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Start of college can be harder on parents than freshmen

IOWA CITY — The hour when Ariana Kramer will begin her college career is fast approaching — and her parents are in an office supply store, disagreeing about hanging files, of all things. “She’ll need them,” her mother says. “I don’t think so,” her dad counters. Ariana, meanwhile, walks dreamily through the store, offering no opinion on this particular decision. She is, in fact, confident that she will have what she needs when she starts her freshman year at the University of Iowa . FRESHMEN: Class of 2014 doesn’t know cursive, Clint Eastwood BY THANKSGIVING: Some first-year students want to call it quits NAVIGATING COLLEGE: Authors offer updated advice She has mom, the family organizer, with her, and dad, the calm encourager. And they have “the list,” which mom printed from one of those “what-you’ll-need-at-college” websites. New laptop. Check. Comforter with matching sheets. Check. Laundry detergent. Body wash. Antacid. Check. Check. Check. Mind you, Robin and Paul Kramer aren’t those crazy college parents — not like the mother who, as relayed by one dean of students at one California college, stayed in her daughter’s dorm room with her for four nights to help her adjust (until the daughter’s roommate complained). Nor have they ignored barricades intended to keep parents from trying to register for classes for their children, or crashed student-only orientation events, which officials at universities across the country say happens more and more. Still, even for average parents, the letting go is difficult — more so, they and many others say, than it was for parents of college-bound freshmen in decades past. Robin Kramer recalls how her own parents, who never attended college, dropped her off with a trunk full of belongings at Drake University , also in Iowa, in 1978. She set up her room and attended orientation without them there. “It’s just what you did then,” she says. It was much the same for Paul, whose father took him to the University of Wisconsin in 1977 and then went fishing. “It was a culture shock,” he says. “I wasn’t sure I was going to survive.” Perhaps that is part of what makes this “process of leaving,” as Robin calls it, more difficult. It is, all at once, overwhelming and exciting for everyone involved. But some say it’s often hardest for parents, who remember the days of college when there were fewer support systems in place for students. “I’m supposed to shed a few tears and then send her to the world, right?” the rational Robin tells her emotional self as she considers 18-year-old Ariana, the eldest of their two children. That remains to be seen. ‘Cut the cord!’ So how did we get here, anyway? It’s not that saying goodbye was easy for parents of past generations. But these days, moms and dads have gone from reading books that tell us how to raise The Happiest Baby on the Block to new handbooks such as The Happiest Kid on Campus: A Parent’s Guide to the Very Best College Experience (for You and Your Child) . YOU and your child? Linda Bips, a psychology professor who advises parents on letting go, used to carry scissors into workshops. “Cut the cord!” she would tell them. It evoked the chuckles she was looking for. “But I don’t do that anymore, because no one would listen anyway,” says Bips, a professor at Muhlenberg College in Allentown, Pa., and author of Parenting College Freshmen: Consulting For Adulthood . The process, she has learned, has to be gradual. Marshall Duke, a psychology professor at Emory University in Atlanta, has been giving those kinds of talks for three decades and also has noted more parents struggling. For one, they’re more connected than ever, by Facebook and text messages and, increasingly, online video chat. They’re also often paying huge sums of money on their children’s education. “So they think that gives them license to intervene as they would in other investments,” says Duke, who also encourages parents to take a step back, even when it goes against the fiber of their very being. He wants them, in effect, to let their children falter, to figure things out for themselves, to become adults. For Ariana Kramer, it means giving up the comfort of what she freely calls the “bubble” she grew up in, the quiet home and highly ranked schools in suburban Chicago where her main task in life was to study hard and get herself where she is today. In physical distance, it wasn’t so far from the working-class neighborhoods where her parents grew up. The Kramers both marvel at the freedom they had as kids, riding city buses as preteens and able to stay out with friends until the street lights came on. That was their signal that it was time to go home. They went to neighborhood schools. Their friends lived across the street. They walked home for lunch. “When we were growing up, there were no Amber Alerts,” says Paul, who is 50. After they finished college and married, the Kramers eventually moved to their current home. Paul worked his way into medical sales and Robin, who is 49, created an at-home job for herself by managing businesses of lawyers and other self-employed professionals. It became apparent how different their children’s lives would be when they found themselves arranging “play dates” and driving them from activity to activity. “You had to be so much more involved,” Robin says — partly because, like a lot of people, they had fewer children to focus on than the average family of generations past. Ariana worked in the summers, eventually becoming a counselor at a Wisconsin camp she attended for years. That helped her become more independent, she says. But even she’ll acknowledge that the thought of taking the train or bus into the city, as her parents did, is still daunting. Over this past summer, she