Pedagogue Blog

Matthew Lynch published in Matthew Lynch, Policy & Reform

6 Saddening Facts about Childhood Obesity and Unhealthy Body Image

The rate of obesity among children is skyrocketing—and this is something to worry about. After all, as you might expect, obese children are at a higher risk for diseases such as diabetes, arthritis and heart disease.

But there are some other things that you might not know about childhood obesity and its implications.

1. For example, did you know that…by the age of four, one out of every five children is obese? Yes, a full twenty percent of children are obese by the time they are four years old.

2. Obese children also tend to have low self-esteem, poor grades, and are less likely to attend college (particularly girls).

3. Children from low-income families and those of Hispanic, African American and Native American heritage are at a higher risk of falling prey to obesity.

4. Poor diet and lack of exercise are the two main culprits. Simply put, sedentary behaviors are on the rise. The average American youth watches 1,500 hours of television per year and they go to school an average of 900 hours per year – the math right there should tell you something about where our kids are learning the most, and how it is being absorbed.

During the 1500 hours of television watching, experts tell us that children are mostly eating high calorie snacks. Additionally, American society is riddled with fast food, refined foods and processed foods that calorie laden. Is it any surprise that so many children in this country struggle with their weight?

5. Television and other activities at home are not the only factors to blame, though. Our K-12 schools are also playing a role in the rise in obesity and unhealthy lifestyles among kids. To start with, many schools lack physical education programs, with a mere 4 percent of elementary schools, 8 percent of middle schools, and 2 percent of high schools offering daily physical education.

6. Perhaps the oddest point when it comes to the rising rate of obesity is this: American culture teaches children that thin is better, and that you simply cannot be too thin. Rising rates of anorexia and bulimia among young women and men are the result of poor messages about body image that children frequently hear. These eating disorders generally begin between the ages of 11 and 13, particularly for girls. In fact, nearly half of all girls from grade 1 to grade 3 want to be thinner. The top wish for girls ages 11 to 17 is to lose weight.

Obviously, messages American children receive from the media and society in general need to change. Young girls learn that to be attractive and to be a success, you must be thin. Boys receive similar messages and learn that thin and muscular is the preferred body type. As a result, boys as young as 10 years old are bulking up at the gym and many young men are taking steroids to build muscle, at great detriment to their overall health.

So on one hand, children learn that they need to remain thin to be attractive and successful. But on the other hand, they do not have the resources to establish healthy eating habits on any level – and schools are really no help.

For schools to really get behind a healthy approach to body image, diet and exercise, an atmosphere that promotes acceptance of self and the importance of overall health should be established. Classroom and learning materials should portray different body types and images. Ensuring students know a thin body isn’t necessarily a healthy body and that healthy bodies come in all shapes and sizes is also important. It is not enough to simply tell them though; students need to be equipped with healthy lifestyle tools to make the right choices when they are on their own.

What do you think we as Americans do to better address both the obesity and unhealthy body image issues that run rampant among K-12 students? Please leave a comment in the comment section below—I would appreciate hearing your thoughts.

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: Recruiting a Diverse Student Population

Diversity is immensely valuable to any higher education institution. Not all universities and colleges, though, are successful or even aware of how to go about recruiting a diverse student population. Fortunately, this is an area in which John LaBrie, dean and vice president for Professional Education, Northeastern University College of Professional Studies, is a veritable expert. I recently sat down with him to find out about the types of strategies that are helping universities ensure that they recruit diverse student populations.

Q: First, we agree that diversity is a very valuable thing for any higher education institution but would you say that there are particular reasons that it is especially important in today’s modern world?

A: The first thing we need to understand is the reality that we live in a more diverse world. Given that, it’s important that our classrooms reflect this. Students, as part of their educational experience, need to understand how to navigate the cultural and diverse aspects of a modern classroom which is also reflective of the larger society.

One of the fundamental cores of education is to encourage students to be critical thinkers. In order to understand critical thinking, you need to understand different perspectives. Cultural diversity inherently brings into the classroom a cultural perspective that is fundamentally diverse and thus forces students to understand issues from different points of view.

Secondly, as a learning model, a culturally diverse classroom is a great pedagogical tool that allows students to understand critical thinking regardless of the discipline.

So for those two reasons, from a cultural and pedagogical standpoint, it’s highly important for us to pay attention to this and it’s exciting that the classroom is, in fact, becoming more diverse in student opinions and backgrounds.

Q: As a starting point, what would you say are the features most common to higher education institutions that are successful at engaging a diverse population?

A: The institutions that have been the most successful in engaging diverse student populations have been urban institutions. These institutions have the proximity of different cultural institutions and populations that come together and inform the curriculum, the faculty and even the institution itself.

Institutions that have struggled to identify what that means from a pedagogical perspective are those who have little exposure to diverse communities; urban institutions have done considerably better in this regard than more rural institutions.

The second attribute is that institutions that are financially more secure have been able to understand the importance of diversity and have had the privilege of engaging with a diverse student population. Many students from diverse backgrounds and so-called “non-traditional” backgrounds are new to higher education and need financial incentives and financial support. So, affluent institutions have had greater capacity in identifying those students and recruiting has been easier for them.

At the other end of the spectrum, community colleges, because of their price point, have been a phenomenal resource for incorporating students from diverse backgrounds into higher education. Again, many of the students from underrepresented communities don’t have the financial resources to afford high tuition institutions and so community colleges have really been an effective entry point for them.

