Showing posts with label Higher Education. Show all posts
Showing posts with label Higher Education. Show all posts
Saturday, May 30, 2015
Creativity and University Entrance Requirements
In another class I am taking we were discussing creativity and specifically it's decline in today's schools and I wanted to share my ideas about it in relation to an article I read. We watched this Ted video and Ken Robinson discussed how schools (K-12) are set up to fulfill university placement requirements. The article I wrote about below discusses how some university requirements are changing to bring in more humanities and arts majors into the medical field. It made me think about what this means for schools and will there, if ever, be a domino effect that will waiver down to the k-12 levels? Since universities are changing their entrance requirements and asking for students to be more creative and personable will these ever become a priority or at least be given higher importance then they currently hold when compared to other subjects like math and science? Below are both the video and my overview of the article.
Saturday, May 7, 2011
"The Crisis in Higher Education"
"Faulty Towers: The Crisis in Higher Education" by William Deresiewicz
The Nation
May 4, 2011
accessed May 7, 2011
Summary/Key Points: I will let this succinct paragraph from this long-ish article speak for the whole thing, eloquently:
What we have in academia, in other words, is a microcosm of the American economy as a whole: a self-enriching aristocracy, a swelling and increasingly immiserated proletariat, and a shrinking middle class. The same devil’s bargain stabilizes the system: the middle, or at least the upper middle, the tenured professoriate, is allowed to retain its prerogatives—its comfortable compensation packages, its workplace autonomy and its job security—in return for acquiescing to the exploitation of the bottom by the top, and indirectly, the betrayal of the future of the entire enterprise.
Intended Audience: everyone
Relevance: We understandably concentrate on a lot of issues in K12 education. I am always shocked when I hear that higher ed, which seems to be so expensive and so pervasive in our culture that it couldn't possibly be doing poorly, is in fact doing poorly. The environment of the college or university and their administrative and hiring decisions, as compared with a public school district, may provide an interesting, more rapid-acting laboratory for educational reform that could trickle down to K12 later.
On a personal note, I have volunteer mentored with ASPIRE, Oregon's post-high-school counseling initiative, for a few years now, and am privileged to be coordinating the program at my current school. Articles like this always give me things to think about, things that will hopefully turn into good advice for my students, eventually.
Saturday, April 16, 2011
Colleges that profit, students who don't
“Colleges that profit, students who don’t” by Will Bunch, Philadelphia Daily News The Seattle Times Published 4/9/11 Retrieved 4/16/11 Complete URL: http://seattletimes.nwsource.com/html/nationworld/2014724680_profitcollege10.html Intended Audience: college students, college applicants
Summary: Many graduates of for-profit career colleges are unable to find work in their respective career fields and therefore have no means to repay their ever-increasing student debt. The dilemma has caught the attention of the Obama administration which is proposing new regulations that would prevent students from getting federal loans to pay for tuition at colleges who do not enable enough students to find employment after graduation. Representatives of the career colleges maintain that the high percentage of their unemployed postgraduates is due to the colleges’ willingness to take a chance on more students from poorer economic backgrounds.
Key Points • For-profit career college enrollment has increased to 11% of higher education. • These colleges are responsible for 48% of all defaults on federal student loans. • The majority of students who enroll in these for-profit career colleges are middle-income. Relevance: This is yet another example of how the rising cost of tuition and the decreasing quality of education are making higher education increasingly less attractive. The trends are the same whether it’s these for-profit career colleges or more traditional state universities, although state universities are facing these problems for slightly different reasons.
Summary: Many graduates of for-profit career colleges are unable to find work in their respective career fields and therefore have no means to repay their ever-increasing student debt. The dilemma has caught the attention of the Obama administration which is proposing new regulations that would prevent students from getting federal loans to pay for tuition at colleges who do not enable enough students to find employment after graduation. Representatives of the career colleges maintain that the high percentage of their unemployed postgraduates is due to the colleges’ willingness to take a chance on more students from poorer economic backgrounds.
Key Points • For-profit career college enrollment has increased to 11% of higher education. • These colleges are responsible for 48% of all defaults on federal student loans. • The majority of students who enroll in these for-profit career colleges are middle-income. Relevance: This is yet another example of how the rising cost of tuition and the decreasing quality of education are making higher education increasingly less attractive. The trends are the same whether it’s these for-profit career colleges or more traditional state universities, although state universities are facing these problems for slightly different reasons.
