Today the U.S. News & World Report published its annual Best Colleges 2011, the granddaddy of school rankings that students and their families too often use as the definitive source and arbiter for academic quality. Sure, USNWR provides a detailed explanation of its methodology as if to suggest transparency. Yet it still fails to convince this reader that the formula inputs offer anything but a highly subjective assessment that does little to assist students in finding schools that are the right fit and that will provide a meaningful and fulfilling college experience.
This year USNWR tweaked its criteria, with the most significant adjustment being the weighting of input from other education professionals. Though this now accounts for 22.5% rather than 25% of the total ranking, the methodology still places far too much emphasis on some subjective measure of a school's reputation. The good news is that only 15% is determined by administrators from competing institutions who I’m certain rarely if ever step foot on the college campuses they are judging. Even if they do, is this not a conflict of interest? For the first time high school guidance counselors have a say in the rankings and make up 7.5% of the 22.5% reputational factor. I am skeptical whether this actually helps students make informed college decisions. Most high school counselors know that students would be better served by considering fit over someone else’s opinion of a college’s place on a list that has questionable criteria.
Here is my question for every student and parent who feels compelled to look at the college rankings: what is there about this list of colleges and the way it is presented that gives you any insight about the academic strengths, the quality of life, the social scene, or the support services, academic and otherwise available at each school? I am not suggesting that all of the factors are meaningless. For example, I also believe that graduation and retention rates are important. However, a couple of statistics do not tell the whole story. The top schools on each of these ranking lists, for the most part, are all well endowed and can provide substantial need based aid. What about colleges of quality that cannot afford to be as generous with financial aid? In this economy many students are forced to take a leave from their education due to lack of adequate funds to pay tuition and support themselves through school. In other words, the economy is hurting retention numbers for some fine colleges that cannot spend as much as they would like on aid. My point is, too little information about what drives the numbers often leads one to draw the wrong conclusions.
But is it a “good” college? My own 17 year old has finally learned to stop asking me that question, though when she occasionally slips, she quickly recovers with, “I know, I know…don’t confuse selectivity with quality.” She’s finally catching on! Isn’t it curious that the colleges with the lowest rankings also have the lowest acceptance rates? The correlation between acceptance rate and a ranking which is supposed to order schools by some measure of “best” is especially troubling to me.
U.S. News & World Report is not the only publication to issue its assessment of colleges this month. Forbes.com recently published its list of America’s Best Colleges which has many surprises that will have you scratching your head, especially when compared with the USNWR rankings. And lets not short change Sierra Magazine’s current ranking of the Greenest Colleges. If you are not happy where your own alma mater ranks on any of these lists, be patient. Another ranking is sure to be released shortly.
Tuesday, August 17, 2010
Tuesday, July 27, 2010
The Three Year Degree - Ingenious or Falling Short?
The cost of a college degree continues to rise. One might think this is incentive enough to get through as quickly as possible. On the contrary, the national average for students graduating college within six years is only 53%. While this graduation rate is disturbing, it does not tell the whole story. Some extend their stay to balance work and school, the former a necessity in order to be able to afford the tuition costs. Others have fallen victim to budget cuts and class schedule reductions, making it more difficult to register for and complete required courses on time.
Despite the trend towards extending one’s colleges years, programs are becoming more prevalent at universities around the country which offer the opportunity to earn a degree in three years. These programs are not for everyone yet their proponents claim that the benefits are multiple: students save on tuition, room and board, colleges achieve better utilization of their resources by offering classes year round and graduation rates improve.
With cost pressures driving many decisions today, several colleges, including University of North Carolina at Greensboro, Hartwick College in Oneonta, NY and the University of Illinois now offer a three year degree. To ensure timely graduation, these programs generally include priority registration and special advising to the students which enable them to adhere to a tight timetable and to stay focused. Bate College in Lewiston, Maine has offered the three year degree since 1965, yet to date few students have actually taken advantage of it.
Proponents cite the cost advantages for students and more rapid turnover for universities as students earn degrees in a shorter period of time. Those in support of these programs also believe they will force positive changes in curriculum as colleges seeks ways to cover a multitude of subjects in a more condensed time frame. This, they profess, will lead to a greater emphasis on inter-disciplinary learning.
The three year degree is clearly not for everyone. Students who benefit must be prepared to step onto the fast track. Often workloads are heavy and schedules require year round attendance to finish within three years. Are you prepared to declare a major after your first year? Forget the three year degree if you want to explore a variety of subjects before making that decision. It is also not a practical route for those who must work to support themselves through college.
Critics question the practicality of three year programs when students already have a tough time finishing in four. Three year programs also challenge the very essence of the college experience which goes beyond academics alone. Students who finish in three will have limited time, if any, to participate in extra-curricular activities and take part in many of the social aspects which some might argue are a primary component of college life. Students would also be forced to forgo pursuing courses out of sheer interest, since the truncated time schedule will restrict the ability to explore. Last but not least, some question whether the three year degree serves the needs of the market, where employers are placing new demands on college graduates. Having a specific skill is often not what those hiring really want to see. Today’s business leaders are redefining the necessary core skills for success, e.g., global and inter-cultural awareness, teamwork and problem solving skills, ethical reasoning, critical thinking and decision making capabilities. Will a rush to get through in three years short change students in these areas? There is no doubt that some serious curriculum re-design must be part of any trend to finish college in record time.
Despite the trend towards extending one’s colleges years, programs are becoming more prevalent at universities around the country which offer the opportunity to earn a degree in three years. These programs are not for everyone yet their proponents claim that the benefits are multiple: students save on tuition, room and board, colleges achieve better utilization of their resources by offering classes year round and graduation rates improve.
