College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.
As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.
Here are some interesting facts about college presidents:
61. Average age of college presidents in 2011.
• 92. Percentage of college presidents aged in the mid-50s to mid-70s.
• 14. Average number of years retiring college presidents first serve in the role.
• 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
• 109. Actual number of new college presidents from April 2011 to August 2012.
• 6. Number of new college presidents this school year in the California State system alone.
• 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
• 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
• 26. Percentage of women college presidents.
So how do you introduce diversity at the college president level? Here are a few steps.
Take advantage of the new way to find college presidents. In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.
Recognize the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.
Includediversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.
Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.
College and university campuses are places for progress. The nation’s youngest minds and most educated adults work together to not only better their individual lives, but to improve society. This comes in the form of medical breakthroughs, scientific discoveries, advancement of the arts and more. College and university settings are the birthplace of much of the nation’s innovation.
Academics are not the only area that benefit from the collaborative and ambitious natures of higher education populations, though. Advancements in social thought also take place on these campuses, creating the mold of behavior that the rest of the country should, and often, follows. Diversity programs on college campuses, both school- and student-sponsored, are about more than cashing in on a perennial buzzword. These initiatives make a difference, from impacting immediate communities to influencing public policy and laws.
In my own research, I read about a lot of different schools doing tremendous things in the areas of promoting diversity, on campus and beyond. Here’s a look at a few of the strongest programs I’ve come across recently:
California Community Colleges
As reported on this site, the California Community College system recently announced a partnership with Historically Black Colleges and Universities that will link two-year achievements at the California schools with furthering that education at nine of the nation’s HBCUs. Students who earn a transfer level associate’s degree and at least a 2.5 GPA will have priority status for admissions, housing and even financial aid at HBCUs. What I like so much about this program is that it is actually boosting diversity on HBCU campuses, particularly when it comes to California’s relatively large Latino/Latina college student populations. It is not just black students who will benefit from this program; other minorities, and even white students, will also have greater opportunities beyond their two-year degrees.
College of William and Mary
Sometimes the diversity programs outlined officially by elite colleges can come across at being a little bit dry, or lacking passion. Over the years as I’ve read about them, it has often struck me that these policies are more a result of duty and less driven by a desire for real change (to be fair, a lot of official college diversity policies come across this way, not just on expensive or elite campuses). This feeling is exactly why I was so impressed to read about a student-led initiative at the College of William and Mary called “Table Talk.”The four-part series of conversations aligns with the school’s sixth annual diversity celebration and features topics like “Assumptions and Stereotypes.” There is even diversity within the diversity topics, with religion, socioeconomic class, ability, gender identity and ethnicity all on the Table Talk agenda.
University of Buffalo, Law School
In 2012, the law school at the University of Buffalo launched a four-week summer program that targeted minority students who would be a good fit for law school, even if those students had never considered law as a profession. The program has continued every summer since then. Inspired by a request from the Minority Bar Association of Western New York the program was launched to help expose first-generation and minority college students to life as a lawyer, or in other law professions, and in the process recruit a more diverse graduating body of lawyers. The University of Buffalo is not the first to participate in the DiscoverLaw program, which has taken place on 18 campuses since launching in 2002, but it is an important one because of its east coast presence. Twenty-eight past participants answered a survey about the program at Buffalo and 17 said that they had applied to or planned to apply to law school. A country with more diverse legal minds is vital to progress for all citizens and this Buffalo program is on point with its aim to recruit more variety in law students in the pipeline.
As colleges and universities continue to evolve, so will society. Diversity programs on official and non-official levels matter when it comes to the country’s overall progress in areas like acceptance, tolerance and respect.
**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.**
Dressed in a black hoodie and sagging jeans, DeAndre (name changed) swaggers down the street, singing loudly the gritty lyrics of a gangsta rap.
This routine typifies DeAndre’s journey to and from school. Many of those watching DeAndre’s behavior during his school commute could assume him to be a thug and a gangster.
Such a narrative, a result of theracialized and gendered narratives that black male adolescents live with in urban areas, is part of DeAndre’s schooling as well as out-of-school experiences.
