Will Higher Education Be the Next Bubble to Burst?

CAROL’S SUMMARY:

In the last twenty-five years, average college tuition in the United States has increased 440%, more than four times the rate of inflation and twice the rate of medical care, states the article below from today’s Chronicle of Higher Education. With the stock market decline of more the 30%, many parents and students are asking if Higher Education might be the next bubble to burst as they scramble to seek lower priced options for learning. Many
students will live at home and go to community colleges this fall, the applications of which are up nationally by 40%.

Colleges are also looking at innovative ways they could avoid a bubble burst. Some are recommending year-long programs and many are already offering more nighttime and weekend classes. Colleges are also looking at increasing on-line course offering to up to 20% or more to compete with
non-traditional establishments like the University of Phoenix. But more institutions need to see this situation as urgent and morph to new, more workable models.

What we can learn from the dot com burst and the current housing crisis, which has sent markets world-wide roiling, is that no established institution is immune from reinventing itself–including education. The earlier we can take charge to establish new, more efficient learning options with higher quality of delivery at more affordable prices, the more we will
be able to educate the masses. Those who need this most to improve their lives and fuel our economic future–low income students who can least afford these sticker prices–will stand to gain the most over the course of their lives if we can turn this around now. As a nation, we stand to have few people in prison, fewer people in low earning jobs and more people contributing to the betterment of their own lives, their community and the world as a whole.

ARTICLE
By JOSEPH MARR CRONIN and HOWARD E. HORTON

The public has become all too aware of the term “bubble” to describe an asset that is irrationally and artificially overvalued and cannot be sustained. The dot-com bubble burst by 2000. More recently the overextended housing market collapsed, helping to trigger a credit meltdown. The stock market has declined more than 30 percent in the past year, as companies once considered flagship investments have withered in value.

To view the entire article visit
http://chronicle.com/temp/email2.php?id=xcrHNkgzDmxtWbgp2dwgffkNbSdZJtw5

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Colleges Seek New Ways to Give Students a General Education

CAROL’S SUMMARY:

What do college graduates today need to know? In the article below, colleges are carefully reviewing a long standing guideline developed in 1945 by professors at Harvard. The call at that time was for: honest thinking,
clearness of expression and the habit of gathering and weighing evidence before concluding. In a nutshell, this is the heart of critical thinking.

But colleges today are looking at those learning components in a larger context. Grads are entering a global world, and they need knowledge as well as these skills which employers require:
  *teamwork skills with diverse groups
  *strong written and oral communication
  *general success skills not tied to majors.

Employers want skills and experience, not merely knowledge and inert critical thinking skills. So today’s colleges must come up with learning outcomes whereby students can measure their progress in class and out in effort to become world-class ready.

ARTICLE:
Chronicle of Higher Education
By David Glenn

A balanced diet of course work—a mathematics class here, a few history and literature courses there—may be a fine and healthy thing. But course-distribution requirements probably are not enough to guarantee that undergraduates acquire a broad range of knowledge and skills.

To view the entire article visit
http://chronicle.com/temp/email2.php?id=zNnyfgCbvymwsVcGXFgQHT5cx32QngVN

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Not Enough Time in the Library

CAROL’S SUMMARY:

In the article below, the case is made that many of today’s students are tech-savvy and research-stupid. Faculty assume that because students know how to use technology that they also know how to make good judgments,
evaluate sources, acquire information on-line as well as from the library, etc. Indeed, many college students don’t know how to use the library.

The bigger issue here goes beyond research skills to the general ability to have solid critical and creative thinking skills. If high schools begin to work with their freshmen on these skills they will not only have better research abilities, they will also make more informed life decisions, be able
to weigh pros and cons in decisions they make and be much more mature in their overall outlook on college, career and life. If these skills are developed, they will be better students, get better jobs and lead better lives.

LifeBound is publishing Critical and Creative Thinking for Teenagers next month.

ARTICLE:
Chronicle of Higher Education

Just because your students are computer-literate doesn’t mean they are research-literate.

By TODD GILMAN

As an academic librarian, I hear an awful lot of hype about using technology to enhance instruction in colleges and universities. While the very word “technology” — not to mention the jargon that crops up around it, like “interactive whiteboards” and “smart classrooms” — sounds exciting and impressive, what it boils down to is really just a set of tools. They’re useful tools, but they don’t offer content beyond what the users put into them

To view the entire article visit
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The Curse of the Class of 2009

According to the article below, this year’s graduates will experience the lowest wages in the last twenty five years and can be impacted by those low wages for at least a decade.

Interestingly, I graduated in 1984 which was the last really bad economy. I got a job with a degree as an English major and was paid $14,000 a year with a company car. This was a time when almost all graduates were majoring in Business. It was a good job and ended being a place where I made my career for seventeen years before I started my own company. At age twenty-six, I was promoted to Assistant Vice President, and I managed a team of fourteen people. Many of my friends also landed strong starter jobs such as this, which yielded great experiences as time went on.

