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Non-academic skills, both motor and cognitive, can enrich research capabilities in unexpected and often unexamined ways, writes Stephen W. Harmon. Surely, everything we do, and many things we don’t, shape us as people. Yet we seldom stop to reflect on what is shaping us and how. Socrates said that the unexamined life is not worth living. That seems a bit harsh, but I do think it’s a good aspiration. I’m happy to take the opportunity to examine one facet of my life – my scholarship – through the lens of my hobbies.

“What does it mean to be human in a digital world?” That question is the focus of the new exhibition at Georgia Tech, “Extension of Self.” Curator Birney Robert is using art to promote STEM accessibility in a new show on view through Oct. 14, with the promise of another next year.

During the pandemic, assessment of student learning became even more important than usual as instructors sought tools to gauge student success in a remote, unexpected (and, for many instructors, new) educational environment. Prompted by Georgia Tech’s emergency shift to remote instruction, our team at the Center for 21st Century Universities (C21U) piloted a key performance indicator (KPI) tool designed to provide instructors with expanded insight into student learning and success in remote courses.

Steve McLaughlin, provost and executive vice president for Academic Affairs at Georgia Tech, has announced that initial planning is underway to explore the creation of a new academic unit around lifetime learning.

A team of researchers composed of members from Georgia Tech’s School of Public Policy, College of Computing, and the Center for 21st Century Universities took home multiple awards from the American Society for Engineering Education’s (ASEE) 2022 Annual Conference and Exposition for their paper.

Many organizations in the U.S. and worldwide are experimenting with digital credentials that provide equitable, verifiable records of the many forms of academic credentials available to learners — diplomas, professional certifications, and any of an increasing variety of microcredentials. The members of the Digital Credentials Consortium (DCC) — comprising 12 international universities — are working together to develop new digital systems for academic credentials.

Exhibit curator Birney Robert (College of Computing) has issued a call for artists and researchers working at the intersection of science and technology and addressing topics surrounding accessibility. Accepted work will be displayed in an exhibit titled, Extension of Self: what it means to be human in a digital world.

This exhibit will be hosted at Georgia Tech’s Price Gilbert Library Gallery in Atlanta and opens on August 8, 2022.

As we continue to live through a pandemic and pursue its end, we hold on to what we’ve learned, seek to regain what we’ve lost, and continue to build a more sustainable world —  and technology increasingly informs virtually every aspect of our lives, bringing both risks and rewards.

Where will it take us in 2022? This trends story highlights C21U's work with the NSF-funded Competency Catalyst project as well as our Microsoft Accessibility Grants and includes quotes from Ashok Goel and Matt Lisle

In an op-ed for Inside Higher Ed, Ray Schroeder explores uses of AI in higher ed, including Ashok Goel's AI teaching assistant, Jill Watson. 

Georgia Tech’s Center for 21st Century Universities (C21U) announced four winning proposals for a new accessibility-focused seed grant research program funded by Microsoft.

Georgia Tech’s Center for 21st Century Universities (C21U) announced four winning proposals for a new accessibility-focused seed grant research program funded by Microsoft.  

The GT-Microsoft Accessibility Research Seed Grant Program offered up to $45,000 in funding per winning proposal and was open to proposals from all Georgia Tech faculty, staff, and students. The program seeks accessibility-focused research and projects in digital accessibility / assistive technology, diverse student backgrounds, and campus life.  

Atlanta, GA

Georgia Tech is a major partner in a new National Science Foundation (NSF) Artificial Intelligence Research Institute focused on adult learning in online education, it was announced today. Led by the Georgia Research Alliance, the National AI Institute for Adult Learning in Online Education (ALOE) is one of 11 new NSF institutes created as part of an investment totaling $220 million.

For decades, the Georgia Institute of Technology has focused on advancing artificial intelligence through interdisciplinary research and education designed to produce leading-edge technologies. Over the next five years, Georgia Tech will make a substantial investment in AI that includes hiring an additional 100 researchers in the field, further solidifying its standing as a leader in the teaching and discovery of machine learning.

The National Science Foundation (NSF) has named Competency Catalyst, an initiative focused on innovative tools for workforce reskilling and led by partners including Eduworks Corporation (Eduworks), Georgia Tech, and the University System of Georgia (USG), as one of nine teams selected to receive Phase II Convergence Accelerator funding. Over two years, Competency Catalyst will receive $5 million in funding from the NSF Convergence Accelerator.

In response to the global impact of COVID-19, the National Science Foundation announced and awarded a series of Convergence Accelerator Rapid Response Research (RAPID) grants, of which Eduworks Corporation (Eduworks) and the University System of Georgia’s Bridging the Health Care Skill Gap project is a recipient.

Rich DeMillo, executive director of Georgia Tech’s Center for 21st Century Universities (C21U) will step down from the role, effective June 30, and return to a faculty position.

DeMillo, who is the Charlotte B. and Roger C. Warren Chair of Computer Science and Professor of Management, has served as C21U’s founding director since its launch in 2010 as Tech’s living laboratory for fundamental change in higher education.

Georgia Tech has joined MIT and 10 other international universities as founding members of the Digital Credentials Consortium, a collaborative, intercollegiate research and design group focused on the creation of verifiable infrastructure for digital credentials of academic achievement. The group has released a co-authored report that charts a viable path to developing such infrastructure.

Georgia Tech’s Commission on Creating the Next in Education (CNE) has been named the 2019 winner of the Association for Educational Communications and Technology (AECT) Annual Achievement Award. 

The Georgia Institute of Technology has been awarded a grant of $499,753 by the National Science Foundation’s Convergence Accelerator to develop the Competency Catalyst project in conjunction with the University System of Georgia (USG). The Center for 21st Century Universities (C21U) will work in partnership with a skilled project team that includes university faculty, researchers, and educational technology leaders from across the country to oversee the successful implementation of Competency Catalyst.

MIT Press has released a comprehensive, new volume of blended learning research by Georgia Tech faculty. Blended Learning in Practice: A Guide for Practitioners and Researchers was collected and edited by a team housed within the Center for 21st Century Universities (C21U) and spanning a number of departments across the Institute.