Many people assume that April is not the best month to visit Vermont. The snow begins to melt, giving way to muddy fields and trails. But travel to Vermont in April is exactly what I did last week with a group of 37 high school and independent counselors, along with 4 Vermont college admission officers who served as our guides. We visited 17 schools in a 6-day college tour that took us up, down and across the Green Mountain State. What I discovered is that Vermont is truly beautiful year round, not just in winter, summer and fall. It is also home to a group of colleges and universities that provide a broad spectrum of wonderful options in higher education.
Our trip yielded many surprises and discoveries, starting with the variety and breadth of educational opportunities that this state with fewer than 700,000 year-round residents has to offer. Vermont truly has something for everyone, so it should come as no surprise that it attracts students from all over. The majority of those enrolled hail from beyond Vermont's borders. Whether you are looking for a flagship public research university, a military college, pre-professional programs, a work and service learning experience, a school devoted to students with learning differences, top liberal arts, or state colleges that offer unique programs and financial value even to out-of-state residents, there is a good chance that you will find a school that meets your needs in this beautiful northeastern state.
The unique qualities and programs of each school were fairly easy to keep straight, but I also began to notice some characteristics that were common to nearly every college we visited, beginning with the shear beauty of each campus. Mountains, lush hills and lakes define the landscape, even for the colleges situated in the heart of Burlington, the largest city in Vermont and a thriving college town. The second thing that struck me was that nearly all of the colleges we visited offered a liberal arts core education, yet each with its own clearly articulated approach that made the experience distinct. Lastly, the Vermont schools share an appreciation for the environment, whether it is just a part of the collective consciousness or an integral component of the curriculum. This, after all, is the Green Mountain State.
So after 17 colleges in six days I am challenged by the task of conveying a sense of each school, in a few hundred words or less (not unlike staying within the word count limits on the Common Application). Here are some quick thoughts and observations, and why they might be choice picks:
University of Vermont (10,000 undergraduates, 2/3rds out-of-state) - Best small liberal arts feel in a major public research university; No concerns about classes predominantly taught by teaching assistants as undergrads dominate the student body here; It's all about them! Offering sound programs in all of the liberal arts, UVM is also known for its Business, Nursing, Education and Engineering.
Burlington College (170 free spirited students) - Where artists and activists shape their own hands-on liberal learning; Popular courses of study include Cinema Production & Film Study, Fine Furniture Making, and Transpersonal Psychology. While tiny by most standards, Burlingon College's community is part of the larger Burlington cityscape. Additionally, it is a member of a three college consortium with Saint Michael's and neighbor, Champlain College.
Champlain College (2,000 students) Top choice for an academic experience that uses liberal arts as a lens to view real world issues and practices; Its unique Upside Down Curriculum has students engaged in their major course work starting as early as the first year. Majors fields of study include Communications & Creative Media, Information Technology and Sciences, Education & Human Studies, and Business. Within thes broad areas, Game Programming, Digital Film Making, Graphic Design and Digital Forensics are popular.
Bennington College (750 students) - “Interdisciplinary” is more than just a buzz word here; This is the place for the creative and independent student who wants to design his or her own interdisciplinary plan of study and put critical thinking into practice. Student-faculty relationships are more central to the experience than at other colleges, with weekly advisory meetings. Fine and performing arts, languages, as well as creative writing and architecture are big draws.
College of Saint Joseph (450 students) - Where a small and nurturing environment caters largely to first generation college students who seek to blend theory and practice. Students enjoy the security of a small campus with internship opportunities and an emphasis on pre-professional studies, i.e., Criminal Justice, Business, Education, Human Services and Sports Management.
Green Mountain College (750 students) - Top choice for the environmental liberal arts experience and one of 5 colleges in the Eco League of Environmentally Aware Colleges; At Green Mountain, reducing the carbon footprint takes on a whole new meaning. Popular academic programs include Environmental Studies, Resort & Hospitality, Biology, Education and the Arts. It is one of two colleges in Vermont with a working farm managed by students.
Saint Michael’s College (2,000 undergraduates, 80% out-of-state) – A small fully residential college with a big perspective on community; This Catholic institution prides itself on the close-knit campus and the students' celebration of differences. Communications, Journalism, Business, Education and English Literature are popular majors at this test-optional college noted for strong and dedicated academic advising.
Middlebury College (2,400 students) - Vermont’s own little Ivy and a top contender for best facilities on one of the most beautiful college campuses around; Known as a premier institution for the study of languages, Middlebury is also especially strong in English Literature, Environmental Studies and the Sciences. The college welcomes students to take a gap year and enrolls 90 freshmen for February admissions.