Black males are presumed to lack intelligence when it comes to academics, particularly mathematics.
For more than ten years, I have been researching the lives and experiences of black STEM (science, technology, engineering and mathematics) high school students all the way up the pipeline to black STEM faculty. I have looked at the achievements of black students in mathematics within their first eight or nine years of schooling.
The truth is DeAndre is a high school junior and a high-achiever in mathematics and science from an urban area. DeAndre is not hardened, but he is fragile.
His STEM identity is especially tenuous.
DeAndre is not alone. There are thousands of young men like DeAndre in urban cities across the country, who are STEM high-achievers and have the potential to succeed as STEM professionals.
However, too often they receive negative messaging about their continued success in STEM. Such messages from teachers or counselors downplay or minimize their mathematics abilities. The low expectations from these talented boys serve to further discourage them from pursuing STEM fields.
In 2011, whites held 71% of STEM jobs, Asians held 15% and blacks only 6%. In 2009 white students obtained 65.5% of the STEM undergraduate degrees. However, STEM undergraduate degrees for blacks have remained flat for the last 9 years.
When it comes to academic success, young black students face many other challenges that are only made worse by the negative messaging.
There are societal messages that equate black maleness with criminality, with teachers often being afraid of their black male students.
Often enough, as my own research shows, unequal access to treatment results in poorer healthoutcomes for black kids.
The early academic years for these students are riddled with long-term (two months or longer) illnesses that negatively impact their schooling and result in attending at least one summer school term.
DeAndre, for example, has a higher rate of school transfer; his current school is his third high school in three years. This lack of continuity for high achieving black male students can lead to additional pressures to prove their intellectual abilities in mathematics to an unwelcoming or skeptical school culture.
Fighting racial stereotypes can also wear them down.DeAndre is weary of racial stereotypes in general and stereotypes about black males in particular.
DeAndre’s coarse behavior during his school commute is actually performed to repel or deflect potential violence via aggressive posturing, as evident in his “swagger.” In reality, he hasn’t been in any “real” fight since second grade and is filled with trepidation every time he walks home from school.
Such few options
Young black students also work toward what is called “performing whiteness.” This in their words means: talking ultra proper English while enunciating every syllable, dressing preppy, not talking about their families, pretending to go on vacations, not telling too many jokes and proving to their white female teachers that they are not to be feared but to be loved and nurtured.
The result is that their intrinsic motivation for learning mathematics and steadfast internal drive get constantly eroded by a host of structural and environmental challenges.
In addition to all these above challenges, they are often at schools that do not offer enough academic opportunities to support their interests. DeAndre’s school does not offer AP classes that would position him more favorably for a STEM college major.
Another problem that black kids face is an absence of role models. The successful black role models that students like DeAndre are exposed to are mostly athletes and rappers. DeAndre does not want to be an athlete or a rapper.
Even so, the likelihood of DeAndre going on to pursue STEM remains frail.
Instead DeAndre has chosen to be a social worker. Through this justice-orientated work, DeAndre wants to address the social and racial inequities in his neighborhood. We don’t know if he will use STEM in the future or not.
If DeAndre has managed to come this far, it is thanks to the support he has received from family members. DeAndre has fond memories of playing dominoes with his grandfather and mathematically complicated card games with his aunts.
His first mathematics teacher was his father. Today, DeAndre is like a human calculator, spitting out complicated number algorithms.
Diversity vital to STEM
As we work to minimize the fragility factors affecting youth like DeAndre, we often overlook what protects DeAndre’s STEM and academic identity. The socialization in mathematics that does happen in many black households remains unappreciated by schools as it does by the predominantly white social structures.
My experience of investigating lives, such as those of DeAndre has convinced me of the need for rigorous research that contributes to a more accurate and nuanced portrayal of black males in STEM.
The vitality of United States will be derived in large part from fostering the STEM identities of young men like DeAndre who reside within our urban communities. Their participation is important for innovation – and for a more equitable society.
Our DeAndres should not see a conflict between pursuing a STEM college trajectories and an unyielding sense of responsibility for the improvement of their home communities.