Why straight A's may not get you into UW this year
“Why straight A’s may not get you into UW this year” by Katherine Long The Seattle Times Published 4/2/11 Retrieved 4/16/11 Complete URL: http://seattletimes.nwsource.com/html/localnews/2014670294_admissions03m.html Intended Audience: college applicants, parents
Summary: The University of Washington has reduced the number of in-state college applicants that will be accepted into their undergraduate program while increasing the number of out-of-state applicants. Washington high school seniors with high test scores and straight-A’s were denied admission while non-residents with lower grades were accepted. With a $5 billion state budget deficit, it was decided that accepting more non-residents who pay almost triple the tuition would be more economical, even if it meant turning away in-state valedictorians.
Key Points • Out-of-state residents will now make up 30% of the entering freshman class, up from 27% last year. State schools in Oregon and Colorado have followed similar trends with non-residents comprising over 40% of the entering class. • In-state tuition is set at $8,701 per year while out-of-state tuition is $25,329 per year. • In-state applicants are not allowed to pay out-of-state tuition in hopes for a better chance of acceptance.
Relevance: For some students – in-state applicants in this case – getting straight-A’s in all four years of high school, as difficult as that is, is simply not enough to get accepted into their school of choice if it happens to be in the same state in which they grew up. While additional activities such as community service and taking IB classes may guarantee them a place at other, even more prestigious colleges, it may still not be enough for the University of Washington. It’s a pretty sad compromise to trade top-notch students for lower-achieving non-residents just because they can bring the state more money – and temporarily at that. Many out-of-state students go back home and stimulate their own economies after graduation, leaving no long-term benefit for Washington’s economy.
Summary: The University of Washington has reduced the number of in-state college applicants that will be accepted into their undergraduate program while increasing the number of out-of-state applicants. Washington high school seniors with high test scores and straight-A’s were denied admission while non-residents with lower grades were accepted. With a $5 billion state budget deficit, it was decided that accepting more non-residents who pay almost triple the tuition would be more economical, even if it meant turning away in-state valedictorians.
Key Points • Out-of-state residents will now make up 30% of the entering freshman class, up from 27% last year. State schools in Oregon and Colorado have followed similar trends with non-residents comprising over 40% of the entering class. • In-state tuition is set at $8,701 per year while out-of-state tuition is $25,329 per year. • In-state applicants are not allowed to pay out-of-state tuition in hopes for a better chance of acceptance.
Relevance: For some students – in-state applicants in this case – getting straight-A’s in all four years of high school, as difficult as that is, is simply not enough to get accepted into their school of choice if it happens to be in the same state in which they grew up. While additional activities such as community service and taking IB classes may guarantee them a place at other, even more prestigious colleges, it may still not be enough for the University of Washington. It’s a pretty sad compromise to trade top-notch students for lower-achieving non-residents just because they can bring the state more money – and temporarily at that. Many out-of-state students go back home and stimulate their own economies after graduation, leaving no long-term benefit for Washington’s economy.
Monday, February 28, 2011
State university presidents paint grim picture on budget cuts
“State university presidents paint grim picture on budget cuts” by Katherine Long
The Seattle Times
Published 2/24/11
Retrieved 2/27/11
Complete URL: http://seattletimes.nwsource.com/html/localnews/2014325571_higheredcuts25m.html
Intended Audience: higher-education students and teachers
Summary: The presidents of Washington’s three largest state universities were asked to predict specific outcomes of the governor’s proposed worst-case-scenario budget cuts on each of their schools. The presidents’ responses were equally and universally bleak with their firm beliefs that nothing good would come of them as they would ultimately undermine the state’s economy by reducing the opportunity for – and the quality of – higher education.
Key Points: Maximal budget cuts could result in the following:
• Significantly reduced admission of in-state residents. Out-of-state tuition is approximately three times higher than in-state.
• Increased faculty layoffs, including those jobs responsible for the schools’ maintenance and renovation.
• Dissolution of smaller degree programs, as well as reduced enrollment in larger programs.
• A typical four-year degree would be extended to at least five years. Less classes offered per semester would prevent students from taking on a larger credit load.
• Negative impact on the state’s economy. Decreased enrollment in higher education results in fewer higher-paying jobs to inject money back into the economy.
Relevance: Increased enrollment competition and higher tuition rates, as well as a potential decrease in the quality of education, may be enough reason to deter many in-state college hopefuls to look elsewhere to fulfill their career goals. I found some of the comments posted in regard to this article to be especially intriguing:
• “I have a budget cut for them … Stop paying university executives and coaches million dollar annual salaries!”
• “They could save a lot of money if they required tenured and highly paid professors to teach more than one or two classes a week.”
• “Basically just another kick in the gut for the middle class. A first class education is to be a privilege of the wealthy.”
