producers. In Building Your Audience for Music Professionals, GRAMMY nominees and winners Jimmy Jam, Janelle Monáe, and Victoria Monét share advice on how to develop a strong brand presence and cultivate a devoted audience. Through case studies and hands-on activities, learners will understand how to craft a unique brand identity, connect with listeners, and effectively market themselves to stand out.

In the forthcoming Music Production Specialization, acclaimed musicians, vocalists, songwriters, producers, and audio engineers, including Harvey Mason jr., Stevie Mackey, Judith Sherman, Cirkut, and Hit-Boy, share insights from collaborating with musical legends like Elton John, JAY-Z, Jennifer Lopez, and Britney Spears. They’ll teach learners how to compose and produce chart-topping music, from covering the fundamentals of sound theory to perfecting vocals and refining tracks in hands-on projects. 

We are honored to partner with  GRAMMY GO and the Recording Academy to help empower the next generation of the music industry.

Enroll in the Building Your Audience for Music Professionals Specialization, and pre-enroll in the Music Production Specialization today.