We’ve all heard of studies claiming that attractive people enjoy advantages, such as earning more money and are generally perceived as being smarter. Two economists, Rey Hernandez-Julian and Christina Peters, set out to determine exactly why this is. They hypothesized that perhaps other factors come into play such as confidence, various personality traits or greater effort given, not solely appearance that influences these benefits. They set out to Metropolitan State University of Denver to test their theory, with some interesting results.
Overall, attractive students did receive better grades than their less attractive peers. However, when taking online courses, more attractive students didn’t receive better grades. The more attractive the student, the larger the difference in grades between traditional and online classes. In other words, in virtual classes where students couldn’t be seen, the difference in grades between the more and less attractive students narrowed.
Peters, an associate professor at MSU Denver told the Washington Post, “we really thought it was just that more attractive people have other personality traits, other skills. But it does appear to be some type of actual discrimination on the part of the professors. That surprised us.” The study also determined that better looking professors were ranked higher by their students as well.
Though more attractive students did receive higher grades in traditional in-person classes, the difference was small. For example, the deviation would be from an A- to a B+ for the less attractive student. Still the fact that the bias exists at all is concerning.
The question now becomes if professors do possess these biases, how can they be fixed? It is likely not being done intentionally so it will take a commitment to consciously not grading in a biased fashion to avoid. Is it even possible to enforce something like that?
What do you think? Do attractive students fare better in class?
Is today’s competitive environment making high school students pursue a polished resume and not their passion?
As a university vice president and an admissions dean, we’ve just finished contacting students whom we did admit, did not admit and would have liked to admit, but simply couldn’t.
Regardless of outcome, each group had in its midst students who have been caught up in the growing phenomenon of credentialism, a practice of relying on formal qualifications, that too often undermines what should be four wonderful years of self-discovery in high school.
More than a numbers game
Whether it’s taking an Advance Placement course that really doesn’t interest them, holding office in an organization because it will “look good,” on their resume or playing a sport that they really don’t enjoy, students are too often trying to impress, instead of trying to discover, enjoy and grow.
Every student seeking admission to college wants to present a “strong case.”
But what’s becoming increasingly clear to admission officers like me and to guidance counselors who advise high school students, is that “credentialism” is being practiced more and more by students, high schools and institutions of higher learning.
To some degree we have ourselves to blame.
College rankings rely heavily on metrics and lets face it, people love being on the “A” list. In some cases, the metrics are about the school; in others, about the students who apply and are admitted.
We begin, despite our best intentions, to question not whether a student is a good match for our institution but how admitting the student will affect our “profile.”
Too often I worry that colleges feel obligated to play the “numbers” game and admit students solely on the basis of board scores, grade scores, number of AP courses, number of extracurricular activities, number of recommendations and so on.
Students are not pursuing their passion
As a result, many students – urged on by their parents, teachers, guidance counselors, and, yes, colleges and universities – conduct their lives as though the only purpose is to build a resume to get into the “best” school they can.
So what’s wrong with that?
For colleges and universities,that means we assess students on professed interest and performance that don’t always reflect what the student is really all about and capable of doing. And that’s not good for the student or the institution.
It subverts our desire not just to recruit and admit a class but to create a class, one whose members will thrive synergistically, often energized more by their differences than by their similarities.
For students, it turns their high school careers into a grab bag of experiences, many of which were pursued to impress others rather than for self-discovery and the pursuit of interests and excellence for their own sake.
Don’t get me wrong.
Many students are truly driven by the best motivations to understand their interests, abilities, and aspirations.
But too many are told they need to go to the right schools, study the right courses, participate in the right activities, have the right friends, volunteer for the right programs, plan for the right careers…and on and on.
What often results is an early and unwelcome appreciation for Thoreau’s observation that, “The mass of men lead lives of quiet desperation.”
Too many students fail to understand that they are quintessentially “a work in progress,” always in the process of becoming, never finished. (Most adults aren’t much different.)
And in our rush to help them prepare for the rest of their lives, we prevent them from taking full advantage of what’s going on right now in their lives.
Students deserve better, from everybody who is pressuring them to display success to impress rather than for its inherent self-worth.
Colleges need to restore love for learning
Can colleges and universities help?
We can proclaim that we seek more than numbers, more than honors, more than achievement for its promotional value. And we can demonstrate our commitment by accepting students whose accomplishments are rooted in exploration, passion, self-discovery and even plain old fun.
We tell students that college is a launching pad for successful careers and lives. And that’s what it should be.
Both high schools and colleges may do students a grave disservice if we suggest that resume-building trumps exploration in pursuit of self-awareness and fulfillment.
So what should we be telling our young people as they undertake their journey to what we pray will be successful lives and careers?