took on household duties — doing laundry, loading the dishwasher, learning how to write a check — to help prepare her for that real world she’s anticipating. In August, she moved in to her dorm at Iowa on the first day possible, so she had extra time to get her bearings. “I like simple,” she says. “I need simple.” Times are a-changin’ By many estimations, the Kramers are a low-drama family. But even they are having their prickly moments when they arrive in Iowa City, and that’s to be expected in this time of heightened emotions, experts say. Ariana rolls her eyes, for instance, when her mom suggests that she put her class assignments in her BlackBerry calendar. “Mom, I’m not like you. You’re way, too, uh …” — Ariana pauses and chooses her words carefully when she remembers her words are being monitored by a reporter — “better organized than I am.” It’s all part of the subtle push and pull that has been happening all summer, her mother says. One minute it’s “I can do it myself!” The next, Ariana is asking, “Mom, can you help me with this?” Robin is having her own internal struggles, trying to step back but finding it a challenge. “Let’s be real. As a mom, sometimes it’s just easier to do it yourself,” she says, as she stands amid boxes and unpacked suitcases in the room Ariana will share with a roommate. It’s nothing fancy, your basic 1920s-era dorm room, upgraded with an air conditioner that is welcomed on a late summer day in muggy Iowa. “Thank God I have you guys. Otherwise, I wouldn’t be able to do this,” Ariana says, as her mother deals out tasks. Per Robin’s instructions, mother and daughter unpack her clothes first, as Paul sets up the clock radio, the portable telephone and the microwave. For him, the dorm room and this whole visit make him a bit wistful: “I wish it were me,” he says. That, too, is a normal parental response to this transition, says Bips, the Muhlenberg College psychologist who’s also a baby boomer and remembers “never trusting anyone over 30″ back in her own college days. “Life is more serious as you get older. There’s more loss. There’s more responsibility,” she says “So I would guess people in their 50s, who have to pay for college and worry about their jobs and the economy — yeah, wouldn’t it be nice to go back?” Some parents also feel nostalgic as the realization hits that their role — one of their main purposes in life — is changing, says Duke, the Emory psychologist: “If it’s a first child — my gosh, that’s a sobering signal about the progress of life.” Increasingly, colleges and universities have noted the support parents need in letting go, so much that they are starting to formalize the goodbye. At St. Olaf College in Minnesota, incoming freshmen are shown a video with their smiling, crying parents waving goodbye as one big group. First-year students at the University of Chicago, meanwhile, walk their parents to the university gate as bagpipes play in what some university staff call the “parting of the seas.” At Drexel University ‘s LeBow College of Business in Philadelphia, a goodbye reception includes an unofficial “crying room,” set up with tissues and a counselor. It’s kind of a gentle joke, but one that’s meant to send a message. “The idea was that we understand this is a major change for everybody,” says Ian Sladen, LeBow’s assistant dean of undergraduate programs. “It’s just as tough for parents — probably tougher, really.” But in the end, the message from universities and colleges is the same: Parents, please go home. At the University of Iowa, there is no formal goodbye ceremony. The university does, however, have an orientation and newsletter for parents and an advisory board, where any concerns are addressed. Meanwhile, Ariana also is taking a class called “The College Transition,” a relatively new course that helps freshmen ease into college life. “I clearly need a course like that to survive,” she says, her eyes widening for emphasis. Courses like these, often referred to as “University 101,” are becoming more common on college campuses. The aim is to turn out students who are independent and ready for the workplace — without their parents in tow. “It was almost a badge of honor 30 years ago when students couldn’t make it,” says Sladen at Drexel. “No one would be proud of that today.” And that should help put parents at ease, he says. ‘Make the most of it’ After nearly three days together in Iowa, the moment for Ariana to say goodbye to her parents and 16-year-old brother Chase finally arrives. Her parents get a little philosophical over sushi. “If they ask you ‘What’s the best time of your life?’ I think everybody will say college,” her dad says. “So make the most of it.” “Have fun,” her mom adds. “But don’t forget about the academics.” As her parents say goodbye, Ariana takes on the role of comforter. “I’ll call you,” she says as she hugs her mom, who begins to tear up. Ariana grabs dad and then her brother, who’s also starting to cry. She teases him: “If you break anything in my room, you’re in trouble.” They laugh. Chase, of anyone, has seemed the saddest about his sister leaving: “I think she’ll be OK as long as she copes with everything,” he had said the day before. “Oh, she will,” her mom assured him. “She’s a coper.” And it is true, Robin and Paul have faith in their daughter. “Basically, I think she’s very grounded and has a good head on her shoulders,” Robin says. She pauses. “But I’ll still be thinking, ‘Did she remember to do X, Y and Z?’” Ariana’s family departs, and the new freshman looks content, if not a little lost. She leaves her door open (that’s how you meet people, her resident adviser said). She looks around her room. “It’s weird,” she says. “What do I do now?” It won’t be long before she phones home. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. Continue reading