With cost pressures driving many decisions today, several colleges, including University of North Carolina at Greensboro, Hartwick College in Oneonta, NY and the University of Illinois now offer a three year degree. To ensure timely graduation, these programs generally include priority registration and special advising to the students which enable them to adhere to a tight timetable and to stay focused. Bate College in Lewiston, Maine has offered the three year degree since 1965, yet to date few students have actually taken advantage of it.
Proponents cite the cost advantages for students and more rapid turnover for universities as students earn degrees in a shorter period of time. Those in support of these programs also believe they will force positive changes in curriculum as colleges seeks ways to cover a multitude of subjects in a more condensed time frame. This, they profess, will lead to a greater emphasis on inter-disciplinary learning.
The three year degree is clearly not for everyone. Students who benefit must be prepared to step onto the fast track. Often workloads are heavy and schedules require year round attendance to finish within three years. Are you prepared to declare a major after your first year? Forget the three year degree if you want to explore a variety of subjects before making that decision. It is also not a practical route for those who must work to support themselves through college.
Critics question the practicality of three year programs when students already have a tough time finishing in four. Three year programs also challenge the very essence of the college experience which goes beyond academics alone. Students who finish in three will have limited time, if any, to participate in extra-curricular activities and take part in many of the social aspects which some might argue are a primary component of college life. Students would also be forced to forgo pursuing courses out of sheer interest, since the truncated time schedule will restrict the ability to explore. Last but not least, some question whether the three year degree serves the needs of the market, where employers are placing new demands on college graduates. Having a specific skill is often not what those hiring really want to see. Today’s business leaders are redefining the necessary core skills for success, e.g., global and inter-cultural awareness, teamwork and problem solving skills, ethical reasoning, critical thinking and decision making capabilities. Will a rush to get through in three years short change students in these areas? There is no doubt that some serious curriculum re-design must be part of any trend to finish college in record time.
Wednesday, July 14, 2010
Tour d'Admission - My Reflections
After months of anticipation and training, I find it difficult to believe that the southern California college cycling tour has come and gone, at least for this rider (a few of my colleagues have continued on for another week). The experience, not surprisingly, was about more than just visiting colleges. I anticipated good cycling, informative college visits and the pleasure of traveling with a group of likeminded, adventuresome college counselors. Even with that expectation, the high that I am still on, 4 days into my return, feels bigger than just the joys of a good trip. For the past few days I have been asking myself what made this experience so different from other college visits, vacations and travel I have done. Tonight as I sat down to write this posting, not exactly sure where I would take it, an answer came to me: I feel like I just had my own mini college experience.
On Sunday night, July 4th, 17 strangers came together on the campus of the University of the Redlands in the California town of the same name. We arrived in shifts throughout the day, got our dorm room assignments, and met suitemates and fellow cyclists. Once we were all settled in, we gathered for an outdoor “icebreaker” pizza party on an unseasonably cool night for July (June Gloom one month late, we were repeatedly told). We were also treated to the truly spectacular Redlands fireworks display, complete with skydivers and musical entertainment.
Still on east coast time, many of us retired early, spending our first of several nights in university housing. The following day we had to be awake and alert for our morning tour of the University of Redlands, followed by our first venture out on the bikes. I’m speculating that a good handful of us were a little anxious in anticipation of our first ride together, a 45 trip to our next destination, the Claremont Colleges. Remember the odd sensation of excitement mixed with nerves during the first few days of college? I guess you can say that some of us were experiencing those uneasy emotions all over again.
Over the course of the next few days we all found our “bike” legs and started to feel comfortable with each other. We were truly an eclectic group, coming from virtually every region of the country and bringing along a variety of backgrounds and experiences. However, we quickly came to appreciate our differences, quirks, and senses of humor. We stopped and helped each other when panniers fell off unexpectedly on the road, tires went flat, or in the case of yours truly, the resident diabetic, a stop for some sugar refueling was in order. Cycling on long, high traffic thoroughfares, through Los Angeles city streets at rush hour and up and down the Pacific Coast Highway, we learned what it meant to take responsibility for ourselves, as well as help and look out for others. Some of us sported scrapes and scars from minor mishaps (I took the award for most falls off the bike from a stationery position…those darn clip-ins!). One of our members gave the rest of us a good scare, ending up in the hospital with dehydration on the last night. We all heaved a sigh of relief the next morning to learn the cause of her fainting, and see her regain color and her smile. Unfortunately, she and another companion finished the last leg in a car rather than on bikes with the rest of us, but were there to meet us at each stop along the way.
I made wonderful new friends on this trip, just like my college experience, and we are already talking about our reunion at the annual NACAC conference in the fall as well as the location of next year’s college cycling trip. As I reflect on the past week and feel this amazing sense of accomplishment, I also think about the experience of going off to college. It’s about taking responsibility for oneself and sometimes for others. College is a time to learn and explore new things, as we did on our college visits, to make choices, individually and collectively, be flexible and open to the unexpected and seek the opportunities to expand one’s horizons. I’ll go out on a limb and include our farewell lunch at the In and Out Burger as just that type of mind and palate expanding experience!
We all recorded our trip with photos, mine taken on my Blackberry, and our trip has been immortalized in Jacques Steinberg’s NY Times blog, The Choice, which of course was a thrill for all of the riders. (http://thechoice.blogs.nytimes.com/ But the best part of this experience are the feelings and memories that pictures and blogs can’t fully capture. They are just the thoughts that make one feel good all over again when the mind momentarily wonders back there.
On Sunday night, July 4th, 17 strangers came together on the campus of the University of the Redlands in the California town of the same name. We arrived in shifts throughout the day, got our dorm room assignments, and met suitemates and fellow cyclists. Once we were all settled in, we gathered for an outdoor “icebreaker” pizza party on an unseasonably cool night for July (June Gloom one month late, we were repeatedly told). We were also treated to the truly spectacular Redlands fireworks display, complete with skydivers and musical entertainment.