Here are some things that I suggest to help guide that journey:
Establish what really matters to you so you’ll have a compass.
Invest in yourself. You have gifts that need to be developed.
Do the best with what you have. It’s OK if you aren’t good at some things.
Take risks. But be smart about it.
Own it – it’s your life. Take responsibility for it.
Build integrity; above all else, this is what matters.
Find mentors who inspire you.
This isn’t meant to be a “feel good” list.
And it isn’t just a list meant for the students. We must remain committed to a holistic evaluation.
As educators, we need to restore equity, perspective and a reverence for excellence for its own sake.
We need to connect our kids with the wisdom – from family, friends and trusted institutions – that previously helped each generation blossom, for their individual and collective benefit.
If we can’t come together to change the system, then shame on us.
Over the past decade, the number of online colleges and universities has grown exponentially. This has led to many debates over the efficacy and overall benefits of an online education. I recently sat down with Dr. John Ebersole, president of Excelsior College, to discuss “The Benefits of an Online Education.” In his 25-year career in higher education, Dr. Ebersole’s personal experience as a post-traditional student has informed his approach to adult education. Without further ado, let’s begin the interview.
Q: What are some of the benefits of an online education?
A: For Excelsior’s older, post-traditional students, there are many benefits to studying online. Starting with cost, online students can remain fully employed while meeting their educational goals, eliminating opportunity costs. They also avoid the cost of commuting, parking (always a challenge with an on-campus program) and child care, for those with a family.
Other benefits include the ability to choose the “perfect program” from anywhere in the world, not just those next door. This freedom of choice is matched with the flexibility to study at times and places of the student’s choosing, when, presumably, the student is most ready to learn.
A full list of the many benefits might also include:
• Instruction that takes different learning styles into consideration and allows for as much repetition as needed to ensure comprehension.
• 24/7 support services, including tutoring, technical services, peer networking, and the ability to set appointments with a faculty member or academic advisor.
• Ability to take courses year around. No forced summer breaks.
• The opportunity to gain the skills and knowledge expected by major employers, such as virtual team participation, conducting online research and projects, and engaging in cross cultural communication via technology.
A WORD OF CAUTION: While online education is well suited to the needs of working adults with family, professional and community obligations, it is neither a panacea for all, nor a recommended sole source of instruction for younger, more traditional-aged students. It is thought that while these students can benefit from the highly visual and interactive design of today’s courses, these are best delivered in a “blended” format whereby the student can also receive personal attention from faculty and interact with other students. To be successful in life, it is felt that students need the socialization, citizenship and acculturation that comes with communal living and study.
Q: What role should online institutions like Excelsior University continue to play in providing quality higher education?
A: Excelsior has been a leader in the areas of credit aggregation, competency-based credentialing, and prior learning assessment for more than 40 years. Its challenge today is to remain at the “edge” as others embrace these now proven innovations. Areas of particular interest include 1) development of next generation learning assessment tools, 2) adding adaptive learning capabilities to both online courses and assessments, and, 3) facilitating the evaluation of the many sources of alternative instruction (MOOCs, publisher materials, OER, employer and association training) and finding ways to validate for academic credit those that are acceptable for degree completion purposes.
Q: In your opinion, why has Excelsior been so successful? What are you doing right that other online colleges can emulate?
A: One of the things that has impressed me about Excelsior is the high level of inquiries received from a relatively modest amount of marketing. Research and tracking have found that Excelsior benefits from a very high level of word of mouth referral. These positive referrals have come as a result of the College’s laser focus on the needs of the student, and its ability to balance the need for standards with the student’s need for flexibility.
While it takes time to reduce this to valid numbers, we feel that putting our students first is a good way to build reputation and brand, while also reducing cost.
Q: What is your favorite part about being the president of Excelsior University?
A: I especially enjoy telling the “Excelsior Story.” We are proud to be known for our innovations, our one of a kind competency-based associate degree in nursing (the largest in the world), and our ABET accredited technology programs. I also enjoy telling others about the many ways in which we help to save our students money. This IS the home of affordable excellence.
Q: What would you like prospective students of Excelsior to know about you and/or the university?
A: I would want prospective students to know that I have been in their shoes. My first degree came 20 years after high school and all of my subsequent degrees, including a doctorate, have been earned while working full time, raising a family (three daughters) and remaining engaged in my community.
As for Excelsior, I would want others to know that we are serious about keeping the quality of our services and instruction HIGH, while keeping our tuition and fees LOW. In 2011, the Integrated Postsecondary Education Data System of the U.S. Department of Education reported that Excelsior earned $1640 per student (for the entire fiscal year). This is one of the lowest costs to students to be found in American higher education.
Q: If you could summarize your university with one word what would it be and why?
A: In a word, Excelsior can be best described as “caring.” Given two, it would be “affordable quality.”