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Local students benefit from private colleges’ financial aid

Hoping to portray themselves as more affordable and all-around better neighbors, private colleges from Appalachia to Boston are sweetening financial aid packages for students from their own backyards. The latest and most prestigious example is Northwestern University . By targeting local students in financial need, Northwestern is seeking to boost minority enrollment, strengthen local ties and stay competitive in the college admissions race at a time when many private schools are increasing aid based on student merit instead of financial circumstances. “You may be thinking globally about your education curriculum,” David Warren, president of the National Association of Independent Colleges and Universities, said of such efforts. “But you’re increasingly acting locally with respect to students.” Northwestern’s “Good Neighbor, Great University” scholarships will be awarded starting in fall 2011 to about 100 incoming freshman who graduated from high schools in Evanston , Ill., home to Northwestern’s main campus, and Chicago , site of its medical school. About 2,000 first-year students enroll at Northwestern annually. Students whose families show financial need — there is no income cut-off — will be eligible for scholarships replacing loans and payments from work-study. The majority of students who qualify will receive enough aid to fully cover the cost of Northwestern’s $40,223 annual tuition and fees, said Michael Mills, associate provost for university enrollment. The program was recommended by a university task force on diversity and inclusion, which was formed following racial tensions on campus, including a controversy last fall over two students who dressed up in blackface for Halloween. After its black student enrollment peaked at nearly 10% during the Carter administration , Northwestern experienced a slow and steady decline, Mills said. This year’s incoming freshman class is about 7.2% black, up from 4.5% three years ago, which Mills attributed in part to better outreach to Chicago Public Schools and waiving the $65 application fee for its students. The university expects to enroll 60 CPS graduates in this fall’s freshman class, up from 28 in fall 2008. Turning again to Chicago for the new scholarship program seemed a logical step considering the city’s racial diversity and the strong Chicago connections of faculty and board members, he said. Joshua Williams, 22, a 2010 Northwestern graduate who graduated from high school on Chicago’s South Side, sought Northwestern out rather than being courted. A debater and poet who was raised by his grandmother, Williams settled on Northwestern as a high-school sophomore, attended a summer debate camp there and won financial aid to cover tuition. “Now we see a Northwestern that has a new face, that is more proactive, reaching out to public schools,” said Williams, who is African-American and served on the diversity task force. In developing the new scholarship program, Mills said Northwestern also was searching for answers after watching too many accepted students take merit-based scholarships at comparable and lesser schools. “You’ve got all the evidence in the world to show kids you’ve recruited are smart enough to get admitted and predisposed to attend Northwestern, then you watch them sort of get plucked away,” he said. The program should help local families that traditionally have earned too much to get a free ride and too little to afford Northwestern, said Patrick Tassoni, college coordinator at Chicago’s Northside Preparatory High School. “Many colleges are saying, ‘You’re accepted, please send your $20,000 check to …’” Tassoni said of the plight of middle-income families. “That’s when families really start to compare the different financial aid packages at schools. Maybe now, more moderate-income families will be less apprehensive to apply to Northwestern.” Among other private colleges that are going local with new or expanded financial aid, some directly tied to students’ financial need and others not: • Last fall, Davis & Elkins College in rural West Virginia started offering discounted tuition to freshmen from seven nearby counties to make its cost comparable to that of West Virginia University . The small Presbyterian college says it was seeking to both reach enrollment targets and deepen ties to the area, which has low median household incomes and college attendance rates. The freshmen class from those counties grew from 16 in 2009-09 to 87 in 2009-10, and this fall is projected at 122, officials say. • Also last fall, the University of Evansville began offering up to $18,000 a year, for up to four years, to all high school graduates or permanent residents of Vanderburgh County, Ind., its home county. School officials say their main motivation is to get more students living on campus and fully experiencing college life. Living in campus housing is required. • Boston University in 2008 announced expanded aid to Boston Public School students, replacing loans with grants to eligible students who meet academic targets and do 25 hours of community service per semester. The average family income of recipients is $68,000, said Laurie Pohlm, vice president for enrollment and student affairs. Along with keeping up local relations, Pohlm said BU is seeking a competitive edge for the best students in its primary markets — more important because the number of high school graduates nationally is projected to dip in the next five years. • In Worcester, Mass., the red brick buildings of the College of Holy Cross literally loom over the city, seemingly out of reach of many working-class residents. So in 2008, the 2,700-student college began offering free tuition to city residents whose families earn less than $50,000 a year — also roughly what it costs to attend Holy Cross each year. “Our local kids felt, ‘Holy Cross, ooh, that sticker price,’” said Lynne Myers, director of financial aid. “We wanted a clear understanding that we are your neighbor, we’re sitting right here on the hill, and we want to be accessible to you.” Annie Le, raised by a single mother on disability and welfare, is one of 23 students who have taken the offer. “I’m the first girl in my family to go to college. My mom didn’t want me to go away, and now she’s just a few minutes away,” said Le, who was also able to keep her job waitressing at a pancake restaurant. “It just made it a lot easier.” Eric Gorski, a national writer for The Associated Press based in Denver, can be reached at egorski(at)ap.org. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. Continue reading

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Who’s ‘Really Ready’ for college? Retired Marquette dean gives advice

Robert Neuman says he has seen “every student problem imaginable” in his 25 years as an associate dean of academic advising at Marquette University in Milwaukee. Now retired, he shares strategies to help middle school and high school students avoid common problems in Are You Really Ready for College? One secret, he tells USA TODAY’s Mary Beth Marklein, is to start early. Q: What’s your core message? A: College is a world very different from high school. College demands that students possess a solid, basic body of high school knowledge. They must also come equipped with the self-management skills to control the learning process. And lastly, in college, there’s no time to learn how to learn. Q: Why is “really ready” in the title? What’s your point? A: Many students enter college clueless about the level of work required of them. They believe college will be high school away from home and have a false sense of the effort needed to earn high grades in college. Studies of college-bound high school students prove the point: High school seniors study not much more than they did in middle school, yet more than half graduate with A averages. This is due, in large part, to the rampant practice of cramming that serves so many students too well in high school but fails them in college. Q: What’s wrong with cramming? A: Mistakenly, students think they’re learning because cramming often produces good grades. Yet it yields only short-term knowledge. It lasts long enough to pass the test but fades long before teens get to college, where professors expect a solid background at the outset of their courses. Furthermore, in college, fewer tests are given, and they cover much more material, making cramming impossible. Grades plummet. Cramming is one of several student deficiencies. Q: You make a distinction between study and homework. A: For many high school students, simply doing homework earns them acceptable grades. Why do more? Merely doing homework does not lead to real learning. On the other hand, studying does, but it entails more: preparing for every class, besides doing homework, by rereading chapters; taking, organizing and refining notes; memorizing and reviewing; and working beyond minimum expectations. Study takes time and produces learning excellence. Q: Why do students need to “practice” talking? A: Talking must evolve from overused teen-speak to speaking and listening with intelligence and purpose to teachers, counselors and adults in general. Why? Private studying aside, learning is a social activity. Contributing to class discussions, asking provocative questions and listening carefully to teachers and other students are crucial to maintaining an interest in every subject. Plus, talking privately with teachers and counselors covers everything, from getting needed advice to clarifying academic goals or career paths. An articulate student excels in college and the workplace. Q: How do students get the most from guidance counseling ? A: Students must schedule more than one appointment per semester with the guidance counselor. Good counseling sessions require good talking skills. Yet these meetings are often perfunctory and unproductive because students lack the ability to communicate. Students who just sit waiting for the guidance counselor to read their minds and then tell them what to do will be disappointed. Productive counseling sessions require good questions as well as good answers for both students and counselors. Q: Could all this advice end up stressing kids out even more ? A: Much of everyday teen stress comes from being unprepared and disorganized, not having enough time, and not knowing how to handle problems. My strategies actually help relieve stress, giving teens ways to take control. Teenagers who don’t learn these lessons now will become a part of the dismal statistics that universities know so well and that are becoming a topic of the national conversation. I have seen student stress firsthand in college. It’s demoralizing for students and carries serious life consequences. Q: Where do parents fit in ? A: Parents do whatever they can to equip their children for college, buying microwaves, laptops, calculators and so forth. But helping teens develop these skills to succeed academically early — as early as middle school — is the best equipment of all. Continue reading