Southern Vermont College (500+ students, 2/3rds out-of-state) - Nurturing and small, SVC has a pre-professional focus with a liberal arts core; The college promotes a project-based learning experience and strong community partnerships; 61% of students are first generation; Strong majors include Nursing, Healthcare Management, Business with an emphasis on entrepreneurship, Sports Management, Criminal Justice and Creative Writing. Forensic Nursing will be added next year.
Vermont Technical College (1,000 students) - 98% placement rate for graduates of this vocational school; Fields of study range from Business Agriculture, Fire Studies and Architecture, to Nursing, Dental Hygiene (only program in VT), and Veterinary Technology. Aviation Technology will be added next year.
Marlboro College (300 students) - Where smart, intellectual, and self-described “weird” students seek a very personalized learning experience in a self-governing community; The college has a writing intensive curriculum with a focus on tutorials as a foundation of its academic approach; Test-optional.
Norwich University ( 1,250 corp of cadets, 950 civilians) - Where the oldest military academy in the U.S. and a civilian college co-exist; Students are drawn to the structured life style and leadership opportunities; Corp members maintain the option, but not the obligation, to join the military upon graduation; Popular majors include Nursing, Architecture, Engineering, and Criminal Justice.
Sterling College (105 students, 78% out-of-state) - One of seven work service learning colleges in the U.S. and the only one in Vermont; “Working Hands, Working Minds” is the motto at this back-to-nature college community with a science-based, environmentally focused curriculum. Students pursue Conservation Ecology, Sustainable Agriculture, and Outdoor Education & Leadership; Students must work at the school as part of their academic experience, including running the campus farm which also serves as a hands-on classroom. Our group had the pleasure of arriving early enough in the season to see the newborn rabbits, lambs and goats, and also observe a class in sheep shearing!
Landmark College (500 students) - Having a learning disability is not a handicap, but rather a pre-requisite for admission here. Those who attend this 2-year college study liberal arts and also learn to better understand their own disabilities in order to overcome academic challenges; 80% of students transfer to a 4 year college. The college measures its success by what students do after. And successful it is.
Castleton State College, Lyndon State College and Johnson State College
These 3 state colleges enroll under 2,000 students each. Unique academic opportunities abound, as all three have carved out their own academic personalities and specialties:
- Castleton State – in addition to Nursing and Education, Castleton is strong in sports related majors including Sports Administration, Training and Physical Education. While financial pressures have forced colleges to eliminate some sports teams, Castleton just added football. The team plays to sell-out crowds and has a spirited school marching band to cheer it on.
- Lyndon State – Electronic Journalism, Music Business & Industry, and Atmospheric Sciences are just some of the premier majors that put Lyndon on the map. The Emmy award winning school television station reaches 9.000 households in VT and NH, with its college reporters out in the communities covering local news.
- Johnson State – Perhaps the most arts focused of the state colleges, Johnson State has a strong program in the performing arts, especially for jazz. Other popular courses of study are Business, Outdoor Education, Hospitality in Tourism & Management and Wellness & Alternative Medicines.
Distilling these 17 schools down to quick sound bites does not nearly do them justice, but hopefully I have given you a flavor for some of their unique qualities. Please feel free to contact me if you wish to learn more on any or all of them. As you or your sons and daughters consider college options, keep in mind the wonderful possibilities that Vermont has to offer.
Wednesday, April 28, 2010
Saturday, April 10, 2010
Setting Goals - Challenge and Attainment
It is a beautiful day and I am in my office writing rather than getting on my bike. Why is that so significant? I am chastising myself because I am officially “in training” and should be taking advantage of afternoons such as this to cycle. Yes, I have committed to do a tour of colleges in southern California with a group of counselors during the first week of July. We will travel exclusively on bikes, covering 50 miles a day and carrying our own gear. As many of you know, I am a runner, not a cyclist. The thought of riding for hours on busy and hilly roads in a pack of cyclists with the weight and bulk of my week’s worth of belongings strapped to my bike is both exhilarating and terrifying.
You may be wondering why I am doing this if I am concerned about being up to the challenge. At my age (let’s just say I am over 40) what am I trying to prove? Frankly, this is not a question I am asking myself. I am doing this for several reasons: as a college consultant I know the importance of seeing schools firsthand in order to best guide my students towards finding the right fit. This is why I visit 50 to 60 colleges every year. I am also looking forward to meeting others in my field, mostly school guidance counselors, who share my professional objective. I anticipate a special camaraderie developing within this group of 14 after sharing an adventure filled week on the road. But one of my primary reasons is merely to have a goal; something challenging, yet attainable.