Q: Finally, what should we expect from Excelsior University in the next 5 years?
A: Over the next five years, Excelsior will embark on a number of new initiatives, some of which are just being launched. Our Washington Center has expanded to house elements of our new School of Public Service, a National Cybersecurity Institute, while expanding PR, alumni relations and advocacy work. In addition, we have started to build a more robust and proactive set of international programs. We are also reaching out to community colleges, HBCUs and tribal colleges with the expectation that degree completion through these academic partnerships will become a critical part of the College’s future.
In addition to new programs and initiatives, Excelsior envisions a near term future in which it will be making a significant investment in its core operations, as well. The focus of these investments will be to increase student success and to enhance academic rigor. In both areas, quality will be a primary consideration.
That concludes my interview with President John Ebersole. I would like to thank him for consenting to this interview and for his contributions to the field of higher education.
We have entered one of the most pleasant rites of spring and summer – commencement season.
As a teacher at the University of Oklahoma for more than 20 years, I attend our ceremonies once every three years as part of my faculty responsibilities. Though my attendance is a service obligation of my department and my university, I inevitably end the evening vividly remembering the excellence in performance and character that I have witnessed over the past year.
I attend commencement – now without complaint – because I recognize that I need its ritual and ceremony as much as students and their families do. Even when the commencement speakers occasionally seem to be offering no more than another heaping helping of slow-roasted banalities, the totality of the experience – especially visiting with the families of my students – returns me, without fail, to the optimistic and idealistic frame of mind that led me to be a teaching scholar in the first place.
If ever I find myself unable to return to that emotional place, it will be a sure sign to me that it is time for me to move on.
So, what should we be thinking about at commencement – in addition to how far we have traveled on a difficult individual mission? To what other great works should we commit ourselves?
Money, dreams, debts and decisions
All the daydreams from which one’s future plans originate are idealized images that experience must and will “bring down to earth.” I used to wonder what my professors did with what I believed was the vast wasteland of time that existed between their class meetings with me and my colleagues.
I imagined them in their offices, relaxed and contemplating important problems from a safe distance. This vision, I now realize, conveys more about my own need for peace, reassurance and stability back in my teens and twenties than it did about what university faculty did or should do.
Of course, it did not occur to me to ask my professors what they did. I did not know that universities expect more of professors than teaching and research. I did not fully appreciate then that the same stress that I felt while striving to get an assignment “right” and done on deadline might also be integral to whatever career I would choose for myself.
I must note an additional difference between my life as a student and the student experience today: college cost far less when I attended 30 years ago than it does now.
I was able to save for two years (while living at home) so I could devote my junior and senior years entirely to my academic work. Boy, was I fortunate! I did not begin to incur any student debt until I was halfway through graduate school.
As college costs go up and as loans become an increasing part of a student’s load, the path that I followed between 1979 and 1984 is simply no longer open to many students whose economic situations resemble mine 30 years ago.
When we commit ourselves at commencement to renewing the highest values of our society, let us see what we can do to change this. If we do not, we run the risk of having students choose majors based solely on the always shaky promise that they will earn enough in this or that career to pay for school.
The teacher’s workplace has pressures
It is to the everlasting credit of my undergraduate mentors that I never learned that the academy is like any other workplace: people, possessed by vanity and anxiety, feud and compete over the stupidest things and sometimes act out of the worst of motives.
I have since learned that “hostile work environments” are not restricted to the corporate boardroom, the temporary cubicle office of the often equally temporary white collar worker, or those who toil at the modern versions of the assembly line.
I have had much to learn about this particular world of work. I am a fortunate one. To an extent that was not true in my student days, universities rely more and more on temporary and at-will employees to do the bulk of undergraduate teaching.
These highly trained faculty are far more vulnerableto all kinds of pressures –- including those from entitled students and their entitled parents when their “star pupil” is shown to be a cheater.
In addition to these kinds of pressures, of course, they are oftennot paid a living wage. As we observe the pageantry of commencement and as we recommit ourselves to doing good and doing better, we need to end these practices before they devalue the experience of learning for all concerned.
There is value in commencement
The University of Oklahoma canceled commencement this year because of a severe tornado threat. As difficult as this was for students, parents and faculty, it only changed the scene, not the substance, of that day.
Those who missed the chance to “walk” for their degree have the satisfaction of knowing that they were all part of a historic moment created by nature — and endured without loss of life or serious injury.
Because the value of struggling to improve one’s self and one’s world remains vibrantly alive among students and teachers the world over, commencement still matters, even when the ritual itself must occasionally be canceled to make way for stormy weather.
