Category Archives: Affordability

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Colleges Must Fix All of Society’s Ills – Or Else! (Part 5)

Time for higher education to begin a conversation on our role in America – before others decide for us.

In my four previous posts to this blog, I discussed a series of expectations, concerns and remedies that politicians, parents and the media have for higher education (“Now Everyone Has a Solution for Higher Education,” The Chronicle of Higher Education, Nov. 29, 2013). Taken collectively, this list contains items that are often unrealistic and, at times, contradictory.

Well, that’s easy for me to say. As a university president, I might be expected to be an apologist for the status quo in higher education. But this is an important issue to get right: what aspects of our current economic dilemma properly belong at the feet of higher education, and what components are someone else’s responsibility? It does no one any good for society to create expectations of higher education that higher education has neither the capacity nor the intention to resolve.

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Colleges Must Fix All of Society’s Ills – Or Else! (Part 4)

Too much debt and too little learning? A federal ratings system is on the horizon…

Three weeks ago I presented a list of expectations, complaints or remedies for all that ails higher education that have received media attention in recent months. In two subsequent blog posts, I discussed subsets of this list at some length. In this post I will review the remaining items. They are:

  • Too much student debt – and it’s rising;
  • Too many students learn too little in college;
  • We need more technical education; and
  • Higher education needs a scorecard on affordability, access and outcomes (including salary of graduates).

These four items represent three criticisms and a proposed remedy. Allow me to examine each of them independently.

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Colleges Must Fix All of Society’s Ills – Or Else! (Part 3)

Either we change, or a number of universities will not be with us five years from now

Two weeks ago, I presented a list of 10 expectations, predictions and suggestions relating to higher education that have received extensive media coverage in recent months. A week ago, in Part 2 of this topic, I selected three related topics from that list, and offered an opinion about what higher education can do to address them, and what is beyond our capabilities.

This week, I’d like to select another three items from my original list of 10 for more detailed analysis and comment. These include items number 3, 4 and 6. They are, respectively:

  • Higher education is hidebound;
  • Higher education is going broke; and
  • Large numbers of colleges will go out of business – unless…

Well, is higher education hidebound? Are we hopelessly mired in the past, unwilling to examine, let alone adopt, new ways of thinking about teaching and learning?

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Colleges Must Fix All of Society’s Ills – Or Else! (Part 2)

While pockets of students benefit from one-off programs, systemic change remains elusive

Last week I complained about unreasonable expectations being placed on colleges and universities. I rather quickly assembled a list of 10 such issues (there are actually a few more), and I indicated that in Part 2 of this topic, I would offer an opinion about what higher education can (and should) do – and what is simply beyond our capacity to correct.

I’d like to start with three related issues that represent numbers 1, 2 and 7 in my list from last week:

  • More low-income students need to be admitted at top private schools;
  • The pipeline to college must be widened; and
  • It’s all about college completion rates.

On January 16, President Obama convened more than 100 higher education officials (most of whom were either the presidents of elite colleges or heads of community colleges or public university systems) to seek commitments on four areas of concern:

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Colleges Must Fix All of Society’s Ills – Or Else! (Part 1)

Not a week goes by that someone doesn’t raise a new expectation of American universities

It’s an interesting time to be a university president. Not a week goes by that someone doesn’t raise a new expectation of what universities can or should be doing. Often, this expectation comes in the form of criticism. Sometimes, it arrives as a recommendation about improving a process.

Taken collectively, the various tasks and expectations now being dropped on higher education administrators are often highly unrealistic, frequently mutually exclusive, and ultimately are doomed to fail.

It’s time for a little straight talk. Let me start by acknowledging two things.

First, higher education in the United States has, at least for the last 150 years, been more responsible than any other component of our society for the American success story – both as a country and as the ladder to individual prosperity and accomplishment. We should therefore be wary of radical changes to a proven track record.

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To Boycott or Not to Boycott?

An RWU response to the American Studies Association’s call to boycott Israeli universities

Last month, voting members of the American Studies Association passed a resolution calling for colleges in the United States to boycott Israeli universities. In the weeks since, that measure has been discussed, debated and reported on widely.

On Monday, Jan. 6, President Farish and Provost Workman shared the following message with the Roger Williams University community, outlining the University’s position on the boycott:

In December, the nearly 5,000 members of the American Studies Association were asked to vote on a resolution calling for U.S. universities to boycott Israeli universities, based on a request for such a boycott by Palestinian academics. Just over 1,250 ASA members voted, and those voting supported the resolution by a two to one margin.

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The Jobs of Tomorrow Require a College Degree – Or Do They?

Making sense of conflicting reports on education level and employment

I have been sorely troubled in recent months by conflicting – even diametrically opposed – reports that claim either that most jobs in the future will require a college degree, or, alternatively, that most jobs will not require a college degree.

Here are two quick examples. A report from October 23 from TheBlaze TV quoted Mike Rowe (of “Dirty Jobs” and many TV commercials for Ford Motor Company) in an interview with Glenn Beck. In the interview, Mr. Rowe belittled the notion of taking on debt to obtain a college degree when there are so many jobs available in the skilled trades. (Just for the record, Mr. Rowe earned a B.A. in communication studies from Towson University.) Summarizing the interview, TheBlaze TV noted, “Of the roughly three million jobs that companies are struggling to fill, Rowe said only 8 to 12 percent require a college degree.”

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When Did the Tail Start Wagging the Dog?

Division I sports teams have become training programs for the pros – and the consequences for those campuses are real.

Readers from an earlier generation might remember the 1940 movie, “Knute Rockne All American,” starring Pat O’Brien as Rockne and Ronald Reagan as George Gipp. Rockne was the greatest football coach of his day – possibly the greatest ever – and he fundamentally established Notre Dame as a football power, winning four national championships between 1919 and 1930.

In 1920, George Gipp, a star player from early in Rockne’s career, died at the age of 25 of a streptococcal infection. In 1928, with Notre Dame down 6-0 to Army at the half, Rockne gave the team his famous “Gipper” speech, recalling Gipp’s (probably apocryphal) deathbed request to tell the team, some time when it was down, to “win just one for the Gipper.” Now highly motivated, Notre Dame went out for the second half, promptly scored 12 unanswered points, and won the game.

And that’s how college football used to be (at least in the movies).

Today? Not so much.

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The Beginning of the End for the Humanities?

Perhaps not, when the jobs of the future depend on skills that have been the hallmark of the liberal arts.

In an article on Oct. 30, The New York Times reported that in Stanford University’s undergraduate division, 45 percent of the faculty are in the humanities, but only 15 percent of the students are humanities majors. Harvard University has seen a 20 percent drop in humanities majors in the last decade, and nationally only 7 percent of students are majoring in the humanities, half the percentage seen in 1970. Elizabeth City State University, a historically black university in North Carolina, may eliminate degree programs in seven programs, including history, in part because of declining student interest in these majors.

Do the humanities still have a place in American higher education? Or are colleges and universities destined to become a collection of training programs for the professions? Is there no middle ground?

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Merit Versus Need

An unnecessary dichotomy in higher education – while society’s best interests get crushed in the middle

The New York Times published an article by Catherine Rampell on Sept. 24 titled “Freebies for the Rich.” (Another version of the same article was published in the Times Sunday magazine on Sept. 29.)

In the article, Ms. Rampell points out that, at public universities, the share of aid devoted to “merit” has tripled, to 29 percent, over the past two decades. She also points out that metrics used to determine merit, such as SAT scores, are closely correlated with family income: whereas only one student in 10 receives merit aid in families earning less than $30,000, one student in five receives merit aid in families earning over $250,000.