The irony here is that the lower-price institutions, the community colleges, and the higher- price institutions, have been the two types of institutions that have been successful in engaging diverse populations. Those schools caught in the middle have really struggled in being able to recruit and maintain a diverse student population.

Q: Northeastern University College of Professional Studies has been very successful at not only developing but maintaining a diverse student population. What are some of the strategies that the College has used in particular?

A: First and foremost, Northeastern University has always seen itself as an urban institution and the very nature of an urban institution is that it has access to a diverse community. But beyond that, Northeastern University College of Professional Studies has a number of attributes that have made access more attractive to students from diverse backgrounds.

While we are a nationally recognized research institution, and are considered to be a selective institution, the price point that our College has been able to use for our education model has made our type of higher education affordable to many diverse student populations.

Additionally, our College offers special programs like Foundation Year, a first-year intensive program that prepares high school graduates from the City of Boston for university studies regardless of family income or ability to pay. In 2013, 96 students enrolled in Foundation Year. And, Balfour Academy provides students, starting in the 7th grade, the necessary skills, individual growth and confidence to prepare for and succeed in college through after-school tutoring and summer enrichment programs.

And finally, the emergence of online technologies and the capacity for us to deliver education to working adults means that students, who otherwise would not have had access to an institution like Northeastern, can now participate in our form of education. Students who find themselves in a geographic area where no other institution can meet their educational needs, and who may also be coming from a culturally diverse background, are afforded access because of our quality online programs. In 2013 alone 7,272 students were enrolled in our online courses. We offered 1,787 online courses in over 70 areas of study at the undergraduate, graduate, and doctoral level.

We recently launched a new online experiential learning pilot project that provides an opportunity for online students who are working professionals to do a so-called “internship” with their current employer, bringing what they learn in their studies into a valuable and needed project in their current workplace. This program will be expanded in 2014.

All of these approaches add up to a different way of thinking about access to higher education that addresses what students need from multiple perspectives.

Q: For institutions that have not been particularly active about recruiting a diverse student population, what are some of the most important steps to get the process started, to actually change their image in this area and start appealing to a more diverse population of students?

A: One of the more powerful ways of changing and becoming much more appealing to a diverse population is to reflect that population in the faculty as well as the staff who represent the institution. Students from underrepresented minorities will often look for mentors and colleagues that come from a common experience. They will see themselves within the institution if they see members of their community represented within the institution, and this has a snowball effect where a more diverse student population mandates a more diverse staff and faculty.

And, it’s important for an institution that is interested in recruiting a diverse student population to have an appreciation for the various communities it wishes to recruit in and to understand the role of the recruiter. The recruiter not only needs to have a deeper appreciation of the communities he or she is talking to, but often needs to be a member of that community.

Q: What, in particular, would you say that diverse students are looking for in a higher education institution? There is inevitably a particular vibe or brand of higher education institutions that appeal to a diverse population of students? Can you pinpoint what it might be?

A: Students from underrepresented minorities are looking for the same thing as everyone else in higher education: a better life. That is why it’s quite important to make sure our academic programs are, first and foremost, relevant to students from an employability perspective. Students absolutely need to be able to enter the workforce with the confidence that the education program that they participated in has prepared them well for a promising career path.

Beyond that principle, however, there are a number of attributes that institutions can bring to the table academically that will help make students see themselves in the program. One strategy is making sure that courses, assignments and assessments are designed in a way that allow students to use their cultural background. This will help them begin to translate the academic principles in a way that is relevant to their cultural context, allowing them to see themselves from an employability perspective. It will also allow them to see themselves giving back to their community through their assignments and their overall educational experience.

Institutions also need to be clear about their interest in serving all students. For example, some students who come from diverse backgrounds may not have a tradition of writing in a particular fashion; therefore student support systems need to be put into place. Other communities may have de-emphasized mathematics, so becoming accessible to these communities means that the educational enterprise needs to support students through math and the sciences. This is not so much a factor in cultural diversity, but certainly is a factor in economic diversity, which is important to higher education.

Q: Finally, what are some of the trends we are likely to see going forward when it comes to recruiting diverse student populations? Students are consumers, after all, and their wants and needs change. What is your advice to institutions looking to sustain their diverse student populations?

A: Simple demographics tell us that a homogenous population that existed, at least in our minds, 50 years ago, is gone forever in the United States. The trend is clear that the classroom will become increasingly more diverse – the emergence of African-American, Latino and Asian students require institutions to understand these populations better than they have historically.

But the emergence of international student mobility means that this is not only an American phenomenon, but a global phenomenon. The international student mobility rates continue to grow at an astounding pace and although the United States is very well positioned to understand a diverse cultural and ethnic classroom, the diversity of the classroom, globally speaking, will continue to change and will become much more dynamic.

Here at the College of Professional Studies, we teach thousands of international students every year. In 2013, our students came from all 50 states and from 90 countries. We also offer programs to international undergraduates and graduate students abroad, such as learning or improving English language skills and taking academic courses in preparation for undergraduate or graduate studies at a U.S. university, while they live and learn in Boston.

For those institutions that would like to understand this phenomenon better, I would encourage a strategy for engagement, exploration and celebration of those populations rather than a stance that you see in many institutions: a very conservative and apprehensive approach to these student populations.