For most of American history, the college/university presidency could be described as an “all boys club,” however, over the last 3 decades this has changed. Over this time period, the number of female college/university presidents has steadily increased, and this trend shows no signs of slowing down anytime soon. Recently, I sat down with Dr. Angela Franklin, the first female and African American president of Des Moines University, to talk about here experiences. Without further ado, let’s begin the interview.
Q: What are some of the challenges that you have had to face as the first female and African American president?
A: I would begin by citing the obvious challenges of any new leader, regardless of gender or race. Being a newcomer in any environment can have interesting challenges given longstanding cultural dynamics. The difficulty comes from trying to establish rapport, build consensus, create vision, and set strategic priorities, all while trying to assess and learn a new culture. I believe I was selected for the job based on a genuine appreciation for my past experiences and skills, yet, you really have no way of knowing how those experiences will translate or be received in a new environment until you get there. I had to fall back on some basic principles of leadership which fall into the category of servant leadership or even more basically…. following the Golden Rule. So, there is a curiosity of new leadership that sometimes gets in the way of being able to mobilize a new team toward a collective vision. The curiosity typically stems from stereotypical thinking which comes from each individuals past experiences. And, like most institutions, there had been experiences with previous Presidents that colored expectations and impressions of me.
So, I came to a place which had some preconceived notions of the role of the President which did not necessarily fit with my experiences. Being the First Woman President as well as the first African American, added elements which made for some interesting dynamics. Although subtle and on the surface in most instances these factors clearly had an impact underneath it all.
There is actually some research from an organization called Catalyst that suggests that female leaders are scrutinized in a different way than males and I believe there is clearly a double standard. Catalyst has found that often there is an impression of a female leader of being either “too soft or too tough” but never “just right”. There is also an impression of either being competent but not necessarily well liked, or being liked but not necessarily being considered competent. My hope is to change this dichotomy and encourage women to just “be” who they are with an understanding that no matter how much they may try, they may or may not be perceived as they really are. So, I find myself having to be cognizant of some of the stereotypical thinking, acknowledge the double standard, respect the opinions and perceptions others may have, while trying to stay true to who I really am.
Through it all, I believe I have gained the respect of my campus community, and continue to work to demonstrate that a Female President can be “just right”, “competent”, AND liked! That is my challenge!
Q: What has been your proudest accomplishment in your time at Des Moines University?
A: Whereas I am pleased that in my first year I was able to mobilize a campus wide effort to refresh the institutional mission statement, clarify core values, and establish a collective vision for the future with strategic goals identified, I believe the proudest accomplishment thus far comes from a concerted effort made to re-locate La Clinica de la Esperanza to the Des Moines University Campus. This clinic began as one of the Free Clinics of Iowa and was a joint venture between Des Moines University and Unity Point Health System. During my first year, I learned that this partnership was primarily in name only and although housed in one of our properties on the south side of town, Des Moines University had not necessarily been actively engaged. With the support of my Board of Trustees, we moved the Clinic from the old clinic building, renovated space on our campus and they now reside on our main campus. This gives us the opportunity now to realize a more engaged partnership with Unity Point and also expand opportunities for training of our students on campus. In addition, this partnership was the “springboard” to allow us to expand other DMU clinic services to better realize our mission of providing quality care to the surrounding community.
Q: What advice would you give to a woman who has recently been appointed to her first college/university presidency?
A: The first thing any new president should do is to build relationships with the internal and external communities. Being a good listener and being approachable are also two additional bits of advice. I worked to understand the culture (internal and external) and began the process of building rapport across multiple constituent groups. It sometimes felt as if I needed to be in three places at one time, but I worked hard to have a positive presence both within the campus community as well as outside and around the country. This meant agreeing to speak at various local, civic organizations, being keynote speaker at various conferences, and serving on local boards and councils. Being immersed in the community was important in marketing my institution but also raising the awareness of the CHANGE which was happening at DMU!
The relationship with my Board of Trustees as well as my Executive Leadership Team was also essential. Getting the right team was an essential first step! Not making any hasty changes was an important lesson to learn as well. Whereas you sometimes hear that it is important to bring in your own team, I think it is more important to go slowly, assess, give people an opportunity, then make changes only when warranted. The blending of the old and new has merit and the synergies of fresh ideas with the appreciation of the history makes for a great dynamic.
Q: How about a woman who aspires to become a college/university president one day?
A: I would encourage any woman who aspires to become a President to Dream Big. The sky is the limit. We have “cracked” the glass ceiling for women in higher education and the Presidency in particular but there still aren’t enough of us. There is strength in numbers. According to the American Council on Education, the numbers of women college presidents has actually grown slightly from 23 % in 2006 to 26% in 2011. However, the proportion of presidents who are racial or ethnic minorities during that same timeframe actually declined slightly from 14% to 13%. And when Minority serving institutions are excluded, only 9 percent of presidents belong to a racial ethnic minority group which represents no change from 2006.
