About the HASTAC #FutureEd Initiative

Concerned about the challenges facing higher education? Join us and be part of the solution.

 HASTAC:  Changing the Way We Teach and Learn

The HASTAC #FutureEd Initiative is led by those with the most at stake in transforming higher education: students and faculty.  Open, worldwide, HASTAC-led and user-inspired, “The History and Future of Higher Education” assesses the educational legacies we’ve inherited in order to design new ways of learning for present needs and future aspirations.    

Below you will find many helpful resources that invite your contribution.  You will also find a growing list of people and institutions fueling this movement with experimental courses, workshops, seminars, research projects, and reading groups in different onsite and online locations, all open to the public. 

Everyone is welcome--students, full-time and adjunct faculty, independent scholars, and administrators from public and private research universities, liberal arts colleges, community colleges, K-12, vocational and for-profit schools, MOOCs, discussion groups, after-school programs, and lifelong learning institutions. 

We welcome policy makers, legislators, foundation and philanthropic leaders, librarians, curators, alt-ac professionals, journalists, business and political leaders, and the concerned public at large. The more varied the participation, the more we will learn.  

We are excited to hear about teachers (including some high school teachers) who are designing class or extra credit assignments to encourage their students to be involved in their own future and we've heard from several leadership teams of administrators, advisers, program officers, scholarship directors, and others who are meeting in groups and using the #FutureEd events to inspire institutional change. 

Let us know how you want to be part of #FutureEd and let us know how we can help you make it happen. 

Click on the “Add a Course” button and fill out a brief form to contribute a course or an event or to add your name to our listserv and receive our newsletter.  

Related posts

 

Participate now!

Crowdsource your ideas and success stories now!  We invite you and your students to contribute to three wikis hosted on HASTAC’s #FutureEd portal:  

  • Resources: an international list of books, articles, journals, websites, and more to help provoke and inspiring thinking about the future of higher education
  • Pedagogical Innovations: what do you do new and exciting in your classroom?  Share your new courses, methods, and other pedagogical ininnovations that are transforming your teaching and learning and can help to change higher education and learning more generally
  • Institutional Change: success stories, ideas, and road maps for how to lead innovation and scale change across your institution

 

MOOC (Massive Open Online Course)

Free, open, and with no prerequisites, a MOOC on “The History and Future of (Mostly) Higher Education” begins on January 27, 2014. Sponsored by Duke University through the Coursera platform, this open non-credit course will extend our reach to an anticipated audience of tens of thousands of participants worldwide.    This  InfoGraphic shows how this MOOC relates to the FutureEd Initiative and to three distrbuted, collaborative "co taught" FutureEd courses.

 

Conferences:

Liberal Arts Network for Development (LAND), Michigan Community Colleges: February 12-14, 2014, Michigan. "Breaking Boundaries."

Digital Media and Learning Conference:  March 6-8, 2014, Boston.  "Connecting Practices."

HASTAC 2014 Conference:  April 24-27, 2014, Ministerio de Cultura, Lima, Peru.  "Hemispheric Pathways:  Critical Makers in International Networks."  

 

Press:

All press requests should go to HASTAC’s Program Manager, hilary.culbertson@duke.edu.

For the Chronicle of Higher Education’s weekly updates (January to April 2014), written by graduate student leaders at Duke University, see “#FutureEd:  Thoughts from a MOOC on Higher Education.”

Inside Higher Ed is also following us. See, "50,000 Strong to Change Higher Ed" (Nov 4, 2013; follow-up Feb 2014). For an overview with infographic, see  “It’s Not a MOOC, It’s a Movement,” in Higher Ed Beta by Steven Mintz and Michael Patrick Rutter.  

 

Online Discussion Group: 

Anyone registered to hastac.org (it's free and open) can join the HASTAC #FutureEd Discussion Group, where you can post your syllabus, a discussion topic, or any other ideas/information.