In the end, these will be our students and we have always done our best work with students when we have celebrated all of their facets, all of their accomplishments, and all of their backgrounds.

Thank you very much for your time, John. That concludes our interview.

 

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Matthew Lynch published in EdTech & Innovation

Is an online education really that cheap?

According to U.S. News and World Report, online higher education options aren’t necessarily cheaper than the traditional brick-and-mortar schools.

The report attempts to “debunk” the myths surrounding the theory that online education may be a cheaper option for some students.

According to usnews.com, tuition costs for online courses, or degrees in some cases, are more expensive due technology and faculty costs.

“Even if tuition for an online program looks appealingly low, students should be sure to look into whether they will be paying any additional fees, says Vickie Cook, director of the Center for Online Learning, Research and Service at the University of Illinois—Springfield.”

Depending on the type of school the student chooses, the cost of attending varies. Selecting a private higher education institution that offers online programs will certainly trend higher than a public university with controlled costs.

It’s also worth mentioning that many for-profit schools offer online programs. The costs associated with these programs and schools will sometimes rival that of some of the country’s best schools.

The important of researching the type of school a student wants to attend and what costs may come with attaining one’s degree will be paramount.

The U.S. News and World Report’s article also suggests that students qualify for student loans and Pell Grants even for an online education; a myth that needs to be busted.

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch, Policy & Reform

The Call to Teach: The Role of Technology

As far back as 2004, the National Council for the Accreditation of Teacher Education, or NCATE, outlined technology standards to help support educators in the classroom in the rapidly evolving Internet-based world. Among other things, the standards called for technology empowerment of teachers in order to reach a tech-hungry student population and society at large. Nearly a decade later, these reasonable standards set forth by NCATE are more necessary than ever in K-12 classrooms.

My new book The Call to Teach: An Introduction to Teaching looks at the colossal role technology is playing in all K-12 schools and how the influence of technology will shape new educators over the course of their careers. From mobile devices to cloud computing, the technology that exists and is forthcoming will forever transform the profession of teaching and the K-12 learning experience.

Technology Perks

There are so many ways that academics are enhanced by technology that simply did not exist ten years ago. Today, students can benefit from online learning modules if a major illness or suspension keeps them at home. For students who are struggling under the academic and social pressures of traditional schooling, online learning provides an alternative to stay on track from the comforts of home. Online learning is just a brushstroke on the contemporary portrait of learning technology. Within classrooms, teachers can encourage students to work individually on computer or mobile devices, freeing up some time to work in-person with those who might need the extra attention. Teachers can also communicate more effectively with parents and students regarding upcoming assignments, supplementary lesson plans and areas where students could benefit from extra practice. With browser-based technology, and cloud-based options, teachers can provide easy access to information and parents and students can log in at their convenience.

Technology is transforming the teaching process into one that is more interactive as well. Instead of waiting to see how much a student knows at the end of a term, progress can be measured in real-time – and adjustments can be made. Teaching is becoming less instructor-centric and more of a communal process.

Technology Pitfalls

Most of the so-called “disadvantages” of technology in K-12 classrooms cannot be avoided, even if every instructor in every school swore off computers, mobile devices and all other forward-thinking educational platforms. Whether teachers use technology in lesson plans or not, it exists outside classroom walls and therefore influences the way children learn. Perhaps the biggest downside when it comes to rapid technology change is that children now expect instant answers. Screen culture has made it so finding the solution to problems takes only a few seconds (with the help of a search engine) and so any long version of finding an answer is viewed negatively.

The ever-present educator mantra of “show your work” is devalued as K-12 students look only at the practical side of obtaining knowledge and care little for the process involved in finding their own answers in their own ways. This instant knowledge gratification impacts educators who must now teach the material at hand but also impart value for learning. Finding the answers used to be part of the academic challenge for students but now that search process has been significantly shortened. For educators to truly give students the tools to succeed, they must impart a passion for the pursuit of knowledge and break some of contemporary students’ reliance on technology to find the answers.

Love it or hate it, today’s teachers must embrace technology as a way of life in their classrooms. Resistance is futile at this point so educators must find a balance between the flash of technology and its practical benefits in the learning process.

How do you think technology will change the role of teachers in coming years?

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Ask An Expert

How to Spell Words: Tips From Spelling Gurus

Note: Julie Bradley has been an educator for more than 30 years. Her expertise has taken her to outback Australia and around the world presenting to educators and parents on spelling and foundational skills. Mrs Bradley is Managing Director of Smart Achievers, a worldwide distributor for Smart Words Spelling, Reading and Perceptual Motor Programs.

Do you know a kid who feels so much shame for not being able to read and spell that they don’t want to go to school? A kid who’s very frustrated because they just can’t figure out how to spell or read words? Or perhaps you have a kid who believes they’re “dumb” because they’re struggling while everyone else ‘gets it’? How many of you have changed the word you want to write because you can’t spell it?

Although school is for learning, it just breaks my heart to think that many kids do view themselves that way. And it’s stories like this one that pushed me to travel to Minnesota, USA to work with English guru, Denise Eide.

Denise taught a group of us how to make reading and writing easier for kids to learn how to spell words. I’m so excited by what I learnt that I decided to share some of it with you.