Still on east coast time, many of us retired early, spending our first of several nights in university housing. The following day we had to be awake and alert for our morning tour of the University of Redlands, followed by our first venture out on the bikes. I’m speculating that a good handful of us were a little anxious in anticipation of our first ride together, a 45 trip to our next destination, the Claremont Colleges. Remember the odd sensation of excitement mixed with nerves during the first few days of college? I guess you can say that some of us were experiencing those uneasy emotions all over again.
Over the course of the next few days we all found our “bike” legs and started to feel comfortable with each other. We were truly an eclectic group, coming from virtually every region of the country and bringing along a variety of backgrounds and experiences. However, we quickly came to appreciate our differences, quirks, and senses of humor. We stopped and helped each other when panniers fell off unexpectedly on the road, tires went flat, or in the case of yours truly, the resident diabetic, a stop for some sugar refueling was in order. Cycling on long, high traffic thoroughfares, through Los Angeles city streets at rush hour and up and down the Pacific Coast Highway, we learned what it meant to take responsibility for ourselves, as well as help and look out for others. Some of us sported scrapes and scars from minor mishaps (I took the award for most falls off the bike from a stationery position…those darn clip-ins!). One of our members gave the rest of us a good scare, ending up in the hospital with dehydration on the last night. We all heaved a sigh of relief the next morning to learn the cause of her fainting, and see her regain color and her smile. Unfortunately, she and another companion finished the last leg in a car rather than on bikes with the rest of us, but were there to meet us at each stop along the way.
I made wonderful new friends on this trip, just like my college experience, and we are already talking about our reunion at the annual NACAC conference in the fall as well as the location of next year’s college cycling trip. As I reflect on the past week and feel this amazing sense of accomplishment, I also think about the experience of going off to college. It’s about taking responsibility for oneself and sometimes for others. College is a time to learn and explore new things, as we did on our college visits, to make choices, individually and collectively, be flexible and open to the unexpected and seek the opportunities to expand one’s horizons. I’ll go out on a limb and include our farewell lunch at the In and Out Burger as just that type of mind and palate expanding experience!
We all recorded our trip with photos, mine taken on my Blackberry, and our trip has been immortalized in Jacques Steinberg’s NY Times blog, The Choice, which of course was a thrill for all of the riders. (http://thechoice.blogs.nytimes.com/ But the best part of this experience are the feelings and memories that pictures and blogs can’t fully capture. They are just the thoughts that make one feel good all over again when the mind momentarily wonders back there.
Tuesday, June 29, 2010
COWS Take on a New Meaning in Wisconsin
In the world of college counseling, COWS have taken on a different meaning, even in the dairy farm state of Wisconsin. COWS is the acronym for Counselors Observing Wisconsin Schools, a college tour which traverses the southern half of the state and includes 5 colleges. The 5 schools are Ripon College, Lawrence University, the University of Wisconsin (Madison), Beloit College and Marquette University. These colleges have all been around since the mid-1800’s, and were founded just about the time that Wisconsin gained statehood in 1848.
Visiting so many colleges over the course of a year (50 or more), I frequently get the question, how do you keep them straight? Copious notes and the occasional photo on my Blackberry help, but the true benefit to visits and the best memory aid is getting a sense for a college’s mission, what sets it apart and, of course, what type of student would thrive. The facts I commit to paper. The feel of fit is something I get from seeing students, talking to members of the college community and trying to get a sense of the campus vibe.
More and more colleges are stating their mission on the website. A good mission statement will tell you right out what is important to the college community and what it hopes to do for its students. It’s worth taking the time to find and read it when you are exploring colleges.
So I start my tour recap with Ripon College, a residential college of 1,100, where two-thirds of the students come from within the state. Ripon’s mission emphasizes preparing students of diverse backgrounds (ethnically, if not geographically) for lives of productive, socially responsible citizenship. It is an intimate learning community where students truly receive a richly personalized education in the liberal arts. With a tag line of “More, Together,” Ripon fulfills its mission by providing a supportive environment that encourages students to get involved and support each other. Students that thrive at Ripon like the small, close knit community where they feel comfortable assuming leadership roles. The sciences are popular, as is history/government, communications and business. Greek life exists and attracts 40% of the student body, though the focus, not surprisingly, tends to be more community service in purpose. 35% of the student body is involved in Division III sports, which includes the newest addition, cycling. In fact, the new president, a big cyclist himself, has made a unique offer to the student community. Anyone who does not bring a car to campus gets a free bike!
Our journey took us next to Lawrence University in Appleton, a happening town of 70,000 with many interesting restaurants and entertainment venues. Situated on 80 acres along the Fox River, Lawrence, like Ripon, is relatively small with just 1,400 students. Yet despite the size, the college boasts a world renowned music conservatory which offers many of its hallmark programs. Love for music abounds, even among non-music students. Lawrence is also a residential college, a factor that is tied very much into the school’s mission. The college may be small, but that does not imply a homogeneous student body. 12% of its students are international, and 75% are from outside Wisconsin. Given this diversity in a small residential community, acceptance and appreciation for differences is expected and highly valued. Students sign a social code which provides the foundation for respecting others. They are self-described “quirky,” creative and open-minded. All are encouraged to do some type of independent study during their stay at the Lawrence. The student who thrives in this environment is ready to take charge of his or her education and shape it. At the same time, the college provides ample support to ensure that students succeed. In addition to music, popular majors include biology, psychology, English and studio art. 60% of students take advantage of study abroad programs built around their academic curriculum. Do not assume that Lawrence is just for artsy types. With 25% of students participating in 23 Division III varsity sports, their interests are as diverse as the student body itself.