What made those of us stand out and become recession-proof was:

1) A willingness to learn, to grow, to work hard and to do high quality work.

2) Experience through internships which could attest to our business acumen and maturity.

3) A strong academic record complemented by leadership experience.

4) A creative, determined and resourceful attitude which involved making a difference.

If you are graduate who really offers value, focuses on results and is a delight to work with you, too, will have the strongest chance of landing a job as a starting point which can blossom into a career for you. Don’t worry if the job isn’t paying much, focus on what experience it provides to you so that when the economy turns around you will be ready to soar.

_____________________________________________________________________________________________

ARTICLE:

Wall Street Journal
By SARA MURRAY
The bad news for this spring’s college graduates is that they’re entering the toughest labor market in at least 25 years.

The worse news: Even those who land jobs will likely suffer lower wages for a decade or more compared to those lucky enough to graduate in better times, studies show.

To view the entire article visit
http://online.wsj.com/article_email/SB124181970915002009-lMyQjAxMDI5NDExMTgxMTE5Wj.html

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East Carolina U. Uses Simple Technology to Link Its Students With Peers Overseas

CAROL’S SUMMARY:
East Carolina University is developing innovative new ways for students in the U.S. to collaborate with their counterparts in foreign countries. What started as a modest pilot in 2003 between East Carolina U. and Soochow in China, has become a successful model for 23 universities world-wide in seventeen countries from five continents. East Carolina University has made it a point to partner with institutions world-wide who are willing and
interested in new learning models in the age of technology. But they didn’t stop there. They also enlisted the support of the U.S. State Department to help the broker relations with schools in countries they knew little about. With a fairly simple platform, these students are participating in classes for freshmen on global learning. What a way to motivate and inspire freshmen students to succeed in college, career and life!

This will, no doubt, become a new standard for learning as collaboration continues to flourish in the age of technology and global exposure becomes one of the most valued skills.

ARTICLE:
Chronicle of Higher Education
By KARIN FISCHER

Just 1 percent of East Carolina University undergraduates study overseas.

But thanks to a pair of enterprising faculty members, a growing number of students are having international experiences without ever leaving the Greenville, N.C., campus. The university’s Global Understanding program uses inexpensive and relatively unsophisticated technology — a low-bandwidth video link and e-mail chat — to connect East Carolina students with counterparts at 23 institutions in 17 countries and five continents.

To view entire article visit
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Giving Internships a Post-College Try

CAROL’S SUMMARY:
Internships, as the WSJ article below indicates, are one of the best ways to gain real-world experience. Even if you have already graduated, think of a way you can intern with or without pay to determine:

1) Is the career you are interested in right for you?

2) Are your skills and knowledge suited to excel in this field?

3) Do your fellow co-workers have confidence in your abilities?

4) Do you have solid “takeaways”– goals and deliverables you can call your own by the end of the internship?

5) At the end of the internship, do you feel passionate and inspired, or simply that this is a job?

If you are still in school, make sure you are able to get at least two internships. These experiences are an invaluable way to show a future employer the contributions you are capable of making in the world of work.

ARTICLE
Wall Street Journal
By TODDI GUTNER
Nora Cook has her dream job. As a member of the “recycling police” for the Central Contra Costa Solid Waste Authority in Walnut Creek, Calif., Ms. Cook, who graduated with a business economics degree from California State University East Bay in June, finds businesses that don’t recycle, educates them on the process and keeps track of their progress.

But Ms. Cook’s job isn’t the sort of full-time gig a recent college grad would be lucky to find in this economy. Rather, it’s a nine-month, 20-hour-a-week internship that she hopes will help her land a full-time position.

To view entire article visit
http://online.wsj.com/article_email/SB124147376481984793-lMyQjAxMDI5NDAxNTQwNzUzWj.html

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Five Money Lessons for New College Grads

CAROL’S SUMMARY: This spring, as the article below indicates, graduates will face a tough economic climate. But the smartest grads who actually have the discipline to be conscious of their spending, saving and ability to delay gratification will set themselves up for long term financial success and open the greatest number of job options during thick and thin. Grads need to avoid credit card debt and realize that their credit score in life will be with them forever. So, taking the bus or riding your bike to work or walking if that is possible, may be better than being saddled with car payments each month.

Second, grads need to think carefully about who they decide to live with, sign leases with and know fully the tiny print in legal documents that may be binding. If you are not with trustworthy friends, don’t agree to share an apartment with them when they may eat your food or default on the rent which will then impact your credit. Choose your friends wisely and protect yourself.

Finally, think about the most creative ways you can earn money and save it. Work two jobs this summer. Live off the income from one and use the other job to pay down student loans and/or save for the future. Developing financial discipline is not only good for you personally, but it will be expected of you in any job you secure at a level which pays more than minimum wage.

ARTICLE:

By KAREN BLUMENTHAL
May 3, 2009

This spring’s college grads are heading out into a world where jobs are tough to come by. The economic outlook is uncertain and all the older people they know are feeling the pain of stock-market losses.