30 spelling rules and 74 phonograms

‘Aha!’ moments seemed to happen frequently for me as Denise shared her research and knowledge. They included her explanations of the 30 Spelling Rules and 74 Phonograms. It is so much easier if you know this stuff!

By the way, a phonogram is the picture of a sound.

Phonograms represent the sound, whereas letters don’t.

For example, the phonogram G represents /g/ and /j/. The rules explain its usage.

The group can now argue why most English words (98%) follow the rules and explain away all those exceptions people seem to think exist.

Denise’s explanations were simple. They made so much sense that I find it easy to remember them.

I’m bringing home some packs of her Rule Cards for all of you and they will be available as soon as my shipment arrives. Every teacher, parent and child will want one. They are brilliant and with them you’ll be creating spelling champions in no time.

Learn the history of phonograms

Denise told us fascinating stories about the history of phonograms which will make teaching them so much more interesting.

Can you believe that the reason we have O representing the /u/ in ‘mother’ and ‘love’ is because the monks who had to copy script, many hundreds of years ago, found there were too many up and down strokes if they used a U? Can you guess what they did? They changed the U to an O.

Try writing the words as ‘muther’ and ‘luve’ and you can see how confusing it is.

Denise calls them the Lazy Monks.

I imagine that with a bit of flourish the kids would love the story and they will never forget how to spell words that apply to Rule # 3.

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Matthew Lynch published in Equity, HBCU's, Higher Education, International Education

The covert racism that is holding back black academics

Kalwant Bhopal, University of Southampton

Students are walking out in protest against racial inequality and injustice in the US and have been rallying together in days of action at campuses across the country. The #StudentBlackout movement has challenged and confronted white supremacy and anti-black attitudes on university campuses, and has made demands for more black and minority ethnic faculty members.

So it is ironic that the US is the destination of choice for British black and minority ethnic academics who feel worn down by incidents of racism, exclusion and marginalisation in Britain. Recent research that I worked on, published by the Equality Challenge Unit, found that as a result of their experiences black and minority UK academics were significantly more likely to consider a move to overseas higher education than their white counterparts.

Many spoke of the potential opportunities they identified in working for American universities. I can’t help feeling they might have to re-evaluate their options in the light of what is going on in the US. Many of the demonstrations across American campuses have been triggered by specific local circumstances – such as reports of all-white parties and students in blackface at Yale.

But taken as a whole they represent a response to more widespread concerns about racism within American academic culture. These demonstrations also reflect the wider groundswell in concern across America exemplified by the Black Lives Matter demonstrations which have been sparked by unlawful killings by the police.

Protecting white privilege

In the UK, such protest has not yet been seen. Academics present themselves as guardians of a space that highlights liberal sentiments, progressive values and a commitment to meritocracy. Many regard their “seats of learning” as places that challenge inequalities and injustice. But this is clearly not always the case in reality.

My research has found that many black and minority ethnic academics report experiences of subtle, covert and nuanced racism in higher education in which white identity is privileged and protected within the space traditionally reserved for the white middle class.

During the past decade there has been a significant increase in the numbers of black and minority UK academic staff in higher education – from 6,000 staff in 2003-4 to almost 10,700 in 2013-14. There were even more non-UK black and minority academic staff, as the graph below shows.

But black and minority ethnic academics are far less likely to be in senior roles compared to their white colleagues: 11.2% of UK white academics were professors compared to 9.8% of UK black and minority ethnic staff (of which only 4.5% were black). There are only 20 deputy or pro vice-chancellors who are black or minority ethnic compared to the majority, 530, who are white.

Significant policy changes in the UK, such as the 2010 Equality Act and the introduction of the Race Equality Charter, designed to measure how successful universities were at delivering inclusive policy in practice, might suggest higher education had become more inclusive. But in reality, covert racist behaviour impacts heavily on the career trajectories of many black and minority ethnic academics.

A total of 21 higher education institutions took part in the pilot of the Race Equality Charter 2014 of which eight were successful in gaining a bronze award. The Race Equality Charter works in a similar vein to the Athena Swan charter, which was introduced in 2005 to advance the representation of women in science and engineering subjects.

On the outside

It is often hard to pin down or confront racist behaviour in universities because it is indicative of an environment in which inequality flourishes behind the scenes, rather than centre stage. For example, black academics report goalposts, such as selection criteria, being moved when they apply for promotion – which doesn’t happen for white colleagues.

In my research, which included interviews with 30 US-based academics and 35 who were based in the UK, respondents indicated that in both the UK and US an increase in fragility and risk within academia had resulted in greater competition for new jobs, threats of pay cuts, and fears about job security and tenure.

In a climate of financial global insecurity, competitiveness over job security was far more likely to privilege those from white middle-class backgrounds. Black academics I interviewed in both the US and UK were less likely than their white colleagues to have access to established networks of knowledge and support. These networks open the door for new opportunities in which job offers are made and access granted to particular institutions and insider processes.

I found that “who you know” still counts for far more than “what you know” and fears of job insecurity and fragility actively work to promote the interests of white established elites in academia. This environment of insecurity is of greater value to white academic elites, for who it serves to maintain their ascendancy.

While public displays of racism in the academy are rare, a more pernicious set of behaviour has emerged. Black and minority ethnic academics told me of instances when colleagues would not make eye contact with them in meetings, their opinions were not taken into account and there was constant undermining or criticism of their work.