Our next destination was the state capital, Madison, to tour the flagship University of Wisconsin. This is truly an urban university, though bordered by two lakes, Mendota and Menona, which provide a lovely lakeshore region to the campus. U of W is big: 41,000 students with 28,000 undergraduates. There are over 750 clubs and activities and no shortage of things to do, both on campus and in the city. The 8 undergraduate colleges and schools include the College of Letters and Science, College of Agricultural and Life Sciences, School of Business, School of Education, College of Engineering, School of Human Ecology, School of Nursing and School of Pharmacy. Students are admitted to the university rather than to a specific program, and complete at least 2 semesters before applying to a program of study. How do students create a sense of community in such a large academic setting? Students find ways to make the university more personal through clubs they join, their classes and as part of residential life. The university does offer Residential Learning Communities which allow students to live and study within their place of residence. It goes without saying that sports are BIG at Wisconsin. Camp Randall stadium is home to the Division I varsity football team. There are 22 other Division I sports which also draw the crowds. Students at the University of Wisconsin, Madison know how to have a good time. Yet they are also active, involved citizens of the Madison/University of Wisconsin community, with a passion for their causes.
We left the hustle and bustle of Madison and drove southeast to the far more serene town of Beloit, just north of the Illinois/Wisconsin border (90 minutes from Chicago). Beloit College is small with only 1,300 students, but homogeneous it is not. Most students are from outside Wisconsin, hailing from 48 states and 47 countries. Such diversity forces students to get to know people different from themselves, though this is not a chore. After all, Beloit students chose the college for a reason. Beloit curriculum is writing intensive. There are no core courses, but there are distribution requirements. Beloit believes that its First Year Seminar Experience is unique, though others have tried to copy it. Students are free to choose any one of a selection of topics that will challenge them to think critically, articulate their thoughts verbally and in writing, while interacting with a small group of classmates as they explore the topic. Known for its exceptional anthropology program, Beloit is also strong in modern languages, and offers Japanese, Chinese, German, Spanish, Russian, and French. An intensive summer language program also includes Arabic.
What sets Beloit apart? It is amazingly diverse for such a small school in the Midwest. Teachers primarily teach, but also do research with students. Everyone is on a first name basis. Student-centered is the phrase frequently repeated. The feel of the campus from both faculty and students is open, laid-back and casual. Relationships among students and faculty are central to this community, and they endure beyond graduation. Students who thrive at Beloit want to question and challenge. They are engaged, opinionated, politically active, liberal and have a multiple of interests. It is not uncommon for students who choose to double major to pick two subjects that are seemingly unrelated. The student body has a real say in what goes on. There is room to take risks, but the atmosphere is at the same time nurturing. Many students take advantage of the free tutoring offered.
Our last stop before flying home was the city of Milwaukee, home to Marquette University, one of 28 Jesuit higher education institutions in the country. Located in the heart of the city, Marquette is defined by its diversity, urban setting and Jesuit connection and traditions.
Founded in 1881, it is the newest of the 5 schools we visited, though still steeped in history. The center of campus is home to the 15th century St. Joan of Arc Chapel which was dismantled, transported to the U.S. from France and gifted to the university in 1964.
Marquette’s 12,000 students come from all 50 states and 70 countries. About 60% of students are Catholic, though students say that religion is present, yet not imposing. The 8,000 undergraduates are each enrolled in one of the universities 7 colleges which include Liberal Arts, Business, Engineering, Education, Nursing, Communications and Health Sciences. The application process is the same for all students, yet applicants specify which school they wish to attend and may include their second choice. Even after enrolled in a specific college, students throughout the university must complete the same Core of Common Studies. There is a highly selective Honors Program of fewer than 500 students. Sports are very important at Marquette. A Division I Big East Conference member, Marquette’s basketball team always draws a crowd. The school has neither football nor baseball, but that doesn’t seem to do much to dampen school spirit.
Who thrives at Marquette? Students who feel a strong connection to the university really care about community and the Jesuit ideals of caring for the whole person. Overall, students are academically motivated, yet very well grounded.
Whether it is the Midwest location or coincidentally, a core element of each school’s mission statement, the importance of a unified community comes through loud and clear on all of these campuses, despite how different they appear. Students feel connected and valued. When exploring colleges, read the mission statement and ask yourself if it speaks to the essence of what defines the school's philosophy and approach to the academic and social experience. A closing and noteworthy point: all of these colleges, especially the private institutions, offer fairly generous merit aid to qualified students, another reason they are worthy of a closer look!
Visiting so many colleges over the course of a year (50 or more), I frequently get the question, how do you keep them straight? Copious notes and the occasional photo on my Blackberry help, but the true benefit to visits and the best memory aid is getting a sense for a college’s mission, what sets it apart and, of course, what type of student would thrive. The facts I commit to paper. The feel of fit is something I get from seeing students, talking to members of the college community and trying to get a sense of the campus vibe.
More and more colleges are stating their mission on the website. A good mission statement will tell you right out what is important to the college community and what it hopes to do for its students. It’s worth taking the time to find and read it when you are exploring colleges.
So I start my tour recap with Ripon College, a residential college of 1,100, where two-thirds of the students come from within the state. Ripon’s mission emphasizes preparing students of diverse backgrounds (ethnically, if not geographically) for lives of productive, socially responsible citizenship. It is an intimate learning community where students truly receive a richly personalized education in the liberal arts. With a tag line of “More, Together,” Ripon fulfills its mission by providing a supportive environment that encourages students to get involved and support each other. Students that thrive at Ripon like the small, close knit community where they feel comfortable assuming leadership roles. The sciences are popular, as is history/government, communications and business. Greek life exists and attracts 40% of the student body, though the focus, not surprisingly, tends to be more community service in purpose. 35% of the student body is involved in Division III sports, which includes the newest addition, cycling. In fact, the new president, a big cyclist himself, has made a unique offer to the student community. Anyone who does not bring a car to campus gets a free bike!
