Jeff Young at EdSurge has well-reported write-up of the first tranche of news regarding Carnegie Mellon University’s $100 million contribution of learning science software, tools, and content. More details of the contribution will be unveiled at the Empirical Educator summit, which will be hosted at Carnegie Mellon University on May 6th and 7th.
Stay tuned, folks. There’s a lot more news coming.
From the press release:
Carnegie Mellon has announced it will unveil a major release of tools, software and content that is intended to catalyze a new era of progress in educational effectiveness that is equal to the challenge of rapid change and growth in 21st century educational needs. The suite of tools is the product of over $100 million of research and development from a wide variety of funders….
The university will contribute the tools and content that embody much of its own research activity, with the goal of creating a global research community. The full scope of the contribution will be unveiled at the Empirical Educator Project’s (EEP)second annual summit, which Carnegie Mellon will host May 6-7.
That’s right, folks. Carnegie Mellon University is announcing a $100M contribution to provide educators at colleges and universities everywhere with tools they can use to fine tune their practice as empirical educators. And they will be unveiling the full scope of this staggering contribution at the second annual Empirical Educator summit, which they are kindly hosting for us, on May 6th and 7th. Huge news!
In February of 2019, the Empirical Educator Project announced its first public contribution. Duke and Carnegie Mellon Universities respectively released templates that are intended to simplify the IRB approval process for empirical educators who want to conduct publishable research.
I followed up on earlier California Community Colleges case study by talking about the business school literature in organizational learning. The Empirical Educator Project, and a project shared by Pearson at the 2018 summit, get mentions in the post, but more broadly, the implicit theme of developing a methodology of change of, by, and for academia is consistent with the philosophy of the project.
By late November 2018, we began to use the phrase “operational excellence at supporting student success” more frequently as a long term goal for higher education in general and the Empirical Educator Project in particular.
In a post on e-Literate I use the example of the Online Education Initiative at the 114-campus California Community College system to show how even such a large, decentralized system can begin with common purpose toward that goal if they think strategically.