We must continue to disrupt, challenge and dismantle such covert racism if we are to move forward in our quest for a socially just society.

The Conversation

Kalwant Bhopal, Professor of Education and Social Justice, University of Southampton

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in EdTech & Innovation

4 Ways Digital Technology has Changed K-12 Learning

Digital technology has taken the world by storm – particularly in the past decade. It makes sense that this trend would have an impact on K-12 learning because there is nothing in modern American society that digital technology has not touched. While the names of the mobile applications and computer programs may change, there are some foundational ways that technology has already changed the face of education forever. Take a look:

Collaboration: Students can now work together on basic assignments and larger projects without having to meet at the library after school. Email and Cloud applications make it simple for students to collaborate with each other remotely. Even in person, the information the students find can instantly be saved to a shared location and then accessed later on without waiting on each other to move forward. The digital collaboration that is going on in K-12 classrooms is indicative of the way the workplace is shifting to more remote access of information – and global working relationships that operate with ease.

Information gathering: Along with easy sharing of information, K-12 students today can access research in ways that were unheard of when their parents were in school. Electronic academic databases provide all of the information a student needs to research an assignment or write a term paper, but with much less of the manpower needed. The way that information is obtained is certainly different today than in past K-12 generations, but the need to vet that data still exists – if not more so. With so much information at their fingertips, sorting through it to find the right, best answers becomes a lesson in itself. Educators must teach students how to research to cut through to the most accurate information. When all else fails, students should still have a grasp of “old fashioned” research that entails physically searching for, obtaining and reading material from a library shelf.

Remote learning: Due to access to online learning programs, 2012 was the first year that one-third of the nation’s 25 to 29 year olds had earned at least a bachelor’s degree. The prevalence of online learning trickles down to K-12 settings too. In the 2011 – 2012 school year, there were 275,000 full-time online K-12 students, and a total of 1.8 million distance education enrollments. Remote learning is no longer an all-or-nothing option for K-12 students. Many can choose just a few online courses, particularly in subject areas that interest them but may not receive enough coverage at their physical schools. States like Florida require that all high school students take at least one virtual class before graduation in order to prepare them for the “real world” of college learning, and the workplace after that. Online learning is also viewed as less of a threat to traditional classroom settings than when it first hit the K-12 scene. Educators now see the benefits of the two learning styles operating together to build well-rounded learners.

Teacher prep: The ways that educators get ready for lessons, and are being taught to get ready for future lessons, have changed along with the technology times. Nearly 73 percent of teachers use mobile applications for classroom activities and many reach out to their peers all over the world through social media sites. Online places like Pinterest are full of ideas for everything from Kindergarten holiday crafts to science experiments. Like students, teachers have access to a world of ideas, lessons and information at their fingertips – and like students, teachers must sort through the bulk of the data to find the best options for their classroom activities.

What other ways do you think that technology has changed the face of learning?

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

It’s Tough to Trail Blaze: Challenges of First-Generation College Students

College attendance has become less of a privilege and more of a necessity in the contemporary workforce. This cultural shift is a reflection of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by 2020. With this push has come an influx of students that may not have been part of the college scene as early as a decade ago. Availability of courses online and expansion of options at the community college level have paved the way for non-traditional students to earn degrees and a better living. A growing demographic in college attendance and graduation is first-generation students.

More “Firsts” Than Ever

A 2010 study by the Department of Education found that 50 percent of the college population is made up of first-generation students, or those whose parents did not receive education beyond a high school diploma. The National Center for Education Statistics released numbers in 2010 that broke down the educational levels of parents of current college attendees. Minority groups made up the largest demographics of students with parents that had a high school education or less, with 48.5 percent of Latino and Hispanic students and 45 percent of Black or African-American students included. The parents of students of Asian descent came in at 32 percent with a high school diploma or less and Native Americans at 35 percent. Of students that identified themselves as Caucasian, only 28 percent were first-generation college students.

Though higher in minority groups, these numbers show the overarching trend of first-generation college attendance in all American demographics. While an education is viewed as an advantage in the job marketplace, the degree alone does not automatically lead to better opportunities and pay. In order to ensure optimal career success in the growing group of first-generation college students, the specific needs of these young people must be addressed – beyond what lies in textbooks.

Challenges Facing First-Generation Students

The simple assumption is that a higher number of educated first-generation college students will translate to better jobs for these graduates and a better quality of life. The answer to the equation is just not that simple, however. Even with a college degree, first-generation students often come from low-income, minority or immigrant families and do not have the same set of life skills and personal capital of middle-to-high income bracket students.

Parents of first-generation students also do not have the life experience to adequately guide their children to the next step in succeeding in the college-educated workforce. A 2004 report in the Journal of Higher Education put it this way: “first-generation students… may be less prepared than similar students whose parents are highly educated, to make the kind of informed choices… that potentially maximize educational progression and benefits.”

The transition from a college setting to a full-time career is often bumpy for all college students, especially first-generation graduates. The things learned in a classroom simply cannot adequately translate to the real-world; in addition to “book smarts” colleges and universities have a responsibility to prepare attendees, particularly first-generation ones, for the challenges of the modern workforce.