Our journey took us next to Lawrence University in Appleton, a happening town of 70,000 with many interesting restaurants and entertainment venues. Situated on 80 acres along the Fox River, Lawrence, like Ripon, is relatively small with just 1,400 students. Yet despite the size, the college boasts a world renowned music conservatory which offers many of its hallmark programs. Love for music abounds, even among non-music students. Lawrence is also a residential college, a factor that is tied very much into the school’s mission. The college may be small, but that does not imply a homogeneous student body. 12% of its students are international, and 75% are from outside Wisconsin. Given this diversity in a small residential community, acceptance and appreciation for differences is expected and highly valued. Students sign a social code which provides the foundation for respecting others. They are self-described “quirky,” creative and open-minded. All are encouraged to do some type of independent study during their stay at the Lawrence. The student who thrives in this environment is ready to take charge of his or her education and shape it. At the same time, the college provides ample support to ensure that students succeed. In addition to music, popular majors include biology, psychology, English and studio art. 60% of students take advantage of study abroad programs built around their academic curriculum. Do not assume that Lawrence is just for artsy types. With 25% of students participating in 23 Division III varsity sports, their interests are as diverse as the student body itself.
Our next destination was the state capital, Madison, to tour the flagship University of Wisconsin. This is truly an urban university, though bordered by two lakes, Mendota and Menona, which provide a lovely lakeshore region to the campus. U of W is big: 41,000 students with 28,000 undergraduates. There are over 750 clubs and activities and no shortage of things to do, both on campus and in the city. The 8 undergraduate colleges and schools include the College of Letters and Science, College of Agricultural and Life Sciences, School of Business, School of Education, College of Engineering, School of Human Ecology, School of Nursing and School of Pharmacy. Students are admitted to the university rather than to a specific program, and complete at least 2 semesters before applying to a program of study. How do students create a sense of community in such a large academic setting? Students find ways to make the university more personal through clubs they join, their classes and as part of residential life. The university does offer Residential Learning Communities which allow students to live and study within their place of residence. It goes without saying that sports are BIG at Wisconsin. Camp Randall stadium is home to the Division I varsity football team. There are 22 other Division I sports which also draw the crowds. Students at the University of Wisconsin, Madison know how to have a good time. Yet they are also active, involved citizens of the Madison/University of Wisconsin community, with a passion for their causes.
We left the hustle and bustle of Madison and drove southeast to the far more serene town of Beloit, just north of the Illinois/Wisconsin border (90 minutes from Chicago). Beloit College is small with only 1,300 students, but homogeneous it is not. Most students are from outside Wisconsin, hailing from 48 states and 47 countries. Such diversity forces students to get to know people different from themselves, though this is not a chore. After all, Beloit students chose the college for a reason. Beloit curriculum is writing intensive. There are no core courses, but there are distribution requirements. Beloit believes that its First Year Seminar Experience is unique, though others have tried to copy it. Students are free to choose any one of a selection of topics that will challenge them to think critically, articulate their thoughts verbally and in writing, while interacting with a small group of classmates as they explore the topic. Known for its exceptional anthropology program, Beloit is also strong in modern languages, and offers Japanese, Chinese, German, Spanish, Russian, and French. An intensive summer language program also includes Arabic.
What sets Beloit apart? It is amazingly diverse for such a small school in the Midwest. Teachers primarily teach, but also do research with students. Everyone is on a first name basis. Student-centered is the phrase frequently repeated. The feel of the campus from both faculty and students is open, laid-back and casual. Relationships among students and faculty are central to this community, and they endure beyond graduation. Students who thrive at Beloit want to question and challenge. They are engaged, opinionated, politically active, liberal and have a multiple of interests. It is not uncommon for students who choose to double major to pick two subjects that are seemingly unrelated. The student body has a real say in what goes on. There is room to take risks, but the atmosphere is at the same time nurturing. Many students take advantage of the free tutoring offered.
Our last stop before flying home was the city of Milwaukee, home to Marquette University, one of 28 Jesuit higher education institutions in the country. Located in the heart of the city, Marquette is defined by its diversity, urban setting and Jesuit connection and traditions.
Founded in 1881, it is the newest of the 5 schools we visited, though still steeped in history. The center of campus is home to the 15th century St. Joan of Arc Chapel which was dismantled, transported to the U.S. from France and gifted to the university in 1964.
Marquette’s 12,000 students come from all 50 states and 70 countries. About 60% of students are Catholic, though students say that religion is present, yet not imposing. The 8,000 undergraduates are each enrolled in one of the universities 7 colleges which include Liberal Arts, Business, Engineering, Education, Nursing, Communications and Health Sciences. The application process is the same for all students, yet applicants specify which school they wish to attend and may include their second choice. Even after enrolled in a specific college, students throughout the university must complete the same Core of Common Studies. There is a highly selective Honors Program of fewer than 500 students. Sports are very important at Marquette. A Division I Big East Conference member, Marquette’s basketball team always draws a crowd. The school has neither football nor baseball, but that doesn’t seem to do much to dampen school spirit.
Who thrives at Marquette? Students who feel a strong connection to the university really care about community and the Jesuit ideals of caring for the whole person. Overall, students are academically motivated, yet very well grounded.
Whether it is the Midwest location or coincidentally, a core element of each school’s mission statement, the importance of a unified community comes through loud and clear on all of these campuses, despite how different they appear. Students feel connected and valued. When exploring colleges, read the mission statement and ask yourself if it speaks to the essence of what defines the school's philosophy and approach to the academic and social experience. A closing and noteworthy point: all of these colleges, especially the private institutions, offer fairly generous merit aid to qualified students, another reason they are worthy of a closer look!