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Retroactive degrees, for students who had credits

If community colleges were to find all the formerly enrolled students whose academic records qualify them for an associate degree and retroactively award them the credential, then the number of associate degrees awarded in the United States would increase by at least 12%. This compelling projection by the Institute for Higher Education Policy is one of the primary reasons why it is working with the Lumina Foundation for Education to roll out the three-year, $1.3 million Project Win-Win. This initiative will financially support 35 community colleges and four-year institutions in six states — Louisiana , Missouri, New York , Ohio , Virginia and Wisconsin — so they can track down and retroactively award qualified students associate degrees who, for whatever reason, never received one. It also will help these institutions identify students who have recently dropped out who are “academically short” of an associate degree by nine credits or fewer and re-enroll them to finish a degree. ON THE WEB: Movement, but miles to go MORE FROM INSIDE HIGHER ED: Why reverse transfer? “Project Win-Win has the potential to make a considerable down payment on increased degree completion goals set by state governors and the Obama Administration,” said Michelle Asha Cooper, IHEP president, in a statement. Last year, nine of the project’s institutions ran a pilot of this program during a seven-month period; they awarded nearly 600 associate degrees and identified almost 1,600 students who were just shy of earning one. The pilot, however, revealed a number of difficulties that institutions face when attempting to retroactively award degrees. “It’s not as easy as it sounds,” said Stephanie Tarver, dean of enrollment management at McNeese State University, which awards associate degrees as well and was part of the pilot program. “We were kind of bumbling around in the dark a bit. When you pull data, it doesn’t always match up like you thought it would. You have to have a lot of staff to dedicate to a project like this to keep it going.” Then, even when candidates for degrees and those just shy of them were identified, reaching them proved just as challenging. “At that point, we don’t have as much control as we do in the other areas because these students have been out for a while,” Tarver said. “We didn’t know if the contact information we had for them was accurate. We didn’t know how to get accurate information without spending lots of money to find it. Also, when we finally did make contact, some of the students were leery of us. ‘You’re calling me out of the blue and saying I’m qualified for a degree and want to offer it to me? What’s the catch?’ ” Eventually, though, McNeese awarded about 15 associate degrees, out of approximately 150 former students who met degree requirements. Officials also tracked down about 300 students who were just short of graduation and are in the process of helping those who wish to complete find a way to do so. “A lot of the students who dropped out of school didn’t realize just how close they were to finishing,” Tarver said. “The success stories we’ve had are truly heartwarming, especially for those who didn’t realize they were qualified for a degree. We made an immediate impact on their lives. Rarely have I felt we’ve impacted students as we did through this project.” Though many of the institutions participating in the project had never before made efforts to retroactively award degrees, a few of them have been doing it for a while and have found ways to integrate this into regular degree audits for current students. Anna Flack, registrar at Suffolk County Community College, in New York, noted that her institution has made it a point to search for these “lost graduates” at least once every year for the past decade. “We did this on a small scale,” Flack said. “It was really part of office procedure. {hellip} We made it part of the daily responsibilities of the degree audit staff.” With students who are just a few credits short of earning an associate degree, Flack said, the college has adopted a no-pressure approach in approaching them. “We’ve just sent letters to students, saying that can finish if they’d like to,” Flack said. ” ‘Here are the different ways you can reach that degree.’ There’s no convincing, no strong-arming, no sales pitch. ‘We just see this, and we’d like you to know about it.’ ” Those pushing the project at the national level argue that, despite some of the challenges in the degree audit process, this is a relatively easy way to boost graduation rates around the country. “This is an issue that hasn’t been raised,” said Cliff Adelman, senior associate at IHEP. “We’re saying to these institutions, ‘Hey, guys, you haven’t paid attention to people based on your criteria who’ve crossed the degree threshold. You’ve been asleep at the wheel.’ There’s all this talk about awarding these degrees, but they’re just making a lot of noise. This is low-hanging fruit.” Continue reading

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Magazine’s community college ‘rankings’ irk some educators