What Can Be Done

There are some federally funded programs in place to address the specific issues that face first-generation college students, like the TRIO and Robert McNair programs that lend academic and tutoring services to this group. The problem with these programs, and others like them, is that they are not required for college graduation and are vastly underutilized. A better approach is proactive mentorship and advising that mandates interaction between students and professors or other staff members that can provide real-world guidance. These programs would focus on the translation of knowledge to marketplace settings from people that know the ropes.

Colleges and universities should also place continued focus on developing skills and employability among students. Schools with especially high numbers of first-generation students, like California State University Dominquez Hills, have implemented workforce “101” courses to up the social and intellectual skills of future graduates. It is not enough to assume that students inherently know how to apply classroom skills to a real-world environment, particularly in the case of first-generation ones. Researching the needs of these students should be a priority of all institutions of higher education as it would help them form a better-prepared student body and strong workforce.

photo credit: CollegeDegrees360 via photopin cc

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Matthew Lynch published in Policy & Reform

Can Public Schools Survive School Choice Initiatives?

By Matthew Lynch

The U.S. lags behind France, Germany, Canada, Australia, Japan, Brazil AND the U.K. combined in math and science, despite spending more on public education than these nations. In addition, only 25 percent of high school graduates have the literacy skills they need to get a job. What’s more, every 26 seconds a U.S. student drops out of high school. In the democratization of education process, indifference to learning has risen and the standards at public schools have dropped.

Based on these stats alone, change is inevitable and greatly needed. One way that Americans are trying to improve the overall educational experiences for K-12 students is through making available more choices beyond districted public schools. Long gone are the days when parents had to pick between the public school in their district or paying pricey private school tuition out of pocket. The rise of public charter and magnet schools, state-led voucher programs, online learning, and homeschooling options has meant that parents now have no reason to settle on the closest school or pay a premium to avoid it.

But, can public schools thrive in a school choice environment? I think so, yes. Options like charter, magnet, private, online and homeschool curricula are not meant to undermine the nation’s public schools but to build them up through shared quality standards. There is room for all choices in K-12 schools and students benefit from the options.

School choice is not simply about non-traditional public schools though. The movement goes much deeper than that and empowers parents to take the reins of their children’s learning paths. Since 2007, the number of K-12 students enrolled in online public schools has risen an astonishing 450 percent. Home schooling is also on the rise as 1.77 million K-12 students are homeschooled – a number that has more than doubled since 1999.  Parents are pushing back against simple acceptance of educational opportunities based on geography; they are still choosing traditional public and private schools but only after educating themselves.

Giving parents the freedom to choose their child’s school is a movement that strives to improve education at ALL schools through the old-fashioned business concept of competition. Public charter and magnet schools are tuition free, just like public schools, but must make some promises in their contracts in order to stay open. If these schools of choice habitually do not reach their goals, they close. Can the same be said of public schools? The accountability level that these young additions to the public school arena bring ensures that students achieve more – and if they don’t, those schools do not stick around long.

However, the logistics of allowing parents full power to choose schools outside of their districts for their kids can be a headache. There is also a fear that low-performing schools would see abandonment by students if another public school option with a higher ranking were available. While a hit against herd mentality, shouldn’t individual students have the option of a better school if it exists and is close enough for them to attend? Therein lies one of the major debates in school choice – who knows what is best? Trained educators/administrators – or individual parents?

The point can be argued either way, but parents are demanding the right for choices within the public school system. The benefits and/or consequences (if any) remain to be fully realized.

Do you feel that school choice helps or hurts public options?

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Matthew Lynch published in Diversity, Equity, Policy & Reform

Explainer: why transgender students need “safe” bathrooms

Alison Gash, University of Oregon

Bathroom safety has become the next battle for transgender students on college campuses across the nation.

Often referred to as “bathroom desegregation,” calls for safer bathrooms have inspired “shit-ins” at California Polytechnic and San Diego State, where transgender advocates asked student allies to use only gender-neutral restrooms.

Recently, “urine” blockades also confronted Berkeley students at Sather Gate, the main entrance to campus. Advocates filled plastic cups with fake urine and lined them up to greet students as they crossed the threshold into campus to protest inadequate restrooms for transgender students.

Why all the contention over bathrooms? Recent studies suggest that over 50% of transgender individuals will experience sexual assault in their lifetime (a rate that is far higher than for nontransgendered individuals), and using bathrooms could pose a significant threat of physical harm or harassment.

Fear of violence

Studies show that transgender students could be harassed, sexually assaulted or subjected to other physical violence when they are required to use a gendered bathroom.

One survey, commissioned by the Williams Institute, a think tank at UCLA, found that 68% of participants were subjected to homophobic slurs while trying to use the bathroom. Nine percent confronted physical violence.

Another study that surveyed transgender individuals in Washington, DC found that 70% were either verbally threatened, physically assaulted or prevented in some way from using the bathroom of their choice. Some experienced more than one form of such behavior.

Yet another survey found that 26% of transgender students in New York were denied access to their preferred bathrooms altogether.

Redesigning bathrooms

As a result, transgender students need to constantly weigh the trade-offs as they consider bathroom options.

As one University of Washington student articulates:

Do I choose physical safety or emotional safety? Do I choose physical health or mental health?

Universities are bringing in policies to have gender-neutral bathrooms.
Ted Eytan, CC BY-SA

So, from California to Texas, in elementary schools and colleges, administrators are considering the costs and benefits of redesigning bathrooms to accommodate transgender students.