Monday, June 14, 2010
Balancing Education Dreams with Smart Debt Decisions
I have transgressed from topics related to financial aid during the past few weeks, but want to return to the issue of affordability, college choice, and financial responsibility. This is now a perennial subject for the press, which is not surprising given the high and unabating cost of college, mounting student debt averages, and the state of the world economy which shows no signs of returning to good health any time soon.
The New York Times published an article by staff writer Ron Lieber on May 28, 2010, “Placing the Blame as Students Are Buried in Debt.” In this article, Mr. Lieber addresses the borrowing-to-pay-for-college dilemma by following the travails of a 26-year old woman who graduated from NYU with nearly $100,000 in college loans. When she chose NYU eight years earlier, she and her mother were determined that she should attend the “best” college, never factoring in the debt repayment burden upon graduation. I put “best” in quotes to emphasize the frequent mistake people make by equating quality and selectivity. This confusion often leads families to pick colleges based primarily on name recognition, without considering numerous other critical factors such as cost, fit and yes, academics.
Having amassed a hefty sum of private and federal loans, the young woman chronicled in Lieber’s article now finds herself in a situation where she does not earn nearly enough to meet her monthly loan payments. She, like many others, went heavily into debt to pay for college, never considering whether the nearly 6 figure investment in her education would yield a return that would make it worthwhile.
Who is to blame? The banks made loans available with little or no credit checks, the student borrowed without projecting her ability to repay the loans, and neither the university nor the banks counseled her on affordability before she amassed so much debt. Sounds vaguely like the sub-prime mortgage crisis, but with one major difference: the way the law reads today, student loans cannot be discharged in a bankruptcy. In other words, the borrower remains on the hook, even if he or she files for bankruptcy.
Curiously, NYU was one of the few universities in the country last year which actually took the initiative to contact families about debt before students enrolled. The university called 1,800 families who qualified for financial aid to ensure that they were aware of the debt they would likely have to incur. To the school’s surprise, this outreach effort had no impact on the enrollment rate. As a result, NYU ceased with such calls this year, though the university still struggles with how to best advise families on borrowing and paying for college, as well as where its counseling responsibility ends with respect to affordability.
In my view, every party here ought to be held accountable. However, the student and family will be the ones left paying back the loans, so the bulk of the responsibility lies with them. Am I implying that borrowing for college is a bad thing? Absolutely not! Financing a college education is a worthwhile investment, provided the ultimate return on that investment is positive. How does one assess that, especially before one has even decided where to enroll? One of my favorite college financial aid resources is the website http://www.mappingyourfuture.org/. This website offers a myriad of useful information, but one of its best features is the calculators which enable you to project forward and estimate future debt payments, based on expected borrowing and interest rates. One of the calculators even suggests what someone would need to earn monthly to comfortably pay back his or her student loans. Other resources such as the Bureau of Labor Statistics site (http://www.bls.gov/) provide average salaries by region based on occupation. Students who have an inkling about what they want to do when they graduate can get a sense for how much they can expect to earn. Both these resources are good starting points for understanding affordability with respect to borrowing for college.
Before you choose a college based on name recognition alone, especially if you will need to borrow, understand the potential financial responsibility after graduation. As I have recommended in prior postings, financial "safeties" or college options that are likely and affordable, are as important to put on the college list as schools deemed to be an academically secure admit.
The New York Times published an article by staff writer Ron Lieber on May 28, 2010, “Placing the Blame as Students Are Buried in Debt.” In this article, Mr. Lieber addresses the borrowing-to-pay-for-college dilemma by following the travails of a 26-year old woman who graduated from NYU with nearly $100,000 in college loans. When she chose NYU eight years earlier, she and her mother were determined that she should attend the “best” college, never factoring in the debt repayment burden upon graduation. I put “best” in quotes to emphasize the frequent mistake people make by equating quality and selectivity. This confusion often leads families to pick colleges based primarily on name recognition, without considering numerous other critical factors such as cost, fit and yes, academics.
Having amassed a hefty sum of private and federal loans, the young woman chronicled in Lieber’s article now finds herself in a situation where she does not earn nearly enough to meet her monthly loan payments. She, like many others, went heavily into debt to pay for college, never considering whether the nearly 6 figure investment in her education would yield a return that would make it worthwhile.
Who is to blame? The banks made loans available with little or no credit checks, the student borrowed without projecting her ability to repay the loans, and neither the university nor the banks counseled her on affordability before she amassed so much debt. Sounds vaguely like the sub-prime mortgage crisis, but with one major difference: the way the law reads today, student loans cannot be discharged in a bankruptcy. In other words, the borrower remains on the hook, even if he or she files for bankruptcy.
Curiously, NYU was one of the few universities in the country last year which actually took the initiative to contact families about debt before students enrolled. The university called 1,800 families who qualified for financial aid to ensure that they were aware of the debt they would likely have to incur. To the school’s surprise, this outreach effort had no impact on the enrollment rate. As a result, NYU ceased with such calls this year, though the university still struggles with how to best advise families on borrowing and paying for college, as well as where its counseling responsibility ends with respect to affordability.
In my view, every party here ought to be held accountable. However, the student and family will be the ones left paying back the loans, so the bulk of the responsibility lies with them. Am I implying that borrowing for college is a bad thing? Absolutely not! Financing a college education is a worthwhile investment, provided the ultimate return on that investment is positive. How does one assess that, especially before one has even decided where to enroll? One of my favorite college financial aid resources is the website http://www.mappingyourfuture.org/. This website offers a myriad of useful information, but one of its best features is the calculators which enable you to project forward and estimate future debt payments, based on expected borrowing and interest rates. One of the calculators even suggests what someone would need to earn monthly to comfortably pay back his or her student loans. Other resources such as the Bureau of Labor Statistics site (http://www.bls.gov/) provide average salaries by region based on occupation. Students who have an inkling about what they want to do when they graduate can get a sense for how much they can expect to earn. Both these resources are good starting points for understanding affordability with respect to borrowing for college.