 

Partnering Courses, Events, and Resources with an Open Public Component: 

Add a class

  • Tom Abeles, editor, On the Horizon journal, Rwanda
  • David Abernathy and colleagues, Warren Wilson College, d_SPaCE: Digital Scholarship, Pedagogy, and Collaborative Education discussion group.
  • Bryan Alexander, senior fellow for the National Institute for Technology in Liberal Education (NITLE) and author of Future Trends in Technology and Education
  • Rindy Anderson and Stephen Nowicki, Duke University, "How Organisms Communicate"
  • Anne Balsamo, Media Studies, New School, NY,  "DOCC 2013: Redesigning MOOCs for (truly) Transformative Learning" (Syllabus)
  • Randy Bass and Ann Pendleton-Jullian, Georgetown University, "The Future of Georgetown University as a Design Problem"
  • Steven L. Berg, Departments of English and History and Ocelot Scholars program, Schoolcraft College
  • Steve Brier and Matt Gold, CUNY Graduate Center,  "Digital Praxis Seminar"
  • Terry Brown, Provost and Vice President for Academic Affairs at the State University of New York-Fredonia, Friday Morning Coffee and Discussion
  • Simone Browne, African and African American Studies, University of Texas at Austin, "Race, Culture, Migration and the Digital"
  • Timothy Burke, Swarthmore College, Department of History, "West Africa in the Era of the Slave Trade"
  • Tony Carr, e/merge Africa Network, "Africa Backchannel for FutureEd participants in African higher education"
  • Lisa Cartwright and Elizabeth Losh, University of California, San Diego, "Feminist Infrastructures and Technocultures"
  • Centre for Research & Interdisciplinarity (CRI), François Taddei and Ariel Lindner, Leadership Program: Teaching Through Research, 23rd March - 2nd April. 
  • Kandice Chuh, English,  CUNY Graduate Center,  "Introduction to Doctoral Studies in English"
  • Dr Thomas Cochrane (AUT University, New Zealand), Prof. Dr Ilona Buchem (Beuth University, Berlin), Dr Mar Camacho (University of Tarragona, Catalunia), Catherine Cronin (National University of Ireland, Galway), Averill Gordon (AUT University, New Zealand), Helen Keegan (Salford University, UK), Dr Sarah Howard (University of Wollongong, Australia),Bernie Goldbach (Limerick Institute of Technology, Ireland), #iCollab community of practice. 
  • Coimbra Group (GC), Association of 40 European Universities, "eLearning and eTechnology Taskforce," Video Seminar Series, Beginning January 2014
  • Columbia University, numerous courses in equity, international policy, American Studies, on the purpose and future of higher education
  • Arindam Datta, with Nader Tehrani, Liam O’Brien, Joel Lamere, Lorena Bello, Cristina Parreno Alonso, Irene Hwang, and others, Department of Architecture, Massachusetts Institute of Technology (MIT),  "Biocapitalism in the Knowledge Economy"
  • Jessie Daniels, Lisa Brundage, and Polly Thistlethwaite, CUNY Graduate Center and Just Publics@365, Friday FutureEd Discussion Series
  • Davidson College President’s Office
  • Cathy Davidson,  Program in Information Science + Information Studies and PhD Lab in Digital Knowledge, Duke University, "The History and Future of Higher Education" (Syllabus--comments and additions welcome!)
  • Chicago Humanities Summit Chicago Humanities Festival in partnership with the Modern Language Association, the American Academy of Arts & Sciences, and the Gratz Center at Fourth Presbyterian Church, January 9, 9-noon, Chicago, Il
  • Petra Dierkes-Thrun, Comparative Literature and the Program in Feminist, Gender and Sexuality Studies, Stanford University, "Reimagining the History and Future of Queer Studies in Higher Education:  By Students, For Students" (draft course description)
  • FemTechNet Collective, “Distributed Open Online Collaboration (DOCC)”
  • Ashley Ferro-Murray, “MOOCing? A Contemporary Dance.” Theater, Dance, and Performance Studies, University of California Berkeley.
  • Patrick Finn, The University of Calgary, The School for Creative and Performing Arts- Drama, "New Media and Drama"
  • Caitlin Fisher, Film, York University, Toronto  "Future Cinema"
  • Megan Granda, Duke Office of Civic Engagement
  • Inderpal Grewal and Laura Wexler, Women's, Gender & Sexuality Studies and American Studies, Yale University, "Graduate Interdisciplinary Seminar in Digital Humanities"
  • Nancy Hayes, Florida State University College of Medicine, Designing a 21st Century Curriculum to Prepare 21st Century Physicians
  • Nadav Hochman, doctoral candidate, History of Art and Architecture, University of Pittsburgh. Visiting Scholar, Software Studies Initiative, The Graduate Center, CUNY. "Visualizing Cultural Patterns in Social Media Photography." April 10, Duke University.
  • Roopa Howard, University of South Australia, Australia
  • Susan Jeffords, University of Washington at Bothell, Academic Affairs, "Leadership and Innovation group"
  • Katie King, Women's Studies and American Studies, University of Maryland, “Experiments in Feminist Learning”
  • Julie Thompson Klein, English, Wayne State University, "Digital Humanities" and "Community and Identity in Digital Media"