For example, students at University of Pittsburgh can now use bathrooms that conform to their own gender identity. Arizona State University, Ohio State and Wesleyan University, among several others, have instituted policies requiring all new construction to include gender-neutral bathrooms. They are assessing how to modify the existing bathrooms to become gender-neutral single-stall facilities.

This is not limited to colleges and universities. As increasing numbers of primary- and secondary-school-aged children are identifying as transgender, public schools have become “ground zero” for fights over bathroom safety.

Miraloma Elementary School, in San Francisco, for instance, removed gendered signs from many of their bathrooms.

In fact, about two years ago, Governor Jerry Brown signed into law the School Success and Opportunity Act, requiring that all students be able to access bathrooms or locker rooms that are consistent with their own gender identity in California’s K-12 settings.

The ‘bathroom bill’ opposition

But as with other issues concerning transgender rights, some have reacted to these changes with visceral opposition.

For instance, Wisconsin, along with several other states, is considering legislation that would require school districts to only provide separate-gendered bathrooms as a way to stop local school districts from accommodating requests from transgender students.

An elementary school student in Stafford County, Virginia, was prohibited from using the bathroom associated with her gender identity after parents and politicians in the state spoke out against the student’s request.

In fact, opposition to these bathroom accommodations figured prominently in the initiative to vote down Houston’s recent antidiscrimination ordinance, which would have, like hundreds of others across the nation, prohibited discrimination in housing, gender and public accommodations on the basis of sexual orientation and gender identity, among others.

Opponents dubbed it the “bathroom bill,” framing the policy as one that would permit “men in women’s bathrooms” and would expose women and girls to sexual predators.

Consequently, the ordinance – subjected to public review under court order – failed with 61% of the voters.

This opposition exists even when transgender advocates have not only focused on their own risks but have also invoked the needs of students with disabilities, those who may need “family bathrooms” and students who have survived sexual abuse and are more comfortable with single-stall facilities.

And now, Privacy for All, a group dedicated to opposing transgender bathroom advocacy, is hoping to launch a similar campaign in California. It is currently collecting signatures to bar any public institution from permitting individuals to use bathrooms or changing rooms that comport with their gender identity.

Federal intervention has sent out mixed signals as well. On the one hand, the Department of Education issued a letter to an Illinois school district stating that denying a transgender student’s rights to access a bathroom consistent with their gender identity is a violation of Title IX.

On the other hand, a federal court rejected a transgender student’s claim that his equal rights were violated when his university rejected his request to use a locker room that matched his gender identity.

Need for safety

At this point, for most transgender students, bathroom options are limited.

Transgender students need safe spaces.
Ted Eytan, CC BY-SA

Either they have to travel quite a distance to get to the nearest single-stall gender-neutral bathroom, or change in an “alternative” locker room (often a faculty bathroom or custodial closet).

There could even be days when they go to class in their workout clothes or “hold it in.” Hence, demonstrating Berkeley students held out signs that said: “Where was I supposed to go?” or “I couldn’t hold it any longer.”

Such options have clear drawbacks and health risks. Urinary tract infections, depression and even suicide could be among them.

As a result, sometimes students see their best option as renting a house near campus so they can go home to use the bathroom.

As we mark World Toilet Day by campaigning on behalf of the billions of individuals who lack access to safe, clean sanitation, remember that among those denied access to safe bathrooms are transgender students.

The Conversation

Alison Gash, Assistant Professor of Political Science, University of Oregon

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in EdTech & Innovation, Higher Education

Confessions of a MOOC professor: three things I learned and two things I worry about

John Covach, University of Rochester

We have heard a lot of talk about MOOCs, or massive online open courses, over the last couple of years. On the plus side, MOOCs often draw enormous enrollments and are easy to sign up for and use; all you need, it seems, is an Internet connection and an interest to learn.

On the down side, they have significant attrition rates – about 90 percent of those enrolled never complete a course – and, according to their most alarmist critics, these courses may even threaten the jobs of college professors nationwide.

Indeed, despite the large dropout rate, MOOCs certainly end up serving a significant number of students. If the initial enrollment in a MOOC is 40,000 and only 4,000 actually complete the course, that’s still a lot of students compared to a traditional classroom. A professor teaching four courses a year in classes with 30 students each would have to teach for more than 33 years to reach 4,000 students.

It’s true that if these courses ever caught on across the culture in a fundamental way, as many have been predicting, they could significantly transform higher education.

Amid all the kerfuffle, and based on having taught several courses for Coursera over the past two years (and more than 250,000 students worldwide), I have learned a few things that cause me to both hope and worry about the future of higher education as we have known it for the last several decades.

The three things I learned

  • MOOC students are mostly older than college students

Roughly two-thirds of my students have been over the age of 25. Admittedly, I teach courses on the history of rock music, which might tend to attract older students. But my numbers are not much different from Coursera’s numbers generally.

When we think about college courses, we assume the students are age 18-24, since that’s the usual age at which one gets an undergraduate degree. There are a significant number of people out there, however, who are interested in continuing to learn later in life.

Students who take MOOC courses tend to be older and are mostly international.
Mathieu Plourde, CC BY

Continuing education courses at colleges and universities have served that public to a certain degree, but it is clear that there is more demand among older students than many might have suspected. Given the chance to learn according to their own schedule and location, many find this option very attractive.