The Washington Monthly has yet again irked some educators, as it did three years ago, by ranking what it calls “America’s Best Community Colleges” using openly available student engagement survey data. Using benchmarking data from the Community College Survey of Student Engagement (CCSSE) and four-year federal graduation rates in an equation of its own making, the magazine attempts to rank the top 50 community colleges in the country in its latest issue. Though the periodical’s editors say they only hope to highlight “what works and what doesn’t” at these institutions by ranking them, CCSSE officials have denounced the use of their data in this way and argue it may do more harm than good. “Community colleges are often underrecognized,” said Kevin Carey, author of the magazine’s community college rankings and policy director at Washington-based think tank Education Sector. “But there’s been a lot of attention paid to them, thanks to the president’s recent effort [with the American Graduation Initiative]. Since he supports investing and improving community colleges, we felt like it was a good time to ask, ‘What do good community colleges look like?’ If we’re going to spend a lot of money, let’s see what reflects best practices out there.” STUDENT ENGAGEMENT: Community colleges must expect more, report says PART-TIMERS EXCLUDED: Graduation rate data paint an unfair picture, critics say Carey admitted that such a ranking of community colleges would not be possible without data from CCSSE, a survey run by the University of Texas at Austin that goes out to students at around 650 two-year institutions and uses the results to judge the colleges on broad categories such as “active and collaborative learning,” “student effort,” “academic challenge,” “student-faculty interaction” and “support for learners.” Though every participating college’s survey data are made public, institutional officials are encouraged to compare their benchmark scores only to national averages and those of large peer groups, such as institutions of similar size or in a similar geographic area. Despite warnings from CCSSE officials that its data sets were never meant to be used to generate college rankings, Carey defended the decisions to do so and to have CCSSE data count for 85% of a college’s ranking. “We always equate admissions selectivity with quality,” Carey said. “Well, all community colleges have the same admissions policy, but they aren’t always as good as one another. Part of this was to find a way to talk about excellence in the sector. We’re publicizing information about best practices. We’re talking about it here, and this is an interesting and long-overdue conversation that we need to have at the federal level.” Carey noted that these rankings could encourage some community colleges to seek out the best practices of others, starting something of a domino effect of reform initiatives. He also added that the list could serve as something of a consumer tool for students looking for a community college. “I think there are some people who can’t choose their community college, but some can,” Carey said. “For instance, take our top college, Saint Paul College. Well, there are other community colleges in metropolitan Minneapolis-Saint Paul that aren’t listed. If you’re a student and have no information about which community college is better, you’ll probably go wherever is most convenient. But, if you do have some information, you might drive an additional 20 to 30 minutes to get to another community college. It might be worth it.” Those without much choice in the matter of where to attend a community college, given their location, may also consider taking online courses from those institutions ranked higher in the list, Carey added. Repeating his stance that only the best community colleges ought to be lauded for their good work while encouraging others to essentially replicate their success by taking similar reform measures, Carey noted that he never considered listing the “50 worst” community colleges in the magazine or continuing his list beyond number 50. He mused that some of the worst-performing community colleges may not have even participated in CCSSE, and that listing the bottom-performing institution that did would be an unfair punishment. Still, he did acknowledge that, conversely, some of the best-performing institutions might not have participated in CCSSE, though he considers this less likely. Kay McClenney, CCSSE director, criticized Washington Monthly’s use of CCSSE data in creating a ranking of community colleges, calling it both “inappropriate” and “unauthorized.” She noted that she turned down the publication’s request for a more user-friendly version of the open-source CCSSE data sets, adding that it likely pulled the data in what must have been a very tedious process from CCSSE’s website. CCSSE, McClenney argued, is a tool best used when its results are reviewed internally. She added that it does not make sense to compare one community college directly to another, given the significant differences in missions, socioeconomic status of students, budgets and other factors. She said that using broader benchmarks and peer groups is a better way to judge. “Benchmarking is a process that is entirely different from rankings,” McClenney said. “Our major issue here is that ranking just oversimplifies what’s going on in these colleges. It doesn’t take into comparison major variables. And, from a statistical standpoint, there isn’t that much of a difference between, say, number one and number 15 on the list. It creates a false impression.” Though she disagrees with Carey’s usage of CCSSE data, McClenney did at least find value in his reason for doing so. “I grant that [Carey] has positive purposes here,” McClenney said. “He’s attempting to do something he believes is for the cause of goodness. I sympathize with the idea of institutions learning from one another. That’s something we promote in our work. We just disagree that ranking is the way to go about it.” Continue reading

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RateMyProfessors.com, other sites let college students do the grading

Many students dread public speaking and say they only sign up because the class is required. But in Sam Blank’s classroom, they find it isn’t so terrifying. “I’m a pretty well-liked person, considering the fact I teach a course that creates fear in people,” jokes Blank, 62, a communications professor at the Borough of Manhattan Community College in New York . Blank is among millions of educators who are praised, glorified — and sometimes verbally torn to shreds — on websites where students go to rate their professors. Luckily, he got a stellar rating: the No. 1 community college professor on the website RateMyProfessors.com . RateMyProfessors.com, known as RMP, is the front-runner among such sites, with about 1.9 million unique visitors a month, says comScore, which tracks Web traffic. Owned by MTV ‘s college network, mtvU, RMP lists more than 1 million professors from 6,500 schools in the USA, Canada and England . Other smaller such sites include KnowYourProfessor.com and ProfessorPerformance.com . On RMP, professors are rated on a five-point scale, for overall quality, helpfulness, clarity — and how easy it is to get an A in their class. Students also give chili peppers to professors they consider “hot.” Despite some harsh comments warning others away from professors some raters didn’t like, the website is about “shining a spotlight” on the best professors, mtvU’s Carlo DiMarco says. “College students always sought the advice of their peers, friends and family members” about which classes to take, he adds; online, they can seek advice from thousands of voices. Rodney Kashem recently bought RMP’s rival, ProfessorPerformance.com, and has revamped the site. Kashem, 24, a grad student at Dartmouth College, says it’s the same as checking hotel ratings before spending money on vacation; students are “customers” who want to make sure their tuition is well spent. Blank says he didn’t know about his top rating on RMP, but when a reporter told him, he said it was “absolutely wonderful. … Perhaps it’s an affirmation of my ability to teach.” Juann Watson, a psychology and mental health professor at Kingsborough Community College in Brooklyn, N.Y., was rated the site’s “hottest” professor of the year. Watson, 44, says she’s honored to be recognized, but “a chili pepper means nothing at this stage in my life or in my accomplishments.” Ted Coladarci, director of institutional research at the University of Maine, has studied how closely RMP’s ratings align with the teacher evaluations students write at the end of courses, and he says there’s a strong correlation. His findings , with co-author Irv Kornfeld, were published in the journal Practical Assessment, Research & Evaluation. But he cautions that students motivated to go online to rate a professor do not necessarily share the same opinions as everyone who took the class. “An instructor’s RMP ratings tend to derive from an exceedingly small and arguably biased sample of all students the instructor has had,” he says. Coladarci adds that some instructors receive less-than-stellar RMP ratings but nevertheless enjoy high ratings on their school’s official student evaluations of teaching. These cases, he says, “serve as an important cautionary note for RMP users. In short, it’s risky to form judgments about instructors and their courses based solely on what you see on RateMyProfessors.com.” Continue reading

