Strada collaborates with students, policymakers, educators, and employers across the U.S. to strengthen the link between education and opportunity.
We prioritize policies, practices, and programs that help ensure postsecondary education provides equitable pathways to opportunity.
We advance our mission through research, grantmaking, social impact investments, public policy solutions, Strada-supported nonprofit organizations, and strategic initiatives.
ACE today announced the members of a national task force focused on improving transfer and award of credit practices to spur student success and reduce the time it takes to graduat
The analysis by the Strada Institute for the Future of Work and Emsi, a labor market analytics firm, draws on broad data sets about supply and demand in job markets. It is designed to identify skills that matter most, describing "skill shapes" or unique demands in a career field, region or individual. The goal of this approach is to inform the design of more targeted postsecondary training programs, curricula and related microcredentials, the two groups said.
Strada Institute for the Future of Work: Understanding local workforce needs
Using regional skill shapes to build a better learning ecosystem
These days working in a fast-food restaurant or other service-industry job often comes with a new benefit: a college education.
At the 2019 Strada National Symposium, Strada Chief Innovation Officer Michelle Weise explained how the New Learning Ecosystem will help more people find jobs and advance in their careers throughout their lives.
The New Learning Ecosystem provides working-age adults with opportunities to gain the training or education they need to advance or transition to new careers at multiple stages of their lives.
Forty-four million Americans are struggling to earn enough to support their families. Even if they are working, many are underemployed and lack the postsecondary credentials or training to progress in their careers. What will it take to remove the barriers and help them succeed? It’s time to build a New Learning Ecosystem to help them learn and earn throughout their lives.
Building an education-to-employment system centered on adult learners
Changes in the economy, technology and the future of work are already having broad implications—but the benefits are not distributed equally.
How can we create more transparency around shifts in the labor market and employer needs?
Fueling Innovation for the Learning Ecosystem of the Future
Human+ Skills for the Future of Work
Depending on who you ask, liberal arts graduates are either headed for a lifetime of serving coffee as a barista or are capable of doing absolutely anything. Most of these bold claims have little data underpinning them, so Strada Institute for the Future of Work joined forces with Emsi, a labor market analytics firm, to get some definitive answers.
We’re getting mixed messages about the outcomes of liberal arts graduates. Depending on who you ask, these graduates are either headed for a lifetime as a barista or are capable of doing absolutely anything. The answer lies somewhere in the middle.
At Strada Institute for the Future of Work, we believe that all Americans will need to harness the power of education throughout their working lives. Why? As medical advancements potentially extend our lifespan and as technology changes the nature of work, we are all potentially facing longer and more turbulent work lives.
Michelle Weise, Chief Innovation Officer of the Strada Institute for the Future of Work, describes what it means to be “Robot-Ready.” The Institute’s new report concludes that technical skills must be combined with uniquely human skills for the workforce to be fully prepared for the future of technological advancement.
Tell me how you do your job. This simple phrase is one way to determine how quickly your job might become automated in the future.
It’s interesting to see the evolution of the conversation within education reform circles. The “college for all” access agenda seems to have had its day. Getting in is no longer enough; many are recognizing the need to get better at the through and out parts, as well.
We all have heard stories of newly minted college graduates working as baristas or selling clothes at Gap. It’s what economists call underemployment: people doing jobs for which they are overqualified. Generally, however, we dismiss the phenomenon as a relic of the recession or a short-term problem affecting a small number of graduates who will find their footing soon.
A fireside chat with Michelle Weise, chief innovation officer of Strada Institute for the Future of Work, and Emily Chang, author of Brotopia: Breaking Up the Boys' Club of Silicon Valley.
In our national discourse on higher education, we give a lot of lip service to lifelong learning. But we’ve done little to rework our systems, infrastructure, and architecture of delivering higher education, so that it works better for working learners of all ages. While our rhetoric suggests that learning is lifelong, our actions seem to indicate that school is somehow over by age 30.
Underemployment's Long-Term Effects on the Careers of College Grads
Here’s something ridiculous for you: Futurists and experts on aging and longevity are now suggesting that the first people to live to be 150 years old have already been born. That is a long time to live — and work. It’s almost unfathomable: Will the careers of the future last 80 or 100 years?
When “The Voice” premiered in 2011, it distinguished itself from other televised singing contests by featuring a blind auditions phase. Contestants had 30 seconds to sing their hearts out while four rock-star judges sat with their backs turned to them. During that short 30-second interlude, each person had the opportunity to lure one or more judges to turn their chairs around based on voice only. Nothing else mattered.
First, it was about access. Then completion. Now, it’s about wellness. Over the last few decades, discussions in higher education reform have evolved from the concept of getting as many students through the doors of colleges, to making sure they complete their intended pathways. Now, the conversation appears to be shifting toward a question of educational well-being.
Elon Musk, founder of SpaceX, Tesla Motors and Hyperloop, has some serious reservations about artificial intelligence. And just as his inventions sound like something out of a sci-fi novel, so do his fears about AI: He worries that we risk unintentionally creating a super-smart machine that could obliterate humanity. One reason Musk is so eager to colonize other planets, in fact, is that he fears AI will wipe out the human race. We need a place to which to flee, he argues, even if it’s Mars.
Our mission at Southern New Hampshire University is to transform students’ lives. Our leadership team, faculty and staff all live and breathe this mission by relentlessly challenging the status quo and building a culture of resilience and adaptability to change. These conditions alone, however laudable they may be, are not enough to enable innovation.