The Seattle Times
Published 2/24/11
Retrieved 2/27/11
Complete URL: http://seattletimes.nwsource.com/html/localnews/2014325571_higheredcuts25m.html
Intended Audience: higher-education students and teachers
Summary: The presidents of Washington’s three largest state universities were asked to predict specific outcomes of the governor’s proposed worst-case-scenario budget cuts on each of their schools. The presidents’ responses were equally and universally bleak with their firm beliefs that nothing good would come of them as they would ultimately undermine the state’s economy by reducing the opportunity for – and the quality of – higher education.
Key Points: Maximal budget cuts could result in the following:
• Significantly reduced admission of in-state residents. Out-of-state tuition is approximately three times higher than in-state.
• Increased faculty layoffs, including those jobs responsible for the schools’ maintenance and renovation.
• Dissolution of smaller degree programs, as well as reduced enrollment in larger programs.
• A typical four-year degree would be extended to at least five years. Less classes offered per semester would prevent students from taking on a larger credit load.
• Negative impact on the state’s economy. Decreased enrollment in higher education results in fewer higher-paying jobs to inject money back into the economy.
Relevance: Increased enrollment competition and higher tuition rates, as well as a potential decrease in the quality of education, may be enough reason to deter many in-state college hopefuls to look elsewhere to fulfill their career goals. I found some of the comments posted in regard to this article to be especially intriguing:
• “I have a budget cut for them … Stop paying university executives and coaches million dollar annual salaries!”
• “They could save a lot of money if they required tenured and highly paid professors to teach more than one or two classes a week.”
• “Basically just another kick in the gut for the middle class. A first class education is to be a privilege of the wealthy.”
Thursday, February 24, 2011
Gov. Kitzhaber launches sweeping overhaul of Oregon schools, colleges and universities (Eighth Article)
Bill Graves
"Gov. Kitzhaber launches sweeping overhaul of Oregon schools, colleges and universities"
The Oregonian
February 11,2011
URL: http://www.oregonlive.com/education/index.ssf/2011/02/gov_kitzhaber_launches_sweepin.html
Topic: Gov. Kitzhaber launches sweeping overhaul of Oregon schools, colleges and universities
Summary: This article says that Gov. John Kitzhaber launched a reform effort today to consolidate control over half of the state budget and all levels of Oregon education in a single board that he would chair. George Pernsteiner, chancellor of the Oregon University System, said the governor is proposing a system that puts an important focus on student achievement outcomes. That means that more and more attention will be given to outcomes of students' achievement, in order to get budget support from the government. There is also a video in the original article.
Intended audience: Teachers, school boards
Key points: 1. Money will be allocated on the basis of education performance goals rather than enrollment, dramatically changing the system's structure and incentives.
2. The governor said he expects a three-year transition to a new system.
3. The governor said the more fluid, seamless system he proposes would ensure more students entered school ready to learn and arrived at college prepared to succeed, saving millions of dollars in remediation costs.
Relevance: It is said by the chancellor that it is a fundamental shift that will really move us ahead. Maybe it is the only way now to make the education system moving on. But let's see how it will work out.
"Gov. Kitzhaber launches sweeping overhaul of Oregon schools, colleges and universities"
The Oregonian
February 11,2011
URL: http://www.oregonlive.com/education/index.ssf/2011/02/gov_kitzhaber_launches_sweepin.html
Topic: Gov. Kitzhaber launches sweeping overhaul of Oregon schools, colleges and universities
Summary: This article says that Gov. John Kitzhaber launched a reform effort today to consolidate control over half of the state budget and all levels of Oregon education in a single board that he would chair. George Pernsteiner, chancellor of the Oregon University System, said the governor is proposing a system that puts an important focus on student achievement outcomes. That means that more and more attention will be given to outcomes of students' achievement, in order to get budget support from the government. There is also a video in the original article.
Intended audience: Teachers, school boards
Key points: 1. Money will be allocated on the basis of education performance goals rather than enrollment, dramatically changing the system's structure and incentives.
2. The governor said he expects a three-year transition to a new system.
3. The governor said the more fluid, seamless system he proposes would ensure more students entered school ready to learn and arrived at college prepared to succeed, saving millions of dollars in remediation costs.
Relevance: It is said by the chancellor that it is a fundamental shift that will really move us ahead. Maybe it is the only way now to make the education system moving on. But let's see how it will work out.