We all have goals in life, some we set for ourselves and others that are assigned to us. They give our lives purpose and direction. The ones that offer the greatest rewards and satisfaction are those that challenge and push us to attain something we might otherwise not have achieved. Is there any feeling more gratifying than working towards something that we’ve earned from sheer effort, thoughtful planning and persistence? In the absence of setting objectives, we often lose our way. We have nothing against which to measure progress and success. The goals in our lives instill discipline and motivation. And if we get off track, we must look within for the inner strength that drives our personal resiliency. It’s the stuff that builds confidence and makes us stronger.
How we set goals is important too, both for ourselves and for our children. Goals are not a “to-do” list. A truly enriching goal should result in something more than just one finished homework assignment or a clean room. Longer term goals force us to have a plan, be disciplined and focused. The true pleasure should come to the one who achieves the goal rather than the person who may have assigned it. Goals must be attainable, yet challenging; sweat is expected, but the blood and tears are not a prerequisite. (I say this as I look down upon my scabbed knee healing far too slowly after a silly spill on my first outdoor ride; I felt foolish and ten years old again). The child struggling through one too many AP classes who is suffering physically and emotionally under the stress, may be experiencing more harm than good. In too many of these cases, students end the semester feeling worse, not better about themselves. Instead, we should help our children discover the satisfaction of achievement from mastering a challenging task that pushes rather than paralyzes them. We as parents should help our sons and daughters set goals that ignite their passions and help them build resiliency and confidence.
The west coast bike tour is now just 12 weeks away. I will definitely get some cycling in this weekend. The training and ride will be a challenge, but I am up to the task. I am already anticipating the pride, satisfaction, and yes, exhilaration that I know I will feel in July.
You may be wondering why I am doing this if I am concerned about being up to the challenge. At my age (let’s just say I am over 40) what am I trying to prove? Frankly, this is not a question I am asking myself. I am doing this for several reasons: as a college consultant I know the importance of seeing schools firsthand in order to best guide my students towards finding the right fit. This is why I visit 50 to 60 colleges every year. I am also looking forward to meeting others in my field, mostly school guidance counselors, who share my professional objective. I anticipate a special camaraderie developing within this group of 14 after sharing an adventure filled week on the road. But one of my primary reasons is merely to have a goal; something challenging, yet attainable.
We all have goals in life, some we set for ourselves and others that are assigned to us. They give our lives purpose and direction. The ones that offer the greatest rewards and satisfaction are those that challenge and push us to attain something we might otherwise not have achieved. Is there any feeling more gratifying than working towards something that we’ve earned from sheer effort, thoughtful planning and persistence? In the absence of setting objectives, we often lose our way. We have nothing against which to measure progress and success. The goals in our lives instill discipline and motivation. And if we get off track, we must look within for the inner strength that drives our personal resiliency. It’s the stuff that builds confidence and makes us stronger.
How we set goals is important too, both for ourselves and for our children. Goals are not a “to-do” list. A truly enriching goal should result in something more than just one finished homework assignment or a clean room. Longer term goals force us to have a plan, be disciplined and focused. The true pleasure should come to the one who achieves the goal rather than the person who may have assigned it. Goals must be attainable, yet challenging; sweat is expected, but the blood and tears are not a prerequisite. (I say this as I look down upon my scabbed knee healing far too slowly after a silly spill on my first outdoor ride; I felt foolish and ten years old again). The child struggling through one too many AP classes who is suffering physically and emotionally under the stress, may be experiencing more harm than good. In too many of these cases, students end the semester feeling worse, not better about themselves. Instead, we should help our children discover the satisfaction of achievement from mastering a challenging task that pushes rather than paralyzes them. We as parents should help our sons and daughters set goals that ignite their passions and help them build resiliency and confidence.
The west coast bike tour is now just 12 weeks away. I will definitely get some cycling in this weekend. The training and ride will be a challenge, but I am up to the task. I am already anticipating the pride, satisfaction, and yes, exhilaration that I know I will feel in July.
Friday, March 26, 2010
Student Loan Reform - What Does it Mean for Me?