  • Kim Knight, University of Texas at Dallas, Department of Emerging Media and Communication, "Fashioning Circuits
  • Adeline Koh, Center for Digital Humanities, Stockton College, "Introduction to Digital Humanities" (Syllabus)
  • Juliette Levy, University of California Riverside, "Violence and Latin American History" (Website)
  • Mary Litch, Chapman University, Honors Department, "MOOCs as Phenomenon"
  • Catherine Lombardozzi, LaSalle University, ITM 770 "History and Future of Higher Education" (Syllabus
  • Allan Luks, Elaine Congress and Francis Petit, Graduate School of Social Service/Graduate School of Business Administration at Fordham University, "Masters in Nonprofit Leadership"
  • Iain MacLaren, MA in Academic Practice and Course on Curricular Design, Centre for Excellence in Learning & Teaching
  • National University of Ireland, Galway, Galway, Ireland
  • Richard Marciano, Information Science and Director, Sustaining Archives and Leveraging Technologies (SALT), University of North Carolina, "Data, Public Scholarship, Community Participation, and New Models for Learning in Higher Education"  [workshop]
  • Robert McCaughey, Columbia University, "Alma Mater: The History of American Colleges and Universities"
  • Mark McGuire, University of Otago, Dunedin, New Zealand, "Open Otago Discussion Group" (Website)
  • Katherine McKittrick, Gender Studies, Queen's University, Canada, "Black Creative Science Cluster and Workshop"
  • Tara McPherson, School of Cinematic Arts, University of Southern California,  "Digital Media and Learning" (community-based praxis course), plus workshops on digital publishing at humanities centers around the U.S.
  • Bill Meador, TEDxABQED and Central New Mexico Community College
  • Karl Hagstrom Miller and Penne Restad, University of Texas at Austin, Departments of History and American Studies, "Designing History's Future"
  • Ministerio Cultura of Lima, Peru, "Hemispheric Pathways:  Critical Makers in International Networks" HASTAC 2014 Conference, April 24-27, 2014.
  • April Mojica, Hostos Community College (CUNY), Adjunct: Developmental Writing; Humanities
  • Sean Michael Morris, Managing Editor, Hybrid Pedagogy
  • James L. Morrison, UNC-Chapel Hill, "An Interview with a Futurist: The University is Dead! Long Live the University!"
  • Dr. Thalia Mulvihill, Ball State University, EDHI 613 Administration & Finance in Higher Education
  • Chris Newfield, English, University of California Santa Barbara, "English Majoring After College (Histories and Futures of Higher Education)"
  • Bethany Nowviskie and Purdom Lindblad, University of Virginia Scholars' Lab, "The Praxis Program"
  • David Palumbo-Liu, Comparative Literature, Stanford, "Histories and Futures of Humanistic Education:  Culture and Crisis, Books and MOOCs"
  • Penn State University, Center for Online Innovation in Learning (COIL)
  • PhD Lab in Digital Knowledge, Duke University, Online Learning Research Module
  • Dave Prensky, The College of New Jersey, Complex Organizations in a Turbulent Environment: Institutions of Higher Education
  • Todd Presner, UCLA, Digital Humanities 201: “Introduction to Digital Humanities: Methods of Knowledge Design”
  • Noel Radomski, Director and Associate Researcher, Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)
  • Andrea Rehn, Whittier College, Digital Liberal Arts Hub (DigLibArts@Whittier)
  • Howard Rheingold, Stanford University, "Social Media Literacies"
  • Carey Sargent, Occidental College, "Liberal Arts at the Brink? Navigating the Crisis in Higher Education" (syllabus)
  • Jentery Sayers, English, University of Victoria, Canada, "Digital Literary Studies: Histories and Principles"
  • Society for the Humanities, Cornell University, "Occupation: From Space and Time to Practice and Politics" [focal research theme]
  • Elin O’Hara Slavick, Art Department, UNC-Chapel Hill. “Visualizing Science.”
  • Doris Sommer, Romance Studies and African and African American Studies, "Pre-Texts: the Arts Interpret" [workshop]
  • Jesse Stommel, Department of Liberal Studies and the Arts, University of Wisconsin/Madison, and Hybrid Pedagogy
  • Mary Sullivan, Cape Cod Community College, History and Future of Higher Education Discussion Group
  • Francois Taddei and Ariel Lindner, Centre for Research & Interdisciplinarity (CRI), Leadership Program: Teaching Through Research
  • Kristen Treglia, Fordham University. History and Future of Education face-to-face discussion groups.
  • Sukaina Walji, Centre for Innovation in Learning and Teaching (CILT), University of Cape Town, Weekly study group
  • Laura Wexler, Women's, Gender & Sexuality Studies, and American Studies, Yale University, "DOCC 2013: Gender & Sexuality in Media & Popular Culture"
  • Alan White, Undergraduate STEM Education, University of South Carolina
  • Paul Yachnin and Leigh Yetter, McGill University, The Future of Graduate Education and Training in the Humanities
  • Mia Zamora and Erica Holan, Writing Project, Kean University,  "Exploring Connected Learning"

