The Weekly Digest

"All information belongs to everybody all the time. It should be available. It should be accessible to the child, to the woman, to the man, to the old person, to the semiliterate, to the presidents of universities, to everyone. It should be open." - Maya Angelou

U.S. News shares details from two new reports which indicate that "free college" most benefits middle- and upper-income families. (U.S. News)

The Atlantic discusses recent student protests about projects which require them to speak in front of their classmates, citing social anxieties which make the process unreasonably difficult for some. (The Atlantic)

The Washington Post discusses the hidden costs of state cuts to higher education spending. (Washington Post)

Education Week outlines the momentum behind new teacher strikes across the country. (Education Week)

Research commissioned by Texas Instruments finds that math students' main motivation is proving "they can do it." (Forbes)

From the Ed Psych Job Board

Assistant Professor – University of Illinois at Chicago (Link)
Assistant Professor – University of Virginia (Link)
Assistant/Associate Professor – Sonoma State University (Link)
Assistant Professor – University of Wisconsin-La Crosse (Link)

Remember that it's always free to share job posts with Division 15! Simply email a post to Wade George (as a Word or Pages document) for inclusion on our job board and future digests.

Featured Podcast of the Week: Alex List

In Alex List's episode of our new "Emerging Research in Educational Psychology" podcast, she and host Jeffrey Greene discuss the ways students manage multiple sources of information when learning.
(32 Minutes)

📲Listen on iTunes here.
🔊Listen on SoundCloud here.

Call for Chapter Proposals – Teaching on Assessment

An upcoming volume in the Theory to Practice: Educational Psychology for Teachers and Teaching series has been announced under the title Teaching on Assessment. Its editors are now seeking chapter proposals; learn more (and find submission instructions) here.

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