The recently passed healthcare reform bill will not only bring historic changes to how healthcare is provided; it will also change the way students borrow to pay for college. That’s right. The Obama proposed student loan reform was a late addition to the reconciliation bill passed last Sunday by the House. So the passage of healthcare reform this week also brought sweeping changes to federal loan programs for higher education as well as steady increases in financial aid for families with the most significant needs. The major changes to student financial aid fall into 3 categories: increases to Pell grants, elimination of the bank-based student loan program, otherwise known as the Federal Family Education Loan program or FFELP, and a modification to the loan repayment plan that will make it easier for graduates with modest income to repay their education loans (there are additional changes, though these are the three that most directly impact financial assistance for students).
Increases in the maximum Pell grants which are available to students whose families demonstrate the most significant financial need (typically income less than $45,000) will now be tied to the Consumer Price Index (though the original proposal was higher at CPI + 1%). The maximum award for 2010-2011 is $5,550 and will stay constant through the following two years. The grant size is expected to reach $5,900 by 2019-2020, nearly $1,000 a year less than that projected under President Obama’s original proposal. While the final version has been applauded, it is not expected to keep up with increases in college tuition, room and board, if history is any guide. Assuming the rise in cost of attendance continues to outpace the rate of inflation, the changes to the Pell program will do little to make college more affordable for students in the Pell eligible income bracket.
The big change in the federal loan program is the discontinuation of the bank loan option for federal student loans. The bank-based option has been available to colleges and universities since 1965 and accounted for as much as 80% of the federal student loan market. The federal government pays fees to lenders, though assumes the risk if the loans default. The Obama administration has made elimination of the FFEL program a primary goal for student aid reform, projecting a 10 year savings of $61 billion that will be used largely to support the increase in Pell grants. After July 1st all colleges and universities that participate in the federal Stafford loan program will join the Direct Loan program, shifting the administrative management from lenders to the colleges themselves.
How does this change impact students and their families? There are really two ways that borrowers will be impacted. No longer will students at colleges that participate in the FFELP program need to find a bank lender. Instead, those who apply for federally guaranteed Stafford loans will deal directly with the colleges’ financial aid offices. Secondly, the interest rate on the PLUS loans, which parents can access to pay their children’s college costs, is 7.9% with the Direct Loan program, versus 8.5% for the erstwhile bank program. With interest accruing while the student is in school, the difference can become significant over four years.
Changes to the income-based repayment plan, which became effective last July, will further ease the burden on students once they begin to repay their school loans. The purpose of the plan is to make it easier for graduates with low incomes to stay current and potentially limit their loan obligations through debt forgiveness. The bill just approved will make the repayment option available to more borrowers by lowering the debt to income threshold from 15% to 10% of discretionary income. Additionally, loans still outstanding after 20 years (versus the current 25) will be forgiven. The one catch is that this provision will not go into effect until July 1, 2014 and will only benefit those who borrow after that date.
So who are the winners and losers with the student loan reform bill? Low income students are winners, as they are now assured federal grant money that will grow with inflation. Whether it is enough to keep them from losing ground against rising college costs is in question, though doubtful. Student borrowers under the federal loan program should probably be indifferent to whether they borrow from a bank or through their college. The modified income based repayment plan is without a doubt the best deal for college graduates, though high school seniors who will start college in the fall lose out since the changes don’t become effective until July 1, 2014, the year they graduate.
Increases in the maximum Pell grants which are available to students whose families demonstrate the most significant financial need (typically income less than $45,000) will now be tied to the Consumer Price Index (though the original proposal was higher at CPI + 1%). The maximum award for 2010-2011 is $5,550 and will stay constant through the following two years. The grant size is expected to reach $5,900 by 2019-2020, nearly $1,000 a year less than that projected under President Obama’s original proposal. While the final version has been applauded, it is not expected to keep up with increases in college tuition, room and board, if history is any guide. Assuming the rise in cost of attendance continues to outpace the rate of inflation, the changes to the Pell program will do little to make college more affordable for students in the Pell eligible income bracket.
The big change in the federal loan program is the discontinuation of the bank loan option for federal student loans. The bank-based option has been available to colleges and universities since 1965 and accounted for as much as 80% of the federal student loan market. The federal government pays fees to lenders, though assumes the risk if the loans default. The Obama administration has made elimination of the FFEL program a primary goal for student aid reform, projecting a 10 year savings of $61 billion that will be used largely to support the increase in Pell grants. After July 1st all colleges and universities that participate in the federal Stafford loan program will join the Direct Loan program, shifting the administrative management from lenders to the colleges themselves.
How does this change impact students and their families? There are really two ways that borrowers will be impacted. No longer will students at colleges that participate in the FFELP program need to find a bank lender. Instead, those who apply for federally guaranteed Stafford loans will deal directly with the colleges’ financial aid offices. Secondly, the interest rate on the PLUS loans, which parents can access to pay their children’s college costs, is 7.9% with the Direct Loan program, versus 8.5% for the erstwhile bank program. With interest accruing while the student is in school, the difference can become significant over four years.