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Get college textbooks for less by renting instead of buying

Joe Turant pointed to the rent-a-text signs in Fairleigh Dickinson University’s Florham Park , N.J., bookstore window last month and told his incoming freshman daughter, Caitlyn, “That’s what you’re doing.” With potential savings up to 50% off the price of a new textbook, the Colonia, N.J., father says renting textbooks will free up money for other things, such as the meal plan. E-BOOKS: iPad the next textbook? Maybe not “If we can get them through rental, great. Otherwise, she’s going to go online to try to find a lower price,” says Turant, who jokingly reminded his daughter that “Dad’s paying.” College students will be able to shop early and save hundreds of dollars on textbooks as more than 1,000 campus bookstores nationwide launch discounted rental programs this fall. The timing is right: The federal Higher Education Opportunity Act, which took effect July 1, says colleges must list required course materials for students during registration. “Students will be able to take advantage of more cost-saving options sooner, and they can save hundreds,” says Nicole Allen, textbook advocate for the Student Public Interest Research Groups. College textbook prices have risen at nearly four times the rate of inflation since 1994, with an average of $900 spent a year, Allen says. Successful pilot programs The rise of rentals means students can see substantial upfront cost savings without having to gamble on buying a used book and hoping the bookstore will buy it back, Allen says. Students can highlight and write in the rentals; normal wear and tear is expected. The country’s two largest college bookstore companies, Follett and Barnes & Noble, embraced the rental option after successful pilot programs last fall. Just 250 college campuses nationwide offered some textbook rental program during the 2009-10 school year, according to the National Association of College Stores. This fall, some 1,300 campuses will offer textbooks for rent. In late July, Follett had 720 of its 860 stores adopt the rental option, says spokesman Elio DiStaola. And half of Barnes & Noble’s 640 campuses have signed on, says Jade Roth, vice president for books at Barnes & Noble College Booksellers. Follett saved students $2 million off the cost of new textbooks in its seven pilot bookstores, including the University of Texas-Arlington, the University of North Florida in Jacksonville, and Rio Hondo Community College in Whittier, Calif., DiStaola says. An online alternative Typically, about 25% of the bookstores’ titles were available for rent. This fall, the stores expect to offer about 40% of titles for rent. “I’ve had students come up and thank us for this,” says Bill Coulter, bookstore director at the University of Texas-Arlington, where 6,000 students chose to rent last school year. “In my 44 years in this business, that never happened before.” “One student came up to the register and saved $300 … he was excited,” says Lee Cobb, textbook manager at the University of North Florida’s bookstore. Chegg.com, a California-based online rental company with 4.2 million titles available for rent — some up to 80% discounted — is expanding, too, by partnering with eight campus bookstores this fall. It partnered with California State University in Fresno in January and saw its number of Fresno users jump from 400 to 1,600, says Chegg.com spokeswoman Tina Couch. Meanwhile, Kyle Smith , 21, a Bridgewater, N.J., political science major at Drew University in Madison, N.J., says he’s excited to see how much money renting textbooks can save him. Drew’s bookstore will offer about 30% of its titles for rent this fall. Typically, Smith shops online for used textbooks. Being able to see the books he’ll need and whether he can rent will help in deciding if he can afford to take a course, Smith says. “Some poli sci courses call for nine or 10 books,” Smith says. “For me, it’s all about the bottom line. If it’s cheaper to rent, that’s what I’ll do.” Continue reading

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Are campus conservatives really an oppressed minority?