So, there is still more work to be done in preparing the next generation of Leaders. The changing demographics in our population plus the focus on diversity and inclusivity in higher education warrants a concerted effort to develop a diverse group of future leaders.
There are several leadership development programs out there such as the American Council on Education Fellows program, which by design, help prepare new leaders with a focus on knowledge and skill development as well as mentorship. Not everyone can afford to participate in these programs or would necessarily be supported to pursue them. Therefore, I think the onus is on the current Women Presidents to reach back and help others along the way.
Q: What are you most excited about as you look forward to the coming year as Des Moines University’s president?
A: I am excited about the changing dynamic on campus which has evolved over the last two years in encouraging open, honest communication, and working collaboratively as one university.
I am most excited about the new partnerships we had developed at DMU which includes the DMU Clinical Collaborative, a group of leaders representing all hospital systems within the state and surrounding territory who have agreed to come together to support the clinical training of our students.
I also am excited about prospects to engage with fellow academic institutions to explore new collaborations for interprofessional education and new degree programs.
In addition, we are expanding our clinical services to impact our community with a focus on prevention and wellness.
Q: Anything else that you would like to share with us?
A: Des Moines University is a 115 year old institution with a rich tradition of excellence in the health sciences. I am honored to serve as we continue to raise the bar and provide an exceptional educational experience for the next generation of health professionals.
That concludes my interview with President Angela Franklin. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.
Spanking, or, as it’s formally known, “corporal punishment,” has been much in the news of late.
Out on the presidential campaign trail there was Senator Ted Cruz’s revelation that
If my daughter Catherine, the five-year-old, says something she knows to be false, she gets a spanking.
And recently, in Canada, following a call by the Truth and Reconciliation Commission to prohibit spanking, the Liberal government has promised to abolish a parent’s right to physically discipline children. Along similar legal lines, in June 2015, the Supreme Judicial Court of Massachusetts ruled that the state was justified in denying foster parenting privileges to a couple who practiced corporal punishment and supported spanking or paddling children. The couple in the case had argued, unsuccessfully, that physical discipline was an integral aspect of their Christian faith.
America is slowly growing less supportive of spanking children. But a majority of Americans still support it.
So, is it okay to spank a misbehaving child, every once in a while?
By way of personal disclosure, my wife and I don’t have children, and I try not to sit in lofty judgment of couples whose kids present very difficult behavioral problems. But as a psychiatrist, I can’t ignore the overwhelming evidence that corporal punishment, including spanking (which is usually defined as hitting a child with an open hand without causing physical injury), takes a serious toll on the mental health of children.
Why parents spank children
In a review of corporal punishment in the United States, Professor of Psychiatry at the University of Toledo Michelle Knox noted a striking irony in the American attitude toward corporal punishment.
In the United States, it is against the law to hit prisoners, criminals or other adults. Ironically, the only humans it is still legal to hit are the most vulnerable members of our society – those we are charged to protect – children.
Knox, like many mental health professionals, cites a strong correlation between corporal punishment and child abuse, noting that “…spanking is often the first step in the cycle of child abuse.”
What may begin as the parent’s well-intentioned wish to discipline a child often ends with the parent’s mounting anger and worsening blows.
It isn’t that the parent is “evil” by nature or is a “child abuser.” Often, the parent has been stressed to breaking point, and is not aware of alternative methods of discipline – for example, the use of “time-outs,” removal of privileges and positive reinforcement of the child’s appropriate behaviors.
Impact of spanking on children
The psychological toll on children subjected to corporal punishment is well-documented.
Corporal punishment (CP) is an important risk factor for children developing a pattern of impulsive and antisocial behavior…[and] children who experience frequent CP… are more likely to engage in violent behaviors in adulthood.
…although corporal punishment may have a high rate of immediate behavior modification, it is ineffective over time, and is associated with increased aggression and decreased moral internalization of appropriate behavior.
In short, spanking a child may seem helpful in the short term, but is ineffective and probably harmful in the long term. The child who is often spanked learns that physical force is an acceptable method of problem solving.
Parents vs. researchers
But wait: aren’t there exceptions to these general findings? Aren’t there times when a light rap on the backside can do a misbehaving child some good – or at least, not cause any significant harm?
Many parents think so, but most specialists would say there is little evidence to support such claims. That said, Dr Marjorie Gunnoe, a professor of psychology at Calvin College, and her colleague, Carrie Lea Marinerpublished a study in 1997 that concluded that, “for most children, claims that spanking teaches aggression seem unfounded.”
Gunnoe and Mariner argued that the effects of spanking may depend on the “meaning” children ascribe to it. For example, spanking perceived by the child as parental aggression (as opposed to nonaggressive limit setting) may be associated with subsequent aggressive behavior by the child.