Changes to the income-based repayment plan, which became effective last July, will further ease the burden on students once they begin to repay their school loans. The purpose of the plan is to make it easier for graduates with low incomes to stay current and potentially limit their loan obligations through debt forgiveness. The bill just approved will make the repayment option available to more borrowers by lowering the debt to income threshold from 15% to 10% of discretionary income. Additionally, loans still outstanding after 20 years (versus the current 25) will be forgiven. The one catch is that this provision will not go into effect until July 1, 2014 and will only benefit those who borrow after that date.
So who are the winners and losers with the student loan reform bill? Low income students are winners, as they are now assured federal grant money that will grow with inflation. Whether it is enough to keep them from losing ground against rising college costs is in question, though doubtful. Student borrowers under the federal loan program should probably be indifferent to whether they borrow from a bank or through their college. The modified income based repayment plan is without a doubt the best deal for college graduates, though high school seniors who will start college in the fall lose out since the changes don’t become effective until July 1, 2014, the year they graduate.
Sunday, March 21, 2010
Race to Nowhere - The Dark Side of America's Achievement Culture
I want to make all of my readers aware of a new documentary film by director Vicki Abeles titled Race to Nowhere. This documentary explores the negative impact of America’s high pressured and achievement-focused culture on our nation’s youth. Are the demands and expectations placed on young people today leading to a generation of burned out, depressed and disengaged youth? This is the conclusion of many educators, therapists, and other professionals who work with students and appear in interviews throughout the film. The method of teaching is also, arguably, leaving graduates ill-prepared to enter the workplace. Educators feel pressured to teach to tests rather than develop minds and impart skills necessary to succeed. Sadly, the despair felt by many youths has had and continues to have repercussions that impact and even destroy families. Ms. Abeles’ goal is to raise awareness of this distressing trend with the hope of starting a national dialogue that challenges our beliefs about the effectiveness and sanity of our education system and culture.
While the film is not yet widely distributed, screenings are taking place around the country. The movie is coming to the New York area the week of March 22. For those of you who live in or near Westchester County, you will have the opportunity to view this enlightening documentary on Tuesday evening, March 23 at 7:30 pm at the JCC Mid-Westchester in Scarsdale, NY. Tickets can be purchased in advance at the film’s website http://www.racetonowhere.com/ and by going to the “Screenings” page. Whether you can attend the screening or not, I encourage you to check out the website and watch the 3 minute film trailer. I believe this is a movie every parent to see.
While the film is not yet widely distributed, screenings are taking place around the country. The movie is coming to the New York area the week of March 22. For those of you who live in or near Westchester County, you will have the opportunity to view this enlightening documentary on Tuesday evening, March 23 at 7:30 pm at the JCC Mid-Westchester in Scarsdale, NY. Tickets can be purchased in advance at the film’s website http://www.racetonowhere.com/ and by going to the “Screenings” page. Whether you can attend the screening or not, I encourage you to check out the website and watch the 3 minute film trailer. I believe this is a movie every parent to see.
Thursday, March 4, 2010
What is the Value of a Liberal Arts Education?
Is a liberal arts education a luxury? With more than half of all undergraduates now choosing more “practical” majors such as business, nursing and engineering, it appears that many young people and their families are questioning the value of a liberal arts education. The question on parents’ and students’ minds today, especially given the escalating cost of a college education and the state of the economy, is will my son or daughter (or I) be employable?
This week the Chronicle of Higher Education is running a series of articles which examine what it titles ‘The New Liberal Arts.” The special report explores the question of value, and also cites the changes in college curriculum in responses to the shifting demand. Many traditional liberal arts institutions have added pre-professional programs. At the same time, several colleges with a more career-oriented focus are incorporating a liberal arts approach, placing greater emphasis on critical thinking and intellectual exploration. The idea is to help students develop important analytical and problem solving skills in addition to preparing them for a profession.
Returning to the question about the value of a liberal arts education, I wanted to share an article from the Chronicle series written by Sanford J. Ungar, the president of Goucher College and former host of National Public Radio’s “All Things Considered.” His article, “7 Major Misconceptions About the Liberal Arts,” seeks to dispel the myths that a liberal arts degree isn’t worth the cost, especially when compared to pre-professional training. Ungar’s article can be accessed through the link http://chronicle.com/article/7-Major-Misperceptions-About/64363/?sid=at&utm_source=at&utm_medium=en. Mr. Ungar makes several compelling arguments, key among them is the notion that students must be prepared for change, especially given the evolving demands of society today. One thing is almost certain: many careers which will be available to the Millennial Generation in their lifetimes do not presently exist. The challenges we face today have created an even greater need for college students to graduate with a broad based education that prepares them to think critically and outside the box.
