Arizona State University’s Mary Lou Fulton Teachers College placed No. 12 in U.S. News & World Report’s 2023 Best Graduate Schools of Education rankings among 279 universities that participated in the rankings survey. Among public universities, the college was ranked No. 5, ahead of the  University of California-Berkeley, the University of Texas-Austin and the University of Virginia. 

Arizona State University has 13 graduate degree programs that rank in the top 10 nationwide — including one that is ranked No. 1, according to new rankings just released by U.S. News & World Report.

ASU’s master’s degree program in homeland security was ranked No. 1 in the country, tied with the Naval Postgraduate School, and ranked higher than the programs at Harvard and Columbia universities. Last year, the homeland security degree program, in the Watts College of Public Service and Community Solutions, ranked third.

Arizona State University’s Mary Lou Fulton Teachers College placed No. 12 in U.S. News & World Report’s 2023 Best Graduate Schools of Education rankings among 279 universities that participated in the rankings survey. Among public universities, the college was ranked No. 5, ahead of the University of California-Berkeley, the University of Texas-Austin and the University of Virginia. 

The ASU+GSV Summit, a collaboration between Arizona State University and Global Silicon Valley, kicked off its three-day conference Monday in San Diego.

The annual event brings together educators, industry leaders, investors and entrepreneurs to take on the challenge of ensuring everyone has an equal opportunity to participate in the future.

Many of this year's sessions covered learning and education, including panels on virtual reality and the future of teaching.

Teacher Appreciation Week starts on Monday and is celebrated annually the first week of May. But here’s the catch — not all teachers like it.

Many appreciate and deeply value the individual expressions of thanks from students and families. But they also can’t help thinking that such forms of appreciation shouldn’t be mistaken for the kinds of systemic innovations that would actually improve education for learners and teachers.

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