Parents who believe they have no alternative except to spank their misbehaving children do not need finger-wagging lectures from clinicians.
But they do need professional support and education, aimed at reducing their level of stress and increasing their use of alternatives to corporal punishment.
When HBCUs (or historically black colleges and universities) first began popping up in America, they were a necessity to higher educational paths for African American young people. Benefactors like John Rockefeller founded Spelman College in Atlanta (named after his wife, by the way) in order to give black students a shot in a nation still very much in the throes of Jim Crow laws. Most of the 105 HBCUs were founded in former slave areas that still presented steep challenges for African Americans that aspired to higher education but faced discrimination in predominantly white college settings.
HBCUs fulfilled their original intent. Some of the nation’s brightest and most influential minds came out of HBCUs. Langston Hughes was a Lincoln University graduate. Martin Luther King Jr. earned his degree from Morehouse College. Talk show queen Oprah Winfrey, education expert Marva Collins and Brown University President Ruth J. Simmons all earned degrees from HBCUs (from Tennessee State University, Clark Atlanta University and Dillard University, respectively). These powerful pillars of the African American community were able to achieve optimal success in life because of the education they received from HBCUs.
What about now? Do ambitious African American students really need a HBCU to achieve success? Perhaps a more poignant question is this: does it help or hinder the African American community when its members attend a HBCU today?
With various HBCUs closing their doors for good, the question is more pertinent than ever. Saint Paul’s College was forced to close its doors in 2013 after an unsuccessful merger attempt and unsustainably low enrollment figures. Atlanta’s Morris Brown College filed for federal bankruptcy protection after finding itself $35 million over its head.
Let’s take a look at five factors that will determine the future of HBCUs in this country.
HBCUs are STEM powerhouses. HBCUs are important hubs for developing the greatest STEM minds in the nation, with 65 percent of all Black physicians and half of all Black engineers graduating from HBCUs. The Tuskegee University College of Engineering and Alabama A&M University of College Engineering, Technology and Physical Sciences are not just top engineering schools among HBCUs – they are among the best in the nation. Spelman College is the second largest school in the nation that sends Black undergraduates on to medical school. Jackson State University receives the highest amount of HBCU federal research funding every year, at $68 million, and is known for its “research intensive” programs.
Claflin University students work alongside the South Carolina Center for Biotechnology and receive hands-on industry training and connections in the field long before graduation. Xavier University of Louisiana has a consistently top-ranked pharmacy program and is a sought out school for those hoping to advance to medical school. Florida A&M University consistently ranks at the top of all colleges that graduate Black students with doctorates in natural sciences and engineering. In June, Fayetteville State was awarded a $718, 000 government research grant that included plans to oversee STEM instruction to local high school students. The advancements these schools are contributing to STEM fields are not just relevant, they are groundbreaking and an asset to the industries the graduates eventually serve.
Government-mandated policy changes may damage HBCUs. In October of 2011, the U.S. Department of Education adjusted its lending policies for these popular, and in many cases necessary, loans to align more closely with what a traditional bank would require in the way of income and credit worthiness. All colleges took a hit with these changes, but HBCUs lost an estimated $50 million in the first full year these changes took place. For many HBCUs, the college population is made up of first-generation students with parents who often have not set aside the funding for a college education, but want to contribute financially. When PLUS loan eligibility changed, it felt like a blow directed at HBCUs.
Additionally, Governors like Louisiana’s Bobby Jindal and Mississippi’s former governor Haley Barbour have announced plans to merge HBCUs with each other or other predominantly white institutions in moves that are intended to slash state operating costs. Treating any two HBCUs as institutions that are alike enough to merge without incident is flawed though. Planning to merge a HBCU with a predominantly white schools is even more off-base. These individual schools have their own histories, their own student cultures. Perhaps it makes financial sense to merge HBCUs with others similar in size or scope, but it undermines the collective institutions, undercutting their autonomy and what they can offer to potential students.
HBCUs are still havens for disadvantaged students. The achievement gap in K-12 learning may be narrowing, but it is still exists. Even minority students who end up graduating from high school drop out of college at higher rates than their white peers. While all types of colleges are picking up on this weakness and looking for ways to retain students, many HBCUs stand out as examples of how to succeed at having students return after freshman year. A U.S. News ranking lists Spelman College (at 88 percent retention), Morehouse College (82.5 percent), Howard University (82.3 percent), Florida A&M University (79.5 percent) and Winston-Salem State University (78.3 percent) as the top five HBCUs for having students return to campus after freshman year.