But how does that factor in the perceptions and expectations of those who make the hiring decisions? Don’t employers want to hire young people who have specialized in a particular field of study, especially in a buyer’s market where unemployment is running at 10%? According to Mr. Ungar, a 2009 survey for the Association of American Colleges and Universities found that 75% of employers nationwide encourage students to seek a liberal arts education. 89% want to see greater emphasis on communications, both orally and written. Analytical reasoning, critical thinking, creativity and the ability to innovate were also cited as important skills required by prospective employers.
One piece of advice I give to those in the midst of a job search, especially anyone who has been employed in a downsized industry: think in terms of your skill set, not your last job description. In our fast paced and changing society industries and jobs will come and go. The value of a liberal arts education will last a lifetime.
This week the Chronicle of Higher Education is running a series of articles which examine what it titles ‘The New Liberal Arts.” The special report explores the question of value, and also cites the changes in college curriculum in responses to the shifting demand. Many traditional liberal arts institutions have added pre-professional programs. At the same time, several colleges with a more career-oriented focus are incorporating a liberal arts approach, placing greater emphasis on critical thinking and intellectual exploration. The idea is to help students develop important analytical and problem solving skills in addition to preparing them for a profession.
Returning to the question about the value of a liberal arts education, I wanted to share an article from the Chronicle series written by Sanford J. Ungar, the president of Goucher College and former host of National Public Radio’s “All Things Considered.” His article, “7 Major Misconceptions About the Liberal Arts,” seeks to dispel the myths that a liberal arts degree isn’t worth the cost, especially when compared to pre-professional training. Ungar’s article can be accessed through the link http://chronicle.com/article/7-Major-Misperceptions-About/64363/?sid=at&utm_source=at&utm_medium=en. Mr. Ungar makes several compelling arguments, key among them is the notion that students must be prepared for change, especially given the evolving demands of society today. One thing is almost certain: many careers which will be available to the Millennial Generation in their lifetimes do not presently exist. The challenges we face today have created an even greater need for college students to graduate with a broad based education that prepares them to think critically and outside the box.
But how does that factor in the perceptions and expectations of those who make the hiring decisions? Don’t employers want to hire young people who have specialized in a particular field of study, especially in a buyer’s market where unemployment is running at 10%? According to Mr. Ungar, a 2009 survey for the Association of American Colleges and Universities found that 75% of employers nationwide encourage students to seek a liberal arts education. 89% want to see greater emphasis on communications, both orally and written. Analytical reasoning, critical thinking, creativity and the ability to innovate were also cited as important skills required by prospective employers.
One piece of advice I give to those in the midst of a job search, especially anyone who has been employed in a downsized industry: think in terms of your skill set, not your last job description. In our fast paced and changing society industries and jobs will come and go. The value of a liberal arts education will last a lifetime.
Tuesday, February 23, 2010
Tuition Caps, Cost Cutting...Working with Less
Preliminary steps taken by two prestigious New England colleges in the past week may signal new trends in higher education. One week ago Middlebury College announced a plan, pending board approval, that would limit annual cost of attendance increases to one percentage point over the Consumer Price Index. This week Brandeis University released its proposed cuts to academic programs as part of ongoing efforts to address its financial issues. The timing of these announcements has interestingly coincided with the publication of a joint study by two non-profit policy organizations, Public Agenda and the National Center for Public Policy and Higher Education, regarding public disatisfaction with colleges. Roughly two-thirds of the survey participants said that federal stimulus money should be used by colleges to hold down tuition, even at the cost of program cutbacks. Middlebury and Brandeis are apparently ahead of the curve and taking that message to heart.
Middlebury’s announcement may not seem like much, especially with inflation at an historic low. But in fact, it is a big deal for a college to commit to a cap for an "indefinite" period when average annual cost increases at four-year colleges have exceeded 4 percent. Other schools have imposed one year tuition freezes, only to raise price more than the rate of inflation the following year. Middlebury’s move obviously won’t improve its bottom line, though if one believes that demand for a college education is not inelastic (in other words, an increase in price will negatively affect demand), then this action should certainly raise the school’s desirability. But that’s what makes this move so noteworthy: as one of the most selective colleges in the country, Middlebury has only seen applications increase in recent years, even while its tuition has risen.