Throughout the nation’s history African-Americans struggled to combat economic, education, political and social obstacles. For instance, grandfather clauses and literacy tests were designed to prevent African-Americans from participating in the electoral process. Despite the barriers African-Americans stood steadfast and slowly chipped away at policies designed to maintain a caste system. To counter years of oppression stakeholders utilized the judicial system to reverse Jim Crow policies. After years of incremental steps African-Americans continued to encounter roving groups that sought to maintain a system of oppression through physical intimidation. Fortunately the overt threats did not deter civil rights organizers from pushing for a legislative framework that addressed systemic flaws. Several HBCU alumni including Ella Baker, Thurgood Marshall, Martin Luther King, Jr. and countless others helped to reshape the political landscape. Today, the lessons learned from HBCU alumni of the past can help solidify the future for HBCUs.
Recently, Congressman Bobby Scott, Ranking Member, Education and Workforce Committee and Senators Tammy Baldwin and Corey Booker introduced the “America’s College Promise Act.” The bill is an extension of President Obama’s free community college proposal, which is modeled after Tennessee’s education plan. The bill provides $10 billion over a ten-year period that would benefit thousands of minority, first generation and underserved students. Congressman Scott’s and Senators Baldwin and Booker’s plan would benefit HBCUs by strengthening the post-secondary pipeline, encouraging more Black and Latino students to attend HBCUs, support the efforts of students who require academic enrichment and lower student debt.
Throughout his tenure President Obama highlighted the importance of increasing opportunities for students of color. The President recognizes that the nation’s success is linked to creating more opportunities for all Americans. Ignoring the gaps between affluent and underserved communities could undermine efforts to increase the number of Americans with postsecondary degrees or certificates. HBCUs are uniquely equipped to enroll students from various socioeconomic backgrounds and prepare them to compete in the global economy. However, they need additional funding to ensure students have access to academic and social supports to achieve the American dream. Passing “America’s College Promise Act” would provide HBCUs with vital resources to improve conditions for students from urban and rural communities with limited resources. Without a new funding stream thousands of students will not have the opportunity to pursue a postsecondary education.
Recently, social upheaval in Baltimore and Ferguson reignited calls from social justice advocates to improve conditions in under-resourced communities. This neo-Civil Rights movement is reminiscent of the fight in the 1960’s that pressured the U.S. government to pass the Great Society programs. Events including sits-ins led by North Carolina A&T students galvanized the African-American community and reshaped the nation. A half a century later HBCU advocates, alumni, faculty, staff and students could use the template developed by Civil Rights advocates to increase support for “America’s College Promise Act.” Advances in technology allow supporters to coordinate via social media to encourage legislators to pass initiatives that close the resource gap.
Utilizing relationships with alumni and student government associations, black greek letter organizations (BGLO’s) and sports related groups is important. Working closely with these organizations provide critical linkages that exist in states throughout the United States. HBCUs should work collectively to encourage politicians to back proposals aimed at funding traditionally underserved institutions. Based on recent history it is apparent that efforts to protect HBCUs can produce positive results.
The 2013 decision was significant for two reasons: acknowledging HBCUs were treated unfairly and creating a template for other institutions to follow. For example, Cheyney University filed a lawsuit against the commonwealth of Pennsylvania asserting that the state did not abide by a 1999 agreement with the U.S. Department of Education, Office of Civil Rights. Cheyney is the oldest HBCU in the nation and faces several obstacles that supporters contend are directly related to the state’s refusal to meet specific guidelines outlined in the agreement.A coalition of civil rights lawyers, alumni and advocates “Heeding Cheyney’s Call” believe the state is culpable and seeks to remedy years of inequitable funding. The decision by alumni and supporters in Maryland and Pennsylvania to fight for changes could impact HBCUs in states throughout the nation.
HBCUs continue to encounter barriers that hamper efforts to improve programs, recruit faculty, lower attrition rates and renovate facilities. Consequently, institutions have used the judicial system to address years of unfair treatment. Despite the barriers HBCUs graduate 25% of Black science, technology, engineering and math (STEM) majors and create pathways for students from predominantly low and moderate-income households. With additional financial support HBCUs could increase the six-year graduation rate for Black students. Ensuring students from traditionally underserved communities have access to a quality education is important. The nation is at a crossroad. Currently, a disproportionate number of Black and Latino students live below the poverty line yet the country’s demographics continue to change. Supporting initiatives that address years of unequal funding between HBCUs and PWIs is the key to protecting the nation’s future.
Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.
In 2013 President Obama outlined a plan to introduce a college ratings system to provide prospective students and their parents with the tools to make informed decisions. The proposed system was consistent with the President’s view that students from under-served communities encountered obstacles that hindered their effort to attend college. Based on comments from the President, colleges throughout the country would be judged based on criteria including loan debt, graduation rates and after college income. Supporters believed the ratings system would hold post-secondary institutions accountable by creating transparency. However, some policymakers, college administrators and stakeholders raised concerns including: (1) the government exceeding their right to evaluate schools and (2) the impact the system would have on institutions that serve predominantly students from under-served communities including historically Black colleges and universities (HBCUs). Concerns from the HBCU community regarding the proposed system would continue throughout the development process.
Members of the HBCU community were apprehensive because of complications relating to 2011 changes to the PLUS loan program, which impacted school attrition rates. Several HBCUs experienced a drop in enrollment because of new loan guidelines that disqualified low income and middle class families. Subsequently, some HBCUs implemented cost cutting measures including eliminating staff and curtailing programs. Traditionally HBCUs enroll low income and first generation college students. Consequently, regulatory or statutory changes can have a long-term impact on their ability to increase graduation rates.
The administration asserted that the new system would ensure all students had access to important information relating to cost, retention rates and student debt. Throughout his tenure President Obama has sought to level the playing field for first generation, minority and low-income students. For instance, the President outlined a free community college proposal that would likely increase college completion rates. However, despite the President’s record of supporting pathways to success for under-served students’ members of Congress opposed the college ratings system.
The controversy surrounding the system caused the U.S. Department of Education to announce that they will abandon the use of certain metrics. Post-secondary institutions will not be compared to other colleges based on graduation rates, student debt along with other measurables. As a result, HBCUs won’t have to worry about fighting comparisons to large post-secondary institutions with significant endowments. Holding HBCUs to the same standard as predominantly White institutions (PWIs) that educate students from middle class and affluent backgrounds would be difficult. Throughout their history HBCUs have encountered several obstacles including inequitable funding, which hinders their ability to fund scholarships and offer certain programs.
HBCUs continue to educate students from under-served communities. Their mission to enroll Black students with limited resources is consistent with President Obama’s call to open opportunities for all students. Without HBCUs students with limited social capital would not have the opportunity to attend college. HBCUs continue to play a critical role in preparing Black students to compete in the global marketplace. Thus, expanding opportunities for students from under-served backgrounds should include implementing policies that ensure HBCUs remain viable.
Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.
Minority faculty find themselves at a huge disadvantage at institutions controlled by people of European descent. To discuss some of the ways in which institutions can ensure that minority faculty members are properly mentored and guided, I recently sat down with Olympia Duhart, Co-President of the Society of American Law Teachers (SALT), which has been hugely instrumental in promoting programs to address this important issue.
Q: Minority faculty have a particularly hard time in traditional universities – what has been your experience in terms of the specific reasons for this?
A: Difficulties experienced by traditionally underrepresented faculty members can often be traced to the lack of both institutional and informal support systems in place. Both schools and faculty members should be intentional and explicit about offering support for minority faculty. Often, colleagues with good intentions have no perspective or context for the additional difficulties faced by faculty of color. Someone has to start the conversation.
Q: What are some of the specific challenges for minority faculty and some of the symptoms of their struggle? There was an article recently in Diverse (in 2012) that suggested minority faculty experience higher levels of job related stress. Have you observed these kinds of trends in your experience? If so, what strategies have worked to combat these types of problems?
