Through
5/7
A round-up of Penn mentions in local, national, and international media.
Penn In the News
Sigal Ben-Porath of the Graduate School of Education says that faculty members and academic leaders can promote depolarization by encouraging constructive dialogue in and out of class, cultivating viewpoint diversity within boundaries and expanding civic spaces.
Penn In the News
Peter Eckel of the Graduate School of Education says that demographics is destiny when it comes to the future decline in the traditional college-age population.
Penn In the News
Jonathan Zimmerman of the Graduate School of Education writes that teaching schoolchildren about the rights and responsibilities of citizenship might be the only way to heal our polarized society.
Penn In the News
Jonathan Zimmerman of the Graduate School of Education says that skepticism about science is almost built into the DNA of the U.S., in part because of its form of government.
Penn In the News
Jonathan Zimmerman of the Graduate School of Education says that America has lost a shared national narrative.
Penn In the News
Karen Weaver of the Graduate School of Education says that cutting sports is one of the most difficult things any college athletic director or president can do because some of the most loyal and dedicated alumni are former student athletes.
Penn In the News
Jonathan Zimmerman of the Graduate School of Education says that PragerU videos are highly inaccurate and shouldn’t be incorporated into schools’ curricula or embraced by school districts.
Penn In the News
Christian Terwiesch of the Wharton School says that his expectations are higher now for student work, while Ph.D. candidate Andres Zambrano in the Graduate School of Education explains how ChatGPT helps him with translating and writing.
Penn In the News
Dean Katharine Strunk of the Graduate School of Education says that math issues are most pronounced among Black, Latino, low-income, and other vulnerable students, as with many learning setbacks.
Penn In the News
Jonathan Zimmerman of the Graduate School of Education says that the ambiguity of bans on teaching topics creates more anxiety among educators.