Brandeis’ move is gutsy, though born out of necessity. Imagine the premier Jewish-sponsored university in the U.S. abandoning Hebrew as a major. However, if the proposed reorganization is adopted, there is probably truth to the school’s claim that the impact on undergraduate studies will be minimal. For example, many departments will be merged rather than completely eliminated and changes will be phased in so as not to disrupt the education of current students or impact those applying for the coming fall. The biggest losers will be graduate students, as university-sponsored PhD programs are cutback or terminated (a topic for another day: the fate of university funded doctoral programs). Hebrew may no longer be a major; however, students will still be able to study the language while majoring instead in Near Eastern and Judaic Studies. What Brandeis has done is likely to become more prevalent at colleges across the nation. Programs with few degree candidates will be cut if determined that they may no longer be justifiable.
What does this imply for trends in higher education going forward? Middlebury’s move may likely put pressure on its peer institutions to do the same. Yet many well-endowed colleges are feeling the pinch even without slowing tuition increases. The lost dollars will have to come from somewhere. Expect financial aid to take a hit. Williams’ move to end its no-loan policy opened the door for Dartmouth…others will no doubt follow. Middlebury, by the way, was not among the 40 or so universities that did away with loans in need-based aid back in 2007-2008.
Colleges have for the past two years examined all possible ways to cut costs, so Brandeis’ announcement is not that surprising. Staff layoffs, salary freezes, and varsity team eliminations have become more commonplace news. What makes Brandeis’ step so notable is where it has chosen to reduce expenses. I offer up advice I have shared in the past. Students should do their homework when researching colleges. If they have an interest in a highly specialized major that may have few degree candidates, inquire about the ‘safety’ of that program. If academic programs are eliminated, hopefully others will follow Brandeis’ example and phase them out over time so that current students are not impacted.
Are colleges finally getting the message that controlling costs and making education affordable, even at the expense of some programs, is among the top concerns of families with college age students? In the case of tuition caps, one school does not make a trend, but I will remain optimistic.
Middlebury’s announcement may not seem like much, especially with inflation at an historic low. But in fact, it is a big deal for a college to commit to a cap for an "indefinite" period when average annual cost increases at four-year colleges have exceeded 4 percent. Other schools have imposed one year tuition freezes, only to raise price more than the rate of inflation the following year. Middlebury’s move obviously won’t improve its bottom line, though if one believes that demand for a college education is not inelastic (in other words, an increase in price will negatively affect demand), then this action should certainly raise the school’s desirability. But that’s what makes this move so noteworthy: as one of the most selective colleges in the country, Middlebury has only seen applications increase in recent years, even while its tuition has risen.
Brandeis’ move is gutsy, though born out of necessity. Imagine the premier Jewish-sponsored university in the U.S. abandoning Hebrew as a major. However, if the proposed reorganization is adopted, there is probably truth to the school’s claim that the impact on undergraduate studies will be minimal. For example, many departments will be merged rather than completely eliminated and changes will be phased in so as not to disrupt the education of current students or impact those applying for the coming fall. The biggest losers will be graduate students, as university-sponsored PhD programs are cutback or terminated (a topic for another day: the fate of university funded doctoral programs). Hebrew may no longer be a major; however, students will still be able to study the language while majoring instead in Near Eastern and Judaic Studies. What Brandeis has done is likely to become more prevalent at colleges across the nation. Programs with few degree candidates will be cut if determined that they may no longer be justifiable.
What does this imply for trends in higher education going forward? Middlebury’s move may likely put pressure on its peer institutions to do the same. Yet many well-endowed colleges are feeling the pinch even without slowing tuition increases. The lost dollars will have to come from somewhere. Expect financial aid to take a hit. Williams’ move to end its no-loan policy opened the door for Dartmouth…others will no doubt follow. Middlebury, by the way, was not among the 40 or so universities that did away with loans in need-based aid back in 2007-2008.
Colleges have for the past two years examined all possible ways to cut costs, so Brandeis’ announcement is not that surprising. Staff layoffs, salary freezes, and varsity team eliminations have become more commonplace news. What makes Brandeis’ step so notable is where it has chosen to reduce expenses. I offer up advice I have shared in the past. Students should do their homework when researching colleges. If they have an interest in a highly specialized major that may have few degree candidates, inquire about the ‘safety’ of that program. If academic programs are eliminated, hopefully others will follow Brandeis’ example and phase them out over time so that current students are not impacted.