A: Given the multiple responsibilities imposed on faculty members and the increasing workload many of us are juggling today, it is not surprising that faculty members are often struggling with job-related stress. Adding an extra layer of otherness to those duties – and the especially low numbers of faculty of color in the law school arena – makes things even more challenging. Even faculty members who do not deal with institutional bias are coping on a regular basis with microaggressions in the form of bias in student evaluations, slights by colleagues and an expectation that we have to be more qualified than our non-minority counterparts. In my own experience, I have also struggled with “imposter syndrome” – fueled in large part by the novelty of being a woman of color from a low socio-economic background without so-called fancy credentials. Thanks in large part to mentoring and support I’ve received from colleagues – of all backgrounds – I’ve reframed my story. I take great pride in bringing a unique perspective to the table, and I am even more proud to do my part to inspire students who share my background.
Q: Shifting emphasis slightly, what are some of the strategies used at the Society of American Law Teachers to mentor minority faculty?
A: One of SALT’s core values is diversity. It informs our work within and beyond the classroom. It also drives us to create programming that will increase minority representation on both sides of the podium. We strive to promote education equality in all arenas. This translates to our formal mentoring program, “Breaking In” programs designed to increase the numbers of minority law teachers, tips for new teachers at our teaching conference, programing for diversity in law school leadership and BA to JD Pipeline Programs held throughout the country to increase access to law school for students of color. After all, a diverse law school student population is the foundation for more diversity among law faculty. But one of our most successful strategies has been the network we sustain through our members. Each SALT member is committed to offering support to underrepresented faculty members. Sometimes the support means advocating on their behalf to protect tenure and security of position. Other times that support means sharing a syllabus. And sometimes it means taking the time to listen and offer some advice.
Q: Which of these strategies has been the most successful? A: The national network of law professors available through the engagement with SALT has been invaluable for many people. For me, it truly opened up a world of mentors, advisors and friends who have made this profession rewarding. It’s also given me a chance to play my part in honoring the special social responsibilities that come with the practice of law. Furthermore, I was also very lucky to have so many people in place at my home institution (Nova Southeastern University) who embraced me. One of the most important lessons I’ve learned is to take advantage of the mentoring opportunities available to you. And it is very important to think about the mentor you select. For me, it has always been important to connect with people who engage with the world around them.
Q: What do you feel are the most effective strategies for mentoring minority faculty in general? Would you say what works at Nova Southeastern University is representative and consistent with what works at most other types of institutions?
A: It’s not a mystery. We need more representation. Isolation can have a negative impact on anyone’s ability to thrive. The “critical mass” we talk about among the student body is also important among faculty. A diverse faculty is essential for a robust classroom and effective legal advocacy. Most importantly, it is a crucial component of training students to succeed in a diverse society. At Nova Southeastern University’s Shepard Broad Law Center, we are very fortunate to have a Director of Faculty Development who provides a structured support system for all faculty members through scholarship critique, one-on-one advice and a no-risk environment for teaching development. In my role as Director of the Lawyering Skills and Value Program, I have also worked deliberately to showcase diversity in our skills program. For instance, for the first-year oral arguments we made a dedicated effort to reach out to voluntary bar associations to judge the competition. It was important to expose the students to practicing attorneys from the Muslim Bar, the Gay and Lesbian Lawyers Network, the Cuban American Bar Association and the Caribbean Bar Association, among others, to dispel their assumptions about what a lawyer looks like. This type of support serves the students, but it is also empowering to minority faculty. In addition, faculty members benefit tremendously from informal support. People have helped me by talking me through a tough time, dropping an email and treating me with me respect. They have invited me over for dinner, collaborated with me in the classroom and challenged me when I needed it. I also do my best to mentor others by reaching out to junior faculty, offering to moot a presentation, read a paper or work through a teaching idea. We get to carry each other.
Q: What advice would you give to administrators and those in charge of mentoring minority faculty?
A: First, start a conversation. It is important to keep the discussions open about the hurdles that still exist. Until we can talk honestly about the barriers still in place because of racism, sexism, homophobia, and other types of bigotry, we can’t even begin to start thinking critically about correcting those disparities. But more importantly, follow up the talk with action. Place minority faculty members in leadership roles. Confront the biases that still infect the classroom. Support efforts to educate faculty about the importance of cultural competency. Connect diversity in the classroom to the broader issue of social justice. Create a culture in your institution that encourages diverse viewpoints.