ATLANTA — The oppressed conservative student is a regular theme in the right’s critique of higher education. You know the stories — mocked for displaying the American flag or a Ronald Reagan bust, shouted down for suggesting that that Iraq war is just, always in fear of earning a low grade for criticizing affirmative action or some other widely held belief among the left-leaning campus majority. Research presented here Tuesday at the annual meeting of the American Sociological Association affirmed that many conservative students feel that way, but also that many do not — and that the latter group in fact thrive on the very campuses that tend to be portrayed as hostile to them. ON THE WEB: New view of faculty liberalism MORE FROM INSIDE HIGHER ED: The liberal (and moderating) professoriate The difference, the research suggests, isn’t the relative size of the conservative minority or the commitment level of the more liberal majority. Rather, campus characteristics — many of them most commonly associated with small liberal arts colleges, and harder to pull off at large universities — may be the determining factor. In fact, one suggestion from the research that might distress fiscal conservatives is that low student-faculty ratios may contribute far more to the comfort of conservative students than would efforts to promote ideological “balance” on a syllabus or in a department. The study presented here was conducted by Amy J. Binder, an associate professor of sociology at the University of California at San Diego, and Kate Wood, a graduate student there. They did in-depth interviews with conservative students at two colleges that they named only in general terms — “Eastern elite,” a small private institution, and “Western public,” a large university. Both are institutions that have been identified by conservative critics as being particularly left-leaning. At both institutions, they sought out as interview subjects the students who are members of conservative groups or who are visibly conservative, and also “in the closet” conservatives — by asking the conservative student leaders for the names of those who had indicated their agreement but who were not involved in public campus discourse. The conservative students at Eastern elite were under no illusions that they were anything but an extreme minority — and the institution’s reputation is such that some were discouraged by friends back home from even enrolling. But almost uniformly, they were happy. They identified their professors as being liberal, but admired them nonetheless. In fact, as Wood noted here, “they viewed the experience of being in the minority as a positive one” in teaching them to examine and defend their beliefs, and “almost every single one said that they received a better education” by being in the extreme minority, a finding “in contrast to the conservative critique.” Further, she said, “not a single one of them said that they regretted not going to a more conservative school.” The students at Eastern elite were clearly aware of the conservative critique and many times answered questions about possible bias by saying that they had heard about that elsewhere but had never experienced it themselves. At Western public, in contrast, many conservative students did feel that they were the victims of bias in interactions with students and faculty members. The research focuses on student perceptions, not the reality of what went on in the classrooms. So Wood said it wasn’t clear whether the bias actually took place, but she said that the researchers wanted to see why it was that some students perceived fairness and challenge, while others felt a bit abused. So what were the qualities that made some conservatives feel so contented, even in their minority status? They were many of the same qualities that elite liberal arts college advocates talk about. “They were proud of their institution. They saw their peers — liberals and conservatives — as future leaders of the country,” and that made the conservatives want to be part of the community and part of the conversation. They also felt that they had very close relationships with faculty members with whom they disagreed on politics. “They viewed their faculty members as professionals, as experts in their fields, as people who would never be biased” based on a student’s politics, Wood said. One key measure of the extent to which conservative students felt comfortable at the college, she said, was that the most popular majors for conservative students were identical to those for liberal students (and all students). There were a small number of courses that conservative students tended to avoid, Wood said, citing “critical gender studies” as one. She also noted that the college has policies that make it easy for students to change schedules at the beginning of the semester, and that this seemed to relieve any students who might be worried about a professor’s politics. It’s not that they left classes they signed up for, but the knowledge that they could try something and change their minds was reassuring, she said. Much of this related to “very small class size” and to a sense that all students and faculty members were part of a common community, and wanted to disagree with one another respectfully. As a result, Wood said, while the conservative students generally said that they didn’t hold back their views, they didn’t describe going to class looking for a fight — and they talked about wanting to disagree with professors in respectful ways, since they felt treated with respect. In contrast, she said, at Western public, with larger classes and much less faculty-student interaction on an individual basis, students were more likely to say that they were the victims of bias — but also that they didn’t really know the faculty members. And at Western, students talked about “trying to get in fights” with professors in class, of “trying to catch their professors in the act of liberal indoctrination.” Another difference Wood noted relates to the role of faculty members on both campuses who were in the conservative minority. In the close-knit environment of Eastern elite, these faculty members were visible on campus, taking part in the debates, organizing lectures and so forth. At Western public, she said, there was a similar cohort of right-leaning faculty members, but they were far less active. The implication of the findings, Wood said, was that colleges of all sizes should focus on the elements of community and civility that seem to make it possible for disagreement at Eastern elite to be welcome in ways that don’t belittle those in the ideological minority. She noted that some elements present at Eastern elite — such as its prestige and traditions — aren’t things that colleges can up and create. “But it’s clear that access to faculty members makes a huge difference, and that anything that creates smaller pools of students” — so that people know one another — has a real impact. Sarah S. Willie-LeBreton, associate professor of sociology at Swarthmore College, was the respondent to the paper, which she praised. She noted that much of the public discussion about conservative students focuses on incidents that take place at certain campuses or claims made by various groups. “It’s nice that somebody is finally asking the students themselves” in a comprehensive way, she said. For faculty members, the research is an appropriate challenge, Willie-LeBreton said, to “celebrate our conservative students’ sense of minority status and to think about what can be learned from that.” Willie-LeBreton said that Eastern elite sounded like it shared many values with Swarthmore, and that she thought that “taking all students seriously” was a big part of a faculty member’s job. But she said that she worried that in much of higher education today, “it’s hard for professors” to engage with students “when faculty members have been marginalized” through larger class sizes that hinder close student interaction. Continue reading

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Profs get smartphones, so students can call them