Are colleges finally getting the message that controlling costs and making education affordable, even at the expense of some programs, is among the top concerns of families with college age students? In the case of tuition caps, one school does not make a trend, but I will remain optimistic.
Friday, February 12, 2010
Making College Accessible - How You Can Help
I am going to totally change gears with this posting and pose a question (actually two): 1) Do you ever shop online, and 2) if I told you that your online purchases could benefit underserved high school students at no additional cost to you, would you be willing to help? I bet most of you would answer yes to both.
The New York Association for College Admission Counseling (NYSACAC) is a not-for-profit organization with a mission that includes promoting access and equity in post-secondary education, and developing and supporting the college counseling profession. As co-chair of the Development Committee of the NYSACAC Executive Board, I am involved in fundraising initiatives in support of this mission. NYSACAC has established an affiliation with Amazon.com that will allow members and non-members to support the association’s initiatives while shopping on-line. The link to Amazon is posted on the NYSACAC website (http://www.nysacac.org) and can be easily accessed on the “Donate” page. You can alternatively go directly to the “Donate” site by clicking on http://tinyurl.com/yk2nhdd. Every purchase made through NYSACAC will benefit underserved students by funding important programs that improve college accessibility. So please consider shopping through the NYSACAC website the next time you want to buy a book or make other purchases through Amazon. It involves one easy extra step that could lead to a disadvantaged child taking leaps and bounds.
Another way to support NYSACAC and its mission is to donate directly. One of the special programs that NYSACAC offers is Camp College, a three-day college experience for students who might otherwise not have adequate opportunities to learn about the college admission process. By accommodating 150-200 students each summer, this program gives disadvantaged youths a chance to experience life on a college campus while also meeting with high school counselors and college admission officers who educate them about the college process. Many people volunteer time and resources to this much needed program. However, the cost to send one student for a three-day session still runs about $160.
If your own son or daughter has access to good college planning resources, you understand the value of such guidance. Imagine how critical it becomes for a first generation, underserved student for whom going to college is never discussed at home, nor presented as an option. Would you consider helping a less fortunate student realize his or her college dream by making a donation to NYSACAC for the benefit of Camp College? For $160 you can sponsor a student, though contributions of any amount will truly make a difference. A donation at the sponsor level will pair you with a particular student, who will know that he or she is able to participate in Camp College thanks to your generosity. Donations for the benefit of Camp College can be made by going to the NYSACAC website, clicking on the “Donate” link and following the directions from there. Thank you for any support you can give.
The New York Association for College Admission Counseling (NYSACAC) is a not-for-profit organization with a mission that includes promoting access and equity in post-secondary education, and developing and supporting the college counseling profession. As co-chair of the Development Committee of the NYSACAC Executive Board, I am involved in fundraising initiatives in support of this mission. NYSACAC has established an affiliation with Amazon.com that will allow members and non-members to support the association’s initiatives while shopping on-line. The link to Amazon is posted on the NYSACAC website (http://www.nysacac.org) and can be easily accessed on the “Donate” page. You can alternatively go directly to the “Donate” site by clicking on http://tinyurl.com/yk2nhdd. Every purchase made through NYSACAC will benefit underserved students by funding important programs that improve college accessibility. So please consider shopping through the NYSACAC website the next time you want to buy a book or make other purchases through Amazon. It involves one easy extra step that could lead to a disadvantaged child taking leaps and bounds.
Another way to support NYSACAC and its mission is to donate directly. One of the special programs that NYSACAC offers is Camp College, a three-day college experience for students who might otherwise not have adequate opportunities to learn about the college admission process. By accommodating 150-200 students each summer, this program gives disadvantaged youths a chance to experience life on a college campus while also meeting with high school counselors and college admission officers who educate them about the college process. Many people volunteer time and resources to this much needed program. However, the cost to send one student for a three-day session still runs about $160.
If your own son or daughter has access to good college planning resources, you understand the value of such guidance. Imagine how critical it becomes for a first generation, underserved student for whom going to college is never discussed at home, nor presented as an option. Would you consider helping a less fortunate student realize his or her college dream by making a donation to NYSACAC for the benefit of Camp College? For $160 you can sponsor a student, though contributions of any amount will truly make a difference. A donation at the sponsor level will pair you with a particular student, who will know that he or she is able to participate in Camp College thanks to your generosity. Donations for the benefit of Camp College can be made by going to the NYSACAC website, clicking on the “Donate” link and following the directions from there. Thank you for any support you can give.
Subscribe to:
Posts (Atom)