As a comparison point, the top 10 predominantly white institutions, or PWIs, had retention rates that ranged from 97.5 to 99 percent – BUT the retention numbers for minority students was lower. The campus culture and student-centric programs at these PWIs are stellar but it also stands to reason that the students attending top PWIs, like Brown University and the University of Notre Dame, are predisposed to staying in college anyway – while HBCUs have many more obstacles to overcome when convincing and encouraging their attendees to stay. HBCUs are also proving to be thought leaders when it comes to advancing rights for Lesbian, Gay, Bisexual and Transgender students, with Morehouse College offering its first LGBT course this past spring.
With other affordable and flexible options such as online schools, fewer people may be drawn to HBCUs.
Perhaps the largest factor crippling HBCUs today is the prevalence of online college programs. From schools like the University of Phoenix which is completely online to individual programs offered by traditional campus schools, students who need college-work-family flexibility are finding it outside HBCU campuses. All demographics have flocked to online schooling, but minorities have been especially targeted. HBCUs have traditionally been viewed as places for underdogs, but online schooling programs have overtaken that description with the combination of convenience and a wide array of programs.
However, HBCUs are still an affordable option for many students and often come with generous financial aid packages. For example, HBCUs like Coahoma Community College in Clarksdale, Mississippi cost as little as $4,940 for in-state students for an entire academic year (before any grants or financial aid) or just under $7,000 for in-state students who choose to live on campus. Even out of state students get a pretty good deal – adding just $1,000 more to that total.
Even HBCUs with top billing offer affordable routes for their students, like Howard University in D.C. that saw 52 percent of students in 2012 with their financial needs fully met.
Infrastructural problems may hinder progress. HBCUs were not well-prepared for the changes in loan policies. As far as online schooling is concerned, most HBCUs are just finally implementing full-degree online programs and embracing the idea that our students don’t need to be on a physical campus to benefit. Yes, the campuses of HBCUs are their biggest advantages, steeped in history and a palpable air of shared struggle. This doesn’t mean we should force our students to set foot on our campuses, or not come at all.
A lack of stability in leadership and investment in students through equipment and resources are also issues that have plagued some HBCUs.An essay written by a recent HBCU graduate who declined to name her school specifically expressed shock at the under-sophisticated classrooms and technology resources at her HBCU. She maintains that she would rather see her former school be shuttered than donate money to it.
With a lot of changes that make education more accessible in other schools, HBCUs are going through some growing pains when it comes to staying relevant. All is not lost, though—providing a safe space for black students, embracing diversity, and playing to their strengths (such as STEM) can help HBCUs keep their place in our current landscape.
America has a love-hate relationship with its eight Ivy League universities. For the majority, these elite schools are seen as unattainable places, reserved for those with superhuman high school transcripts and the deep pockets to afford to attend. Graduating from one is generally viewed as writing the ticket to a comfortable life, though, and you’d be hard pressed to find someone who wouldn’t be impressed with your framed Princeton or Columbia degree.
Ivy Leagues are the butt of jokes where snobs are the punchline and often considered out of the league, in both price and performance, for the average American high schooler. Ivy Leagues are viewed as places for already-rich, white Americans to pat each other on the back on their way to acquiring even more wealth. As with most things that are generalized and over-simplified, Ivy Leagues have more complexity in student, faculty and alumni diversity than is often portrayed.
Look at our own President – a minority Harvard graduate who married another minority Harvard grad, made a name for his down-to-earth approach to politics, and went on to become the leader of the free world. Is President Obama an extreme exception, or are we missing the story of true diversity at these stereotypically elite schools?
The truth is somewhere between the extremes. With the right direction, however, Ivy Leagues could really make some headway in improving diversity on their campuses in the next half-decade and could set the example for the rest of America’s university landscape. Here’s how.
By reaching out to students a few years before they start college. Ivy League schools aren’t just waiting for minority, first-generation and other disadvantaged future applicants to come to them – they are reaching out, and early. Every Ivy League school is a member of the Coalition for Access, Affordability and Success which offers a portfolio-type program for college admittance. This portfolio is intended to start in 9th grade and is often accompanied by guidance from university officials on high school academics and additional items that will boost their final file for consideration.These portfolios are about more than test scores and report card grades. A “locker” portion allows room for creative work, like visual art and essays. By allowing this application system, Ivy Leagues are setting the stage for students early in their careers, giving them a better chance at earning admittance when the time comes.It will be a few years before this portfolio system is proven to work, at Ivy Leagues and the other 70+ schools that implemented its use in 2015. The fact that these schools have pinpointed the need to approach and guide students so early in their high school careers is important though. It shows that the schools in the coalition are serious about being proactive in diverse recruitment and are willing to put in the work to make get more disadvantaged students on their campuses.