Q: What are some of the strategies for recruiting minority faculty and helping them integrate into the existing faculty and administrative organization of an institution?
A: It always surprises me when people say they can’t find any minority faculty members or administrators. I see excellent candidates for teaching and leadership positions all the time. However, one constant obstacle I’ve observed is the need for “experience.” That, of course, is key. But elevating traditional experience into a super-factor is often a tool for eliminating stellar candidates to teach or lead. Exclusions based on factors that appear to be race or gender-neutral often operate to the exclusion of underrepresented minority groups. Until the academy becomes more diverse, the over emphasis on traditional experience will often eliminate large segments of the population. Institutions should challenge themselves to think more expansively about the type of faculty and administrators they want to support. And what kind of experience they want to value.
Q: What resources have you found to be most useful to support the mentoring of minority faculty?
A: Just talking about diversity is never enough. The best resources move beyond messaging into movement. At the university level, there are a few avenues to consider. Is there an organized, concerted effort to promote inclusion? Is there a financial commitment to diversity initiatives? Is diversity a recognized and promoted value for the university? Is there training for minority faculty? Is there education of the larger faculty, students and community about the value of diversity? Is there a culture that encourages mentoring? Is there a sense of community and collaboration in the university setting? On the broader level – such as through organizations such as SALT – those avenues change. Through volunteer efforts by dedicated law teachers who are willing to give up their valuable time to mentor others, we have made great strides in supporting minority faculty. We are proud of the progress we have made, but there is still so much work to do. The most useful tools to advance the mentoring of minority faculty bolster diversity through specific acts, creative ideas and hard work.
This concludes our interview. Thank you to Professor Olympia Duhart, J.D., for participating in this interview.
College attendance has become a necessity for entry into the contemporary workforce. This shift is a direct result 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 edict has come an influx of students that may not have attended college as early as a decade ago. That being said, online colleges are taking the president’s challenge to heart and paving the way for underserved students to earn degrees and a better living. To find out more about this trend, I sat down with Cynthia G. Baum, Ph.D., president of Walden University. Cynthia has more than 20 years of leadership experience in postsecondary education, during which she has served as a campus president and regional vice president for a number of institutions.
Q: How does online learning lead to success for first-generation and minority students?
A: Online education increases access to higher education, an attribute that is particularly relevant for first-generation and minority students. It provides an alternative for students who want to begin or continue their studies at any stage in their life, have family responsibilities to consider, or want or need to continue working while earning a degree. For many first-generation and minority students, an online learning environment helps make higher education possible.
As a first-generation college graduate myself, I know what my parents sacrificed to make sure that I could pursue the education I wanted. My parents were bright, hard-working people who had some college education but neither of them was able to complete their degree. There wasn’t a Walden University for them, where they could go to school and have a full-time job in order to support our family. Online institutions like Walden provide opportunities for students from all walks of life to get an education, advance their careers, and make an impact in their professions and communities.
Q: What are some of the benefits of online education for underrepresented populations?
A: The online learning environment allows students to network with classmates and faculty from across the country and around the world. In particular, for first-generation and minority students who may not have had the opportunity or experience to network with others beyond their local community, this presents an amazing opportunity to benefit from the practical experience and shared knowledge of their peers. Students learn to work with one another as part of a virtual team while gaining the skills and knowledge needed to succeed in the workforce. In many cases, students are given the opportunity to immediately put what they have learned into practice.
Another benefit is the asynchronous online environment. There is a saying in the online classroom—there is no back row. Due to the nature of online learning, greater emphasis is placed on participation. Students must participate in discussions through online postings in their classrooms. Because of the asynchronous environment, students don’t feel rushed and have time to think through and reflect on their responses. It also provides the opportunity to share ideas in a safe environment, which can be a confidence booster for minority and first-generation students.
Q: What types of support services do online institutions need to offer in order to help first-generation and minority students succeed?
A: As they enter their programs, students can benefit from a new student orientation that helps them understand how to engage in the online classroom, identifies university resources available to them, and helps them think through important life areas such as time management and how to solicit the support of their family and friends. Self-assessments in writing and math can also help direct students to the support they may need in those areas. Having access to a well-resourced virtual library, research support, and a career services center provides students with tools and resources they need to be successful, build their networks, and move into a thriving career.