 

Additional Resources: 

 

Max Ramseyer's picture
Blog entry posted by Max Ramseyer.
Hey there HASTAC and world!I want to invite you and your brilliant minds to help me and my fraternity revolutionize the way students experience college. We need your help to come up with the most effective activities, methods, and pedagogies for our project, the Road. 
 
Mar 20, 2014
wfenton's picture
Blog entry posted by Will Fenton.
Conversations about the future of humanities tend to follow a predictable recipe: begin with a spoonful of anxiety (see also: fear, despair); add a smattering of nostalgia (for a bygone era when distinguished faculty members landed their first jobs); bring to boil under a fire of realism (kindled by junior faculty); and garnish with pride (enjoyed by all).
 
Feb 27, 2014
3
nlambert's picture
Opportunity posted by Nikki Lamberty.
Carleton College seeks a recent Ph.D. with expertise in the Digital Humanities to fill a Robert A. Oden Postdoctoral Fellowship for Innovation in the Humanities. The fellowships are two-year appointments for a faculty member with doctorate in hand and received no more than five years previously. The positions involve half-time teaching (two courses one year, and three courses the next), and half-time research and writing. Teaching will include at least one introductory course in the Digital Humanities, and at least one course in the persons disciplinary specialty.
 
Feb 27, 2014
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
As many of you know, I have just accepted a position directing the Futures Initiative at the Graduate Center, City University of New York, the largest public urban university in the U.S.   I have had a great run at Duke and will miss so many faculty and students and, at the same time, I am thrilled beyond words to be pat of such a great, vibrant institution as the Graduate Center and part of an effort to "advance collaborative and participatory innovation in higher education.."  Here's the official Graduate Center
 
Feb 26, 2014
brucecaron's picture
Blog entry posted by Bruce Caron.
brucecaron-img-3/17/2014 - 12:35pm
 NOTE: Junana: Game Nation is a sequel to the novel Junana, in which a learning Game is invented that pushes the limits of online learning and propels its players into a new perspective on learning and living at the start of the 21st century. Game Nation takes place 10 years after the Game was introduced.   DRAFT DRAFT... for discussion only... typos will be found.
 
Feb 20, 2014
izzy's picture
Event posted by Isabella Medici.
Hello Race Online & FutureED members! I'd like to share an event that some of you may be interested in participating in: "1850charla"http://practicebased.re/search/transmedia-storytelling-1850charla/
 
Feb 19, 2014
Colin Greenstreet's picture
Blog entry posted by Colin Greenstreet.
The MarineLives academic/public history hybrid project has had a presence within HASTAC since late January 2014.It has been a fantastic learning experience to see such an active community (and communities) of interest, supported by decent technology.
 
Feb 20, 2014
2
Colin Greenstreet's picture
Blog entry posted by Colin Greenstreet.
Colin Greenstreet-img-2/19/2014 - 2:20am
The MarineLives project uses a variety of digital and social media to communicate with its volunteers, and to reach a wider and developing public.
 
