Better Classroom Engagement is the Way of the Future with Active Learning Classrooms: White Paper

whitePaper | January 9, 2023

This White Paper outlines the problems facing architecture students today and provides clear steps that should be taken to recruit and maintain a competent, skilled and diverse pipeline.

whitePaper | February 14, 2020

Establish a $5 billion annual matching grant to help states address unmet need and improve student outcomes. This “federal-state partnership” would reward states based on measures of affordability, tax effort, and productivity. States would be required to use these grant funds to reduce unmet need or improve outcomes among low- and middle-income students. 2. Increase mandatory Pell funding by $9 billion per year, with expanded eligibility for middle-income households and capped at the fourth income quartile. This would reduce unmet need for low- and middle-income students, making higher education more affordable and accessible.

whitePaper | December 19, 2020

The long-standing belief of training being a classroom-based or face-to-face activity underwent a rapid reconsideration stage, wherein face-to-face training lost 100% of its use owing to the current global lockdown in the face of the COVID-19 health crisis.

whitePaper | December 9, 2022

Every summer and fall, the news cycle is littered with stories about summer learning loss. This is because many students, especially those from vulnerable and disadvantaged groups, begin each school year performing at achievement levels that are below what they were before the start of summer break. In education, we refer to this as summer learning loss or the summer slide.

whitePaper | October 14, 2022

A white paper about why mobile learning is different from traditional learning, and what things must be kept in mind while curating content for mobile learning.

whitePaper | November 26, 2022

This type of analysis highlights key opportunities and demonstrates the linkage between various types of engagement activities. We likely all feel that if a graduate or supporter engages in one area, they are more likely to also engage in other areas – this data supports that.