At Walden, we find it valuable to have support teams available 24/7 through email, phone, and chat to guide students with technical issues and to answer questions in areas such as registration and financial aid. We also provide other resources—such as virtual communities where students can connect with other students with similar career interests, cultural and ethnic backgrounds, hobbies, etc.—to help create a sense of camaraderie and belonging to the institution. This can be extremely valuable for first-generation or minority students who benefit from connections with classmates who share similar experiences and challenges.
Q: How can online institutions help guide first-generation students or others who may be at risk for not graduating?
A: We know from research that the first year of any student’s program is critical to their long-term higher education success. Assigning an academic advisor to the student from day one provides them with guidance and the necessary tools and resources to support their long-term success. Programs of study that are sequenced help to “scaffold” learning—where later courses build upon the skills of earlier ones—and take the guesswork out of what courses to take next. With the flexibility of online programs, students can fit school into THEIR life, not the other way around.
Just like brick and mortar institutions, online institutions can also provide writing tutors, math tutors, academic advisors, and career services professionals to support students at every stage of their learning experience. Effective mentors and support staff not only help students adjust to the online classroom but also support them to be confident, active participants in higher education. And virtual communities help to provide peer support. These types of support may not be available in the day-to-day environments of many minority or first-generation students and could be the critical difference in their higher education success.
Q: What role should online institutions like Walden continue to play in providing quality higher education?
A: It is clear that the online environment offers flexibility and convenience that is critical to the ability of working professionals to pursue their dreams of higher education. But at Walden, we not only offer convenience, we develop our programs starting with the end in mind; that is, the knowledge and skills that are important not only in the discipline being studied but also to employers in the field. We seek employer input and involve both subject-matter and curriculum design experts in determining the curriculum and design of every course. By using standardized assessment techniques, we have a wealth of data on what our students are learning in order to make continuous quality improvements in how and what we teach.
By providing students with access to both higher education and a quality learning environment, online institutions can provide students the opportunity to pursue their dreams, reach their potential, and use what they learn to make a difference in their professions, communities, and society at large.
That concludes my interview with President Cynthia Baum. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.
There’s no denying that Historically Black Colleges and Universities have had a tremendous impact on the education levels of the black community. Since their founding, these campuses have served underdog students – first-generation, minority and other at-risk college attendees. The question of HBCU relevance is constantly floated in education circles but lately I’ve been pondering an even more poignant query: Is there a conspiracy to destroy Historically Black Colleges and Universities?
Of course the word “conspiracy” makes it sound like a top-secret, well-orchestrated attempt to eliminate these colleges from the higher education landscape. I don’t believe that is the case exactly, but there are certainly some factors that seem to hurt HBCUs more greatly than PWIs.
Policies that hurt HBCUs
For those who believe there is a conspiracy afoot, there are all sorts of reasons they believe so. Here are a couple of the most common:
Changes in the PLUS Loan Program. 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.
Online schools targeting minorities. 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.
Policies to merge HBCUs. 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.
Ways HBCUs hurt themselves
Of course HBCUs cannot completely play the role of victim here. I’m a Dean at a HBCU and completely believe in the message – but even I can see that there are things we do collectively that are hurting our student populations and chances for longevity. We need to change that, together, and that starts with recognizing where we have made mistakes.
Slow adaptability. We’ve spent too much time wringing our hands and not enough time looking for solutions. Why were predominantly white institutions better prepared when the PLUS loan changes took place? Could we not have come up with our own solutions too? When it comes to online schooling – 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. The inability to move quickly and keep up with the higher education times has hurt HBCUs but hopefully not permanently.
Lack of diversity. HBCUs are getting better at recruiting all students to their campuses and programs, but this is another area where we’ve done too little, too late. HBCUs are no longer the only option for students of color and haven’t been for decades. So why have we spent so little time rebranding ourselves as institutions that welcome all students and help those students succeed? The number of Latino, white and Asian students on HBCU campuses is rising slowly, but relying on our historically largest segment of students (after it became clear they did not need us as much as we needed them) has hurt us.