Before you choose a college based on name recognition alone, especially if you will need to borrow, understand the potential financial responsibility after graduation. As I have recommended in prior postings, financial "safeties" or college options that are likely and affordable, are as important to put on the college list as schools deemed to be an academically secure admit.
Tuesday, June 8, 2010
A Novel Way to Visit Colleges
The process of deciding where to apply to college often begins with well-meaning suggestions from family and friends. They all have the perfect school in mind for you! Yet the key to finding colleges where the fit is right is to do your homework and research the schools. Then take a road trip. College visits are the best way to get a sense for life on campus and whether a college or university provides the academic and social experience that makes a student say, “I know I could be happy here.” Exploring college campuses can be fun as well as informative. Take it from someone that knows; as an independent educational consultant who visits fifty campuses a year, I am always excited to experience that “aha” moment when I see a college that I sense will be a great fit for a particular student.
Independent and school counselors regularly take to the road to expand or update their knowledge of the many higher education options available in order to best match students and colleges. Throughout the year, but especially in spring and summer, consortiums of colleges organize campus visits designed specifically for counselors and educational consultants. Anywhere from a few days to a week’s time, we zigzag across states by bus, with the hope of getting a firsthand look that will better enable us to understand the essence of a college and therefore, know whether a school would be a good fit for a student.
This summer a group of counselors from across the U.S. will come together in southern California and tour colleges by less conventional means: on bikes. Why not take a bus, car, or train, you might ask. These 19 hardy souls, myself included, are looking to combine a professional objective, expanding our college knowledge, with a host of other goals that include satisfying a love for cycling and physical exercise, camaraderie, personal fulfillment, and last, but not least, for fun. I would be disingenuous if I declared that I held a long-term passion for cycling. In fact, prior to officially committing to the tour a couple of months ago, I had not been on a bike in years. But embracing the challenge to train and the desire to see colleges in a novel way was all the motivation I needed.
On July 4 the group will gather at the University of the Redlands, about 65 miles east of Los Angeles, where we begin our journey. The first order of business will be to rent bikes, followed by the installation of racks and panniers to store our clothing and gear for the week. Yes, much to my chagrin, there is no SAG vehicle bringing up the rear (an Internet search taught me that the acronym stands for Support and Gear), which would carry our stuff and come to the aid of riders in need of assistance. I will learn the true meaning of “packing light” knowing that for one week’s time I will serve as my own pack horse.
Our travels take us to 14 schools including University of the Redlands, the five undergraduate colleges that comprise the Claremont Colleges consortium (Claremont McKenna, Pomona, Pitzer, Scripps, and Harvey Mudd), University of LaVerne, Azusa Pacific University, the University of Southern California, Cal Tech, UCLA, Occidental, Pepperdine and Loyola Marymount. We will cycle 30 to 50 miles a day, stopping at each campus long enough to learn about the schools and get a sense for the academic and social communities. Our last stop each day will likely be our place of rest for the night, and since our accommodations will mostly be in dorms, we will truly get a firsthand college experience.
I am stepping up my training as I count down the weeks to the “College Tour de California.” I am looking forward to the trip with great anticipation, but I am also excited about the prospect of meeting with students when I return. I know there is a good chance I will discover just the college that will make me want to say to a student or two, “I’ve got a great school in mind for you!”
Independent and school counselors regularly take to the road to expand or update their knowledge of the many higher education options available in order to best match students and colleges. Throughout the year, but especially in spring and summer, consortiums of colleges organize campus visits designed specifically for counselors and educational consultants. Anywhere from a few days to a week’s time, we zigzag across states by bus, with the hope of getting a firsthand look that will better enable us to understand the essence of a college and therefore, know whether a school would be a good fit for a student.
This summer a group of counselors from across the U.S. will come together in southern California and tour colleges by less conventional means: on bikes. Why not take a bus, car, or train, you might ask. These 19 hardy souls, myself included, are looking to combine a professional objective, expanding our college knowledge, with a host of other goals that include satisfying a love for cycling and physical exercise, camaraderie, personal fulfillment, and last, but not least, for fun. I would be disingenuous if I declared that I held a long-term passion for cycling. In fact, prior to officially committing to the tour a couple of months ago, I had not been on a bike in years. But embracing the challenge to train and the desire to see colleges in a novel way was all the motivation I needed.
On July 4 the group will gather at the University of the Redlands, about 65 miles east of Los Angeles, where we begin our journey. The first order of business will be to rent bikes, followed by the installation of racks and panniers to store our clothing and gear for the week. Yes, much to my chagrin, there is no SAG vehicle bringing up the rear (an Internet search taught me that the acronym stands for Support and Gear), which would carry our stuff and come to the aid of riders in need of assistance. I will learn the true meaning of “packing light” knowing that for one week’s time I will serve as my own pack horse.
Our travels take us to 14 schools including University of the Redlands, the five undergraduate colleges that comprise the Claremont Colleges consortium (Claremont McKenna, Pomona, Pitzer, Scripps, and Harvey Mudd), University of LaVerne, Azusa Pacific University, the University of Southern California, Cal Tech, UCLA, Occidental, Pepperdine and Loyola Marymount. We will cycle 30 to 50 miles a day, stopping at each campus long enough to learn about the schools and get a sense for the academic and social communities. Our last stop each day will likely be our place of rest for the night, and since our accommodations will mostly be in dorms, we will truly get a firsthand college experience.
I am stepping up my training as I count down the weeks to the “College Tour de California.” I am looking forward to the trip with great anticipation, but I am also excited about the prospect of meeting with students when I return. I know there is a good chance I will discover just the college that will make me want to say to a student or two, “I’ve got a great school in mind for you!”