By targeting more lower-income students. For all their apparent strides to be more diverse, Ivy Leagues can’t deny the facts of where they stand today. First, there is the issue of money that simply can’t be ignored. Admitting students without concern for whether they can afford the school or not is a luxury of Ivy Leagues, whose alumni giving dwarfs that of typical universities. They can afford to pay the tuition of students who could otherwise not find the money to attend, giving them an advantage when it comes to diverse recruitment.Even with all that additional money, though, Ivy Leagues are still mainly made up of affluent students. Nationally, 38 percent of undergraduate students earn Pell grants, earmarked for students from low-income families. Only 12 percent at Yale and 13 percent at the University of Virginia received Pell grants in the 2013-2014 academic year.
By making sure all kinds of students are represented. It’s not all bad news though. Brown University has some promising stats when it comes to its ability to recruit and graduate more diverse students. In its class of 2019, 59 percent of Brown’s accepted students went to public schools. All 50 states are represented, along with 85 nations. Sixty-one percent will need some form of financial aid to afford Brown attendance, and 45 percent identified as African American, Latino, Asian American or Native American (which still means it is a Predominantly White Institution, but not by much).Cornell’s class of 2019includes 700 first-generation students, 45 percent female and 48 percent who identify themselves as students of color.
So what will the class of 2025, 2030 and beyond look like at Ivy Leagues? Please leave your thoughts.
**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**
A guest column by Brooke Chaplin
When you first meet with your school counselor, they’ll more than likely advise you to take a light load your first semester of freshman year. If you’re like many new college students, you’ll probably be surprised to hear a school official telling you to cut back on credits or take the easier general classes. While it might be surprising, it’s the best advice you can be given when you’re starting out and on your own for the first time. Arranging a loaded schedule to get your degree as fast as possible could affect your entire student career, so it is best to plan wisely.
When you’re new to college life, it can take some time to get acquainted with the change. You’ll need to learn how to read your curriculum, how to keep track of due dates, and how to balance heavy loads of homework and arrange your class schedule. Here is some valuable alumni advice to help you learn from the mistakes of those who went before. Choose a Class Time Where You Are Alert and Ready for Lectures The whole purpose of paying to attend college is to gain knowledge. If you decide you want to get a specific class over with early in the day, you could be putting yourself at a disadvantage. Some students like getting up bright and early, while others are night owls and are more productive later on. Consider when you are alert and look for classes in this time frame so you know will be ready to attend and learn. There is a reason why more students miss class in the morning than in the afternoon. Leave Time Between Classes For Mental Rest College professors can throw a lot of information at you in a single sit down. You may be typing pages of notes, reading dozens of slides, or having a class discussion that requires some serious critical thinking in class, and then watching film you will be quizzed on in another. If you go straight from one class to the next, you will have no time to rest or process what you have just learned. Whether you are coming from a psychology class for your sociology degree or heading out of a simple fitness course, give yourself some time to get organized before you get on to the next class. Giving yourself a short breather will help you retain information better. Register For Your Classes As Early As Possible As a freshmen, you have never experienced what it is like to see that a class has reached capacity before you were able to register. Prerequisites are very popular because all students must take them. To ensure you get the classes you want, you should register the moment you are able to. Scheduling is all done online now that schools have online registration tools. Be sure to consider how challenging courses are, what other obligations and priorities you have, and how long you could spend on your studies. By being prepared, you can strengthen your chances of success during your first year as a college student.
______________
Brooke Chaplan is a freelance writer and blogger. She lives and works out of her home in Los Lunas, New Mexico. She loves the outdoors and spends most her time hiking, biking and gardening. For more information on building a schedule for online courses like a sociology degree contact Brooke via Twitter @BrookeChaplan.
The largest foreign group of U.S. students are Chinese, at 31 percent, followed by India, South Korea and Saudi Arabia. The fastest growing group of foreign students in U.S. colleges and universities are Saudis though — growing by 21 percent from the start of the 2013 to 2014 school years.
When it comes to individual colleges, New York University boasts the highest number of foreign student, with over 11,000. The University of Southern California ranked second with just over 10,900 foreign students studying at its campuses. Other colleges that made the list for having a high number of foreign enrollees included Arizona State University, Michigan State University, Northeastern University, Purdue University, Columbia University and the University of California at Los Angeles.
Geographically, the Washington D.C. area has the highest number of foreign student enrollment dispersed among institutions like Georgetown, American, George Washington and Catholic universities.
So what makes the U.S. such a sought-after destination for students from all over the world? Many of the schools listed in the report are known for strong research programs, making them attractive to wealthier families from overseas that are interested in gaining an advantage in the job force of their own countries when their kids return home. International students certainly help the bottom line of these schools and provide diversity on campus, but I’d like to see a study that outlines whether the American economy benefits from these students long-term — or if the talent then leaves the U.S. in favor of their native homes.