  • MOOC students are mostly international and already college-educated

Only about a third of my students live in the United States. The rest come from more than 150 countries around the world. This percentage of international students is consistent with other Coursera MOOCs.

Interestingly, a majority have already earned at least a bachelor’s degree, with a significant number also holding a master’s or Ph.D. degree. While others are seeking skills that will help advance their careers, many of these students are learning simply for the fun of it.

Our surveys have shown that most are very satisfied with the courses – they are an older, well-educated and international cohort of students who believe in MOOCs.

  • MOOC culture is mostly a “free” culture

As with music on the web, MOOC students expect the courses to be free, or very close to it. If each of the 250,000 students who enrolled in my courses had to pay even a dollar for the course, the numbers would fall significantly – probably by as much as 90 percent.

Most people would be willing to pay only for the credential that the course offers. A course with no credential has got to be free if enrollment is going to be massive.

My courses offer a free option that provides students with a statement of completion they can print out. Many have expressed great pride in earning this modest credential: they post them on Facebook.

Two things I worry about

  • The flattening of expertise

In an online world that counts Wikipedia as a trusted resource, the expertise of the university professor can no longer be guaranteed to win the day. Scholars may argue that Wikipedia must be used with caution, but that’s not the way everyone else sees it.

Some of my students use Wikipedia and other online sources very effectively. The democratic access to information that digital technology facilitates flattens the hierarchy of expertise: a university professor’s claim to superior expertise is no longer unquestioned.

  • Alternative modes of awarding credentials

The rise of badges and certificates makes it possible for students to earn an alternative credential to university credits and degrees. Universities can argue all day long about whether or not an online course is equivalent to a traditional one, but if alternative credentials come to be acknowledged by employers as useful in assessing a candidate’s skills and preparation, and if students value them, this is in many ways a moot point.

And when older, more experienced students have a satisfactory experience with a MOOC, the validity of this form of learning and the credential it provides increases within the culture.

Finally, it is difficult to control the validity of such credentials outside of the United States. Just because some American employers may be wary of an online credential does not mean that all employers are.

  • The threat to colleges and universities

College and universities “sell” an education. The price they can charge for this product depends to a great extent on the fact that they have an almost exclusive ability to grant credentials, based partly on a culture that acknowledges that university faculty possess superior expertise.

How will the online transfer of knowledge change higher ed?
ashley cooper, CC BY

But if the culture embraces the idea that there are other valid sources of expertise, then universities are in for a severe downturn in business. This will not be the case in all areas of education, but it certainly will spell trouble in many of them.

We can no longer expect to be the only viable alternative for education and training. This is maybe not the end of college as much as the end of an educational monopoly.

Some colleges will fail.

What can be done?

Colleges and universities must work to secure their claim to superior expertise, not within the ivory tower but within the culture at large. MOOCs are very useful in spreading the word about the fantastic thinking and teaching that goes on inside of universities.

The public should know more about what we do – they need to be invited in. Schools also must make certain that the credentials they provide really are the best preparations for success, and, just as importantly, that they are perceived this way among the general public.

We also should stop thinking of higher education primarily in terms of American students between the ages of 18 and 24.

In a world that will surely introduce significant and substantial competition in many areas of education very soon, universities must act now.

Consider this: Napster, the online music store, was introduced in the year 1999. In the 16 years since, the music business has been transformed by file sharing in ways that have been quick and deep. Nobody could have predicted it then.

Higher education must be sure it is not the same kind of victim of change. Let us not fiddle while Rome burns.

The Conversation

John Covach, Director, Institute for Popular Music, University of Rochester

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Matthew Lynch, Policy & Reform

Special Education Graduation Rates Lag Behind

More than four out of five high school students graduated on time in 2014, the highest rate on record. Although some discredit the statistics validity, it’s fairly clear that obtaining a high school diploma is better than not. Though these rates are an achievement, lost in the discussion is the much lower rate of graduation for special education students.

Nationwide, only 63 percent of students with disabilities graduated in 2014, a rate of approximately 20 percent lower than the national average. In states including Mississippi, Nevada and Georgia, special needs students graduated at half the rate of their non-disabled peers. The rate for students with disabilities is lower than 60 percent in 20 states.

These depressed rates and the large gap between special needs students and non-disabled students is alarming. Particularly because it has been documented that students with disabilities who graduate are much more likely to spend their early adult years in school, preparing for work and ultimately working, when compared to those who do not graduate. Students with disabilities who obtain a high school diploma are three times less likely to get into trouble with the law than their peers who dropout.

The bright side is that research has identified what steps need to be taken in order to reach more special needs students and ensure graduation. Rates are higher in states in which disabled students are encouraged to obtain a diploma with the same requirements for students without disabilities. Interestingly, graduation rates for students with disabilities are significantly lower in states that offer alternative special education diplomas. These diplomas are emended so that students do not need to meet general education requirements.

Graduation rates for students with disabilities have improved slightly over the past few years. The increase has been attributed to increased endeavors to support students with disabilities and integrate them into general education classrooms. To continue the upswing in special education graduation rates, students with disabilities will need to be a top priority. High expectations and clear methods to reach these students will be paramount if the graduation rates are to continue to improve.

http://www.huffingtonpost.com/todd-grindal/post_10880_b_8976972.html

 

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