As a professor, how do you get dropout-prone college students to stay in school? Give them your cellphone number. How do you get professors to promptly field text messages, calls and e-mails from students? Buy them smartphones and pay for the service plan. That is the logic Georgia Gwinnett College employed when it decided to offer its more than 300 full- and part-time faculty members cellphones and encouraged them to respond to any calls or texts from students within 24 hours. ON THE WEB: The retention guru MORE FROM INSIDE HIGHER ED: Coppin plays catch-up on retention Under the program, professors are offered a state-of-the-art smartphone and a Sprint data plan that includes the most sophisticated wireless Internet coverage. It is part of a several-tier effort by Georgia Gwinnett — a public, four-year, noncompetitive-admissions college founded in 2005 — to defy the historically low retention rates typical of colleges that set such a modest bar for admission (Georgia Gwinnett admits any Georgia high school graduate). And so far, they say, it is working. The retention rate for returning sophomores at Georgia Gwinnett stands at 75%. That is about double the average rate for noncompetitive-admissions colleges in Georgia, according to Tom Mundie, dean of the school of science and technology at Georgia Gwinnett, and on par with many public institutions that have competitive admissions. In engagement surveys, Mundie says, students have reported “feeling that faculty care about and are accessible to them.” These plaudits and retention numbers are not driven solely by invitations to call or text professors and expect a reasonably swift response, Mundie says. Other aspects of the college’s retention effort probably contribute as well, including small class sizes and a mentoring program that arranges for professors to advise students on academic, career, and personal matters. But professors and administrators at the college seem to believe there is a substantial correlation between the cellphone program and the young institution’s impressive retention numbers — enough that the college, which has grown its student body and faculty by leaps and bounds since its founding five years ago, is preparing to spend $350,000 on faculty cellphones and data plans this year. That works out to about $1,000 per faculty member — a significant investment, and one Lonnie D. Harvel, Georgia Gwinnett’s vice president for instructional technology, is hesitant to divulge, given the eagerness of Georgia legislators to find anything to cut. Georgia Gwinnett sprung for some pretty sophisticated gadgets: for full-time professors, it offers Motorola Evo smartphones with Google ‘s Android operating system and 4G coverage. For part-time professors, it offers Sprint’s HTC Snap smartphone, which is lighter-weight but still retails for several hundred dollars. The college offers the professors regular upgrades. Professors can make the college-funded phone their only phone, and there is no ban on using it for nonwork purposes (Georgia Gwinnett’s deal with Sprint allows additional activity on the network without added costs). If the professors do not want the phones, the college offers to pay the bill on their existing cellphones as long as they put the contact number on their syllabuses. Harvel says that if state legislators try to frame publicly funded Georgia Gwinnett’s cellphone giveaway as wasteful, he’s “ready to fight that battle.” He says the college has observed a bump in faculty productivity as a result of the phones equivalent to “hundreds of thousands of dollars” in labor. For example, Georgia Gwinnett faculty are not required to hold office hours — the idea being that a big bulk of outside-of-class communication with students can be handled via the mobile devices, allowing faculty to deploy their energies on other things. Also, the desktop phone bills are down and inter-faculty communication is up, Harvel says. “A cost analysis demonstrates that the program saves more money than it costs,” Harvel says (though he adds that the benefits are “only valid if the institution is intent on expending resources on student engagement”). A burden on professors? So the cellphone program appears to be a boon for student engagement, but is it a threat to faculty sanity? Does giving students such access and pledging a prompt response invite a deluge of text messages — sometimes at odd hours, sometimes inane or easily answerable elsewhere — that might leave professors feeling held hostage by the technology? Apparently not, according to a handful of professors contacted at random by Inside Higher Ed. “I’ve never known a professor to keep business hours, anyway,” says Brigitte Clifton, an English professor. “{hellip}Yes, I’ve talked a student through a research assignment on my cell in the grocery store while contemplating a bag of beans, but several folks in the aisle around me were doing the same thing in their own lines of work.” Tee Barron, an associate professor of mathematics, says she sometimes gets texts from students asking questions that they could easily have answered by consulting a classmate or the syllabus, but that can be corrected with a benign rebuke. “I’ll sometimes text back, ‘Hahaha by the time it took to e-mail or text me you could have found this out yourself and now you’re going to have to anyway,’ ” Barron says. “I think after the first couple times the [students] who are high-maintenance and try that — they start getting it.” She said she is contacted “daily” by students via her phone, but has hardly been overwhelmed. The key is defining boundaries at the outset, they say. While professors say the college encourages a 24-hour response time, they say it is a guideline more than an enforced rule, and that they have the autonomy to lay out expectations — and limitations — to students on a class-by-class basis. The idea is not so much to turn professors into a 24/7 support service as much as to establish a connection with students that ventures, to a reasonable extent, into the world of real-time, person-to-person interchange. “Even those students with perhaps unreasonable expectations for communications will learn that the professor is not at their immediate disposal, but that we are readily available for questions outside of class,” says Clifton. “In my real-world experience, bosses have much more rigid expectations of access and response outside of office hours.” Engagement, after all, is a two-way street, says Mundie, the technology and sciences dean; faculty are expected to be responsive to the needs of students, just as students are expected to be responsive to the expectations of their professors. And if a student skips a few class sessions, he says, “They might even get a call on their cellphone.” Continue reading

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Harvard regains top spot on ‘U.S. News’ university rankings

Harvard University pulled ahead of Ivy League rival Princeton University in the latest edition of the influential U.S. News & World Report university rankings, while a stronger emphasis on graduation rates drove other changes in the Top 10. The nation’s oldest university and traditionally one of its most selective, Harvard has topped the list two of the last three years. Last year, the two elite schools shared the top ranking. HIGHER ED BLOG: How colleges spin rankings news RANKINGS: University of Georgia No. 1 party school Yale University was the No. 3-ranked university this year, followed by Columbia University , and Stanford University and Penn tied at No. 5. Williams College in Massachusetts was ranked the nation’s top liberal arts school, repeating its feat of last year. The most closely watched of a growing number of college rankings, the U.S. News & World Report list is both credited for helping students and families sort through a dizzying college selection process and criticized by those who say it’s too arbitrary and pressures colleges to boost scores at the expense of improving teaching. A change in how rankings are determined led to some shifts in the magazine’s “Best Colleges” rankings, which were released online Tuesday and examine more than 1,400 accredited four-year schools based on 16 factors. How did Harvard edge Princeton by 1 point on an 100-point scale? Robert Morse , director of data research for U.S. News & World Report , credited Harvard’s higher scores on graduation rates, and financial and faculty resources. The rankings take into account factors such as SAT scores, selectivity, graduation and retention rates, alumni giving and peer reputation. This year, high-school guidance counselors’ opinions were added to the mix. Most notably, graduation rate performance was given greater weight, accounting for 7.5% of the final score for national universities and liberal arts colleges, up from 5% last year. The variable is the difference between a school’s actual graduation rate and one predicted by U.S. News based on test scores and schools’ resources. Morse said the shift helped Columbia University rise from eighth to fourth this year and contributed to Cal Tech and MIT falling from a tie for fourth to a tie for seventh. Nationally, graduation rates are getting more policy attention as higher-education leaders and advocates focus increasingly not just on getting students in the door but also out with a degree or certificate. One of the Obama administration’s signature education goals is for the U.S. to regain the world lead in college graduation rates by 2020. The University of California , Berkeley is the highest-ranked public university, at No. 22 overall in the U.S. News report. Despite a severe budget crisis, five schools in the UC system were among the top 10 public universities. More schools were ranked this year, a reflection of both increased consumer demand and improved data collection, Morse said. The survey now displays the rank of the top 75% of schools in each category, up from 50%. The schools in the bottom tier are displayed alphabetically and not given numeric rankings. The magazine also publishes a list of “Up and Comers,” based on a survey of college administrators who were asked to nominate schools they think are making promising and innovative changes. The University of Maryland-Baltimore County was No. 1 among national universities in that category — and ranked No. 159 overall. Earlier this month, Forbes magazine ranked Williams College No. 1 in its third “America’s Best Colleges” rankings — and Harvard No. 8. The business magazine weighs student satisfaction, graduation rates, student debt and other factors. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. Continue reading

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