ACCESS:
- Weekly cross-curricular activities designed for use with any edition of USA TODAY
- Case studies, with discussion questions and activities, to help students analyze topics from multiple perspectives
- Searchable database of 3,000 complimentary lessons available for all content areas
SUBSCRIBE AND RECEIVE:
- Classroom newspaper subscriptions at discounted educator rates
- Grant request opportunities
CURRICULUM PROGRAMS:
- Support use of USA TODAY in the classroom
- Intensive reading
- Reading for English language learners
- Career exploration
The Collegiate Readership program supports three initiatives that enhance learning environments on the nation's college campuses:
READERSHIP
- Information about distribution of newspapers on campus; programming ideas; marketing and recycling.
VOICES
- Information and tools to get discussions, forums or debates going on any number of important topics.
ACADEMICS
- Real world examples motivate students to learn, apply and integrate concepts
USA TODAY has made a commitment to education that is unparalleled in the industry. Our education department has been in existence since 1983. USA TODAY’s Education Program is currently in place in over 25,000 K-12 classes across the country as well as in 500+ universities and community colleges impacting over 1 million students daily.
Educators have reached out to USA TODAY for over 25 years because of our unique format, credible non-fiction text, and topics that are relevant and motivating for students.
Students like reading USA TODAY because of our unique style, bold color and graphics and easy-to-access information. USA TODAY covers contemporary issues that students can relate to and easily understand.
Collegiate Readership Program
The goal of The Collegiate Readership Program is to enhance the learning environment on campus, by exposing students to the news in their living, learning, and community spaces. The program is designed to promote civic literacy and global awareness on campus through students’ daily exposure to the news.
