Universities Teach Industrial Literacy

A coordinated workshop (Johns Hopkins + Roots of Progress, funded by Coefficient Giving) will train faculty to build courses that teach 'progress studies'—an interdisciplinary curriculum on how industrial civilization, innovation, and state capacity function. The initiative aims to produce open syllabi, case studies, and teaching guides for adoption across engineering, business, and social‑science departments. — If widely adopted, curricularizing 'industrial literacy' will shape the civic and policy priors of a generation of professionals and scholars, influencing debates on industrial policy, innovation, and public investment.