Sunday, May 30, 2010
Competing in a Global Society - Change the Educational Model
Are U.S. schools preparing our students to compete in a global society? According to Tony Wagner, co-director of the Change Leadership Group at the Harvard Graduate School of Education and someone I had the privilege to hear speak a few weeks ago, even the most elite of our K-12 educational institutions are not teaching our kids how to succeed in today’s world. His interviews with corporate executives and firsthand observations in classrooms at some of the country’s most prestigious high schools led Dr. Wagner to conclude that the U.S. suffers from The Global Achievement Gap. This also happens to be the title of his most recent book. The way our students are taught in school leaves them ill-prepared to succeed in today’s workplace.
One of Wagner’s more profound influences was journalist Thomas Friedman, and specifically his book The World Is Flat. Friedman’s premise struck a chord with Wagner: any job that is routine will eventually become obsolete either due to outsourcing and/or technology. Haven’t we already experienced this phenomenon and seen some dramatic changes in the labor landscape during the past few years? Though partly accelerated by the recession, job loss has also been a function of more fundamental changes in our work environment. Those who succeed are nimble and creative thinkers, i.e., adaptable, entrepreneurial and embracers of change.
What does that imply for the way we should be teaching our kids? Success is no longer about what we know; it’s about how we think. Yet the focus in the classroom is still about test taking. Students are not encouraged to ask questions for which there may be no clear answer. They are evaluated on right answers, rather than creativity and inquisitive thought. Until we shift the focus, we will fall further behind other countries in productivity and innovation.
Such profound change rarely comes easy, but Dr. Wagner proposes 7 key survival skills for careers, college and citizenship which he asserts are imperative if we are to begin to reverse the U.S.’s slide vis-à-vis our foreign competitors. In a nutshell, students today need to learn how to think critically and problem solve, work collaboratively across networks, be agile and adaptable, take initiative and be entrepreneurial, communicate effectively, know how to access and analyze information and lastly, have curiosity and imagination. Though you may think much of this sounds familiar, we still fail to properly teach these skills, in school, leaving our kids ill-equipped when they enter the workplace.
Critical thinking is really about asking good questions, evaluating different points of view, and seeing the connections of cause and effect. It is not about knowing the answers. The shortcomings of AP exams are a case in point. There are no essay questions on these exams. The test is graded (one to five) on the accuracy of the regurgitation. As Dr. Wagner points out, the tendency is to teach content, not competencies.
Successful people are those who embrace Wagner’s 3 C’s: Critical Thinking, Communication and Collaboration. They are also willing to push boundaries. Creative risk taking leads to innovation, which is increasingly important as change comes faster and faster. Did you know that Google gives and expects every employee to spend 20% of his or her time just messing around, free thinking while not working on any specific project? What Google has discovered is that this is how its most innovative ideas are developed. Imagine such an approach in our schools!
How should we adjust our thinking as parents? How we hold ourselves and our institutions accountable must shift to outcomes. The measure of accomplishment for our schools should no longer be making the grade by sending more students to highly selective colleges. Seeing more students graduate and with the tools that they need to succeed is the more meaningful yardstick. No one says it will be easy to make such wholesale changes to our educational institutions. However, recognizing that we are not adequately preparing young people for today's world is certainly a start.
One of Wagner’s more profound influences was journalist Thomas Friedman, and specifically his book The World Is Flat. Friedman’s premise struck a chord with Wagner: any job that is routine will eventually become obsolete either due to outsourcing and/or technology. Haven’t we already experienced this phenomenon and seen some dramatic changes in the labor landscape during the past few years? Though partly accelerated by the recession, job loss has also been a function of more fundamental changes in our work environment. Those who succeed are nimble and creative thinkers, i.e., adaptable, entrepreneurial and embracers of change.
What does that imply for the way we should be teaching our kids? Success is no longer about what we know; it’s about how we think. Yet the focus in the classroom is still about test taking. Students are not encouraged to ask questions for which there may be no clear answer. They are evaluated on right answers, rather than creativity and inquisitive thought. Until we shift the focus, we will fall further behind other countries in productivity and innovation.
Such profound change rarely comes easy, but Dr. Wagner proposes 7 key survival skills for careers, college and citizenship which he asserts are imperative if we are to begin to reverse the U.S.’s slide vis-à-vis our foreign competitors. In a nutshell, students today need to learn how to think critically and problem solve, work collaboratively across networks, be agile and adaptable, take initiative and be entrepreneurial, communicate effectively, know how to access and analyze information and lastly, have curiosity and imagination. Though you may think much of this sounds familiar, we still fail to properly teach these skills, in school, leaving our kids ill-equipped when they enter the workplace.
Critical thinking is really about asking good questions, evaluating different points of view, and seeing the connections of cause and effect. It is not about knowing the answers. The shortcomings of AP exams are a case in point. There are no essay questions on these exams. The test is graded (one to five) on the accuracy of the regurgitation. As Dr. Wagner points out, the tendency is to teach content, not competencies.
Successful people are those who embrace Wagner’s 3 C’s: Critical Thinking, Communication and Collaboration. They are also willing to push boundaries. Creative risk taking leads to innovation, which is increasingly important as change comes faster and faster. Did you know that Google gives and expects every employee to spend 20% of his or her time just messing around, free thinking while not working on any specific project? What Google has discovered is that this is how its most innovative ideas are developed. Imagine such an approach in our schools!
How should we adjust our thinking as parents? How we hold ourselves and our institutions accountable must shift to outcomes. The measure of accomplishment for our schools should no longer be making the grade by sending more students to highly selective colleges. Seeing more students graduate and with the tools that they need to succeed is the more meaningful yardstick. No one says it will be easy to make such wholesale changes to our educational institutions. However, recognizing that we are not adequately preparing young people for today's world is certainly a start.
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