Monday, February 14, 2011
Advanced Placement scores increase in Oregon
Kimberly Melton
More Oregon students get high marks on Advanced Placement tests
Date Retrieved: 2/14/2011
Topic: Advanced Placement classes
2010 held a record high for Oregon student enrollment in Advanced Placement courses. The College Board’s AP Report to the Nation outlines a 6% increase in AP student performance from the previous 2009 year. The article focuses on the increase of performance and enrollment of students in low-income, ethnic and underrepresented communities. Intended Audience: Everyone.
Key Points:
-There has been a gradual increase in Oregon students participating in the AP program since 2001
-US History is outlined as the most popular AP exam, with English as second.
-Oregon has the highest passing rates in exams for Chinese Language & Culture, Studio Art, Calculus BC and Japanese Language and Culture.
Relevance: As future educators, I think it is important to encourage students to participate in AP courses, not to flaunt passing test scores, but to offer students richer and deeper education and subject content—assuming the classes are designed for these reasons. An important thing to keep in mind is that students who pass these exams with scores of 3 or higher are often given college credit, helping their chances in being accepted to colleges and universities, and preparing them for college level work. I am curious to see what kinds of programs schools are using to encourage students of low-income and underrepresented communities to take AP classes. I am also curious to see if these schools are following through completely—helping underrepresented students get accepted to colleges-- not just stopping the encouragement once the test scores come back.
Tuition Equity Bill
Kimberly Melton
Oregon Students, legislators announce bill to allow undocumented youth to pay in-state tuition at Oregon colleges
Date Retrieved: 2/14/2011
Topic: Tuition Equity Bill
Currently, if you are an undocumented student, you will pay out of state tuition if you wish to attend a college or university. This article discusses the “tuition equity” bill which, if it passes, would allow undocumented students who have attended an Oregon high school for three concurrent years to pay in-state tuition. Intended Audience: Teachers preparing student’s for higher education, undocumented students and their parents.
Key Points:
-In order to qualify for in-state tuition, the student must have attended an Oregon high school for three concurrent years, graduate from an Oregon high school, be admitted into an Oregon University System institution, and be actively working towards U.S. Citizenship.
-The bill will help increase Oregon income above the national average
-The bill stresses the difference between tuition equity and the immigration debate
Relevance: Even though our program is preparing us for teaching K-12 students, this is still relevant to us because we will have undocumented students in our classrooms. Most likely you will encounter a student who you will want to encourage them to pursue a higher education, but they will come across that financial obstacle. If this bill passes, it will help lower the tuition cost, even if by a little, but some help is better than none.
Tuesday, February 8, 2011
College For All
Catherine Gewertz
Harvard Report Questions Value of 'College for All'
Education Week
Published Online: February 2, 2011
Complete URL:
http://www.edweek.org/ew/articles/2011/02/02/20career.h30.html?tkn=OWMFU1bwfubQOCZnehX6AobqxQVe5xc%2BUyQG&cmp=clp-edweek
“Every high school graduate should find viable ways of pursuing both a career and a meaningful postsecondary degree or credential,” the report says. “For too many of our youth, we have treated preparing for college versus preparing for a career as mutually exclusive options.” This quote summarizes in a few lines the heart of the article. There is an antagonistic view represented too which states that if we move to a tracking type system there will be a disproportionate number of poor kids and kids of color sent down the lesser track. I feel like they made thoughtworthy arguments. I personally still ride the fence. I fear we are looking at a broken system and would caution us to not jump too soon on a tracking system that could potentionally harm those it is attempting to help. The intended audience for this article is every member of our society. The article is relevant to the population at large, a shift like the one suggested in this article would literally affect all people residing in America.
Harvard Report Questions Value of 'College for All'
Education Week
Published Online: February 2, 2011
Complete URL:
http://www.edweek.org/ew/articles/2011/02/02/20career.h30.html?tkn=OWMFU1bwfubQOCZnehX6AobqxQVe5xc%2BUyQG&cmp=clp-edweek
“Every high school graduate should find viable ways of pursuing both a career and a meaningful postsecondary degree or credential,” the report says. “For too many of our youth, we have treated preparing for college versus preparing for a career as mutually exclusive options.” This quote summarizes in a few lines the heart of the article. There is an antagonistic view represented too which states that if we move to a tracking type system there will be a disproportionate number of poor kids and kids of color sent down the lesser track. I feel like they made thoughtworthy arguments. I personally still ride the fence. I fear we are looking at a broken system and would caution us to not jump too soon on a tracking system that could potentionally harm those it is attempting to help. The intended audience for this article is every member of our society. The article is relevant to the population at large, a shift like the one suggested in this article would literally affect all people residing in America.
Subscribe to:
Posts (Atom)