Worse, there are all kinds of nitty-gritty details to deal with: opening bank accounts, choosing health insurance, finding an apartment, lining up transportation and figuring out how to invest. How is a young person supposed to get ahead in this environment?

It’s not easy to master money management during the best times and it’s especially hard to navigate the challenges of a recession. Still, many of the same basic principles apply in good times and bad. And getting a taste of a downturn at the start may make current graduates smarter and more thoughtful than those who graduate during boom times.

Visit www.wsj.com to view the entire article

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Lumina’s Leader Sets Lofty Goals for Fund’s Role in Policy Debates

CAROL’S SUMMARY:

Jamie Merisotis, the 45-year-old President of the Lumina Foundation, has a lot to teach college presidents and K-12 principals through the actions in his first year in this position. First, he has set ambitious goals, the primary one being 60% of the U.S. population earning degrees or credentials by 2025. Second, Merisotis has asked key questions like, why are other developing countries outpacing the U.S. in education and why have we been satisfied with academic performance which is at a 40-year-old standard from which all other countries have moved ambitiously beyond?

Third, he has broadened Lumina’s scope and mission to be a policy-driven change agent in addition to a grant-funding organization. Fourth, he has taken specific steps to model progressive and successful European models in Indiana, Minnesota and Utah so that those models can be improved and expanded in other areas in the U.S. Fifth, Merisotis is forging necessary partnerships with businesses and business leaders who can support, buttress and take action on behalf of this mission. Finally, Merisotis gets that more Americans students need access and student success preparation for continued life success. If we are going to have 16 million more graduates by 2025, we all need to have this same vision, standards, commitment and collaboration.

ARTICLE
Chronicle of Higher Education
By SARA HEBEL

Soon after Jamie P. Merisotis took over the Lumina Foundation for Education last year, he began talking about a “big goal.” America must increase the proportion of its population with degrees or credentials to 60 percent by 2025, in order to remain globally competitive and meet the nation’s growing demand for college-educated workers, he said. The United States, he warned, is falling behind, and the foundation would make reversing the trend the core of its work.

To view the entire article please visit
http://chronicle.com/temp/email2.php?id=3BtgtkkntsQJxWqc5P3r2k9G9twJmjgd

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Campus Counseling Centers React to Recession-Related Stress Among Students

CAROL’S SUMMARY:

College student stress levels at college this year are at an all time high because of the economy. Parents have lost jobs and are unable to help pay for college. Many students are daunted by the bleak job prospects after graduation, and the debt they are incurring in college. Combine these factors with the normal feelings of adjustments students have during college and you have a recipe for tapped out and fully taxed advisors and counselors on college campuses. The stress also impacts faculty who teach undergraduates.

Colleges can help their staff by emphasizing coaching skills–the pro-active and specific ways in which you can help students to focus on their options and the steps they can take to further their specific goals. Coaching is
not rescuing; on the contrary, it is about showing people that they are creative, capable and resourceful so that they have the wherewithal to move through their own obstacles.

During times like this, it is helpful to remind students of the courageous people who have immigrated to this country from oppressive dictatorships, half of the world’s population who live on less than $2 a day, and the
incredible men and women who returned to the U.S. after serving in World War II who, from very little, built an economy which still sustains us today.

Even in hard times by our standards, students in the U.S. still have many advantages with which to take on current and future challenges. We are up to that task and our very best days can be ahead, and will be, if we all
become fortified–stronger and more effective– by the current economic situation.

ARTICLE
The Chronicle of Higher Education
By STEVEN BUSHONG

Rebecca Jordan has been a good student, achieving nearly a B average and working as an undergraduate student assistant in the English department at Troy University. But lately, she says, “family drama” has been keeping her up at night, sapping her motivation, and making class seem like a chore better avoided.

To view the entire article visit
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Learning Skills Course Appears to Help Students Succeed

CAROL’S SUMMARY:
Freshmen success courses which emphasize personal growth, self-awareness, academic strategies and solid job-related activities and exercises do help students succeed in college, career, and life. Bruce Tuckman’s research at Ohio State University corroborates much of the research from the National Resource Center on the First Year Experience (FYE), the National Association of Developmental Education (NADE) and the College Reading and Learning Association (CRLA).

But success-readiness doesn’t stop with one class. Prospective freshmen need to plan internships to discover careers and fields which interest them, join organizations on their campus or within their communities which can build their leadership skills, and reach out to establish rapport with people in fields and careers they might want to pursue. A freshmen success class, whether in the summer or fall of their first year of college, is just the beginning of the initiative needed for the challenges and rewards of today’s global world.

ARTICLE
Chronicles of Higher Education
By David Glenn

A learning and motivation course at Ohio State University appears to have succeeded in improving students’ grades and retention rates, according to a study scheduled to be presented today at the annual meeting of the American Educational Research Association in San Diego.

To view the entire article visit
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