Feb 18, 2014
2
Kaysi Holman's picture
Blog entry posted by Kaysi Holman.
Designing Higher Education from Scratch:
 
Feb 17, 2014
Andrew Shaw's picture
Blog entry posted by Andrew Shaw.
In the late eighteenth century, one of the most common occupations was sailing. With a world economy largely dependent on naval trade, the smooth operation of a sailing vessel was of utmost importance. Professional sailors needed a perfect knowledge of how a ship worked and how to peak its performance. To learn the required skills, sailors would often start off early, accompanying ships on their journeys across the globe, learning firsthand. However, those who didn’t get such a head start were at a serious disadvantage.
 
Feb 16, 2014
Academia, Higher Education
leahmacvie's picture
Blog entry posted by Leah MacVie.
Over the last few weeks, I have been immersed in knowledge about knowledge. I am currently a Ph.D. student looking at how informal and DIY learning is impacting higher education, primarily medium-sized institutions. I am lucky that all three of my Ph.D. classes right now are allowing me to explore this area and that I am currently enrolled in  History and Future of Mostly Higher Ed, which is really helping to bring my thoughts to a focus. We now find ourselves at a crossroads.
 
Feb 16, 2014
5
Elaine Congress's picture
Blog entry posted by Elaine Congress.
Two recent articles in the NY Times are very related to the themes of this course.1.  First accredited free online undergraduate degreeshttp://www.nytimes.com/2014/02/14/education/free-online-university-recei...2.  Growing divide between academia and the real worldhttp://www.nytimes.com/2014/02/16/opinion/sunday/kristof-professors-we-n...     
 
Feb 17, 2014
Academia, Higher Education
Kaysi Holman's picture
Blog entry posted by Kaysi Holman.
The information below is copied from the About You page of the FutureEd MOOC. The markers on the map were placed by the participants of the FutureEd MOOC, and the data for the infographics (courtesy of Kim Manturuk of Duke University) is from the pre-course survey that participants took. We are so excited and privileged to learn together with people from around the world! 
 
Feb 14, 2014
Cathy Davidson's picture
Blog entry posted by Cathy Davidson.
Over on the "History and Future of Higher Education" site, several people are engaged in yet another pretty remarkable, high level, and serious discussion of attention, multitasking, and distraction:  https://class.coursera.org/highered-001/forum/thread?thread_id=667.  I offered the very long series of comments back in this dialogue.   And, as part of #FutureEd, I've made a commitment to share some of what is happening in the MOOC beyond the MOOC.  So here are my comments.  To be p
 
Feb 8, 2014
1
tinadavidson's picture
Blog entry posted by Christina Davidson.
Wednesday marked the fourth week of the face-to-face class and our second round of inter-campus Google Hangout discussions with Duke, UCSB, and Stanford. This time the conversation featured Dr. Cathy Davidson and her book Now You See It: How Technology and Brain Science Will Transform Schools and Businesses for the 21st Century (2010). Like our Hangout with Dr.
 
Feb 7, 2014
1
ValerieR's picture
Blog entry posted by Valerie Robin.
I teach second semester composition using Cathy Davidson’s book Now You See It
 
Feb 7, 2014
3
Pedagogy
Kaysi Holman's picture
Blog entry posted by Kaysi Holman.
Kaysi Holman-img-2/4/2014 - 4:27pm
One of the FutureEd MOOC participants, Vahid Masrour, posted this beautiful mind maps outlining the first week of lecture content into the forums. Interestingly, I replied that he should post to the course wiki, and he replied that he wasn't sure how to do so. Before I even got back to the forum post, another student had posted it there. 
 
Feb 4, 2014
Kaysi Holman's picture
Blog entry posted by Kaysi Holman.
Kaysi Holman-img-2/4/2014 - 4:27pm
One of the FutureEd MOOC participants, Vahid Masrour, posted mind map of week 2: View the original image here. 
 
Feb 4, 2014
tinadavidson's picture
Blog entry posted by Christina Davidson.
A lot has happened in a week! Or rather, a lot has mobilized. Last week the MOOC “History and Future of (Mostly) Higher Education,” opened. I woke up early to watch the videos that had been sent ahead of time to the Community TAs and then headed over to Duke’s Smith Warehouse to monitor the activity on the site when the MOOC officially opened at 10am. From 10am-1pm, I fielded some questions and posted some of my own.
 
Feb 5, 2014
1

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ewesseli

Trend report Open Education Netherlands

Just out: http://www.surf.nl/en/knowledge-and-innovation/knowledge-base/2014/2014-...

Lots about MOOCs and their potential role in Open Education in general.

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