Lack of stability in administration. Over the past decade, too many HBCU presidents have seemingly disappeared in the middle of the night without explanation. South Carolina State University, for example, has seen 11 different presidents since 1992 but why? Often the answer lies in the fact that a board of trustees clings to the past, or spends too much time micromanaging and not enough looking at the future and big picture of the HBCU landscape. Such instability at the top cannot inspire confidence for faculty or students. To really plant roots for the future, there needs to be consistent leadership that aligns with the long-term goals of the HBCU.
Not appreciating students. This may sound petty but alumni who do not feel that their universities really gave them a world-class education, or at the very least an adequate one, are less likely to give back financially. 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. While she points out the social atmosphere was top-notch and ultimately the reason she stayed until graduation, she says she would rather see her former school be shuttered than donate money to it. This is only one story, of course, but it rings true with other graduates I’ve met and read who believe they received a sub-par educational experience at a HBCU (sometimes on very basic levels) and who have no desire to donate money back. This is no way to maintain long-term student pride or bring in future students.
The combination of outside factors and internal issues has created a perfect storm when it comes to declining enrollment and revenue at HBCUs. I still believe these institutions have an important place in the U.S. college landscape but will have to fight just a little bit harder to stay relevant.
**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 growing number of colleges and universities are emerging as multinational organizations – creating start-up versions of themselves in foreign countries.
Those vacationing in western France may drive past a campusof Georgia Institute of Technology. Similarly, those visiting Italy may come across a Johns Hopkins nestled in Bologna; or if you are a visitor to Rwanda, you may come across a Carnegie Mellon University campus.
According to the Cross-Border Education Research Team (C-BERT) at SUNY-Albany, 51 US universities now operate 83 branch campuses outside of the United States. Arkansas State has recently announcedit will build a campus in Mexico. Qatar is already home to campusesfrom six American universities.
Students can now earn degrees from New York University in New York City, Abu Dhabi or Shanghai.
This sort of activity is being duplicated by institutionsfrom Australia, the United Kingdom, India and more than two dozen other countries. Globally, universities in 32 countries export 235 branch campuses across 73 nations.
How are we to understand these developments? Do they bring advantages for students, academia as well as nations? Have higher education institutions become tools of public diplomacy? Or, are such institutions evolving into multiple national corporations with limited affinity with their home nation?
For the past five years, as co-directors of C-BERT, we have been tracking the development of this phenomenon, research that has included visits to some 50 of these institutions in 15 countries.
Universities go global
The fact is that no longer are global activities limited to the for-profit educational conglomerates such as the Apollo Group University of Phoenix and Laureatethat have developed an international footprint through investment in online education and the purchase of colleges in multiple countries.
Rather, a growing number of public and private nonprofit universities have entered this space, creating, for example, branch campuses where a student in a local country can attend classes, join student organizations, engage in research projects and earn a degree awarded in the name of the home campus.
The earliest branch campus we’ve identified opened in the 1920s, when Parsons Fashion School in New York opened a location in Paris, so they could be in the fashion capital of the world, even though much of the growth in this sector started only in the 2000s.
Today, this effort is not limited to a handful of elite four-year institutions; it includes schools ranging from community colleges to boutique graduate schools, offering associates’ degrees to doctorates.
Proponents argue that branch campuses provide needed educational capacity in underserved areas, while allowing the home institution to diversify its revenue and enhance its reputation. Critics claim that operating under authoritarian governments hampers the academic freedom of faculty and students.
Push and pull factors
Most branch campuses seem to fall somewhere in between the glorious and the atrocious. But, first, let us look at some of the factors leading to the setting up of these branch campuses.
In our view, there are a number of internal factors pushing institutions to open branches – mainly, resources, regulations and reputation.
With declining government subsidies at home, concerns about rising tuition rates and heightened competition for students, some colleges and universities are looking for new ways to expand their economic base, through the delivery of courses overseas, foreign research monies and relationships with donors in other countries.
Having a physical presence is helpful, and at times necessary.
Also, it is sometimes easier to expand and be innovative in a different country, where the rules and regulations of the home and host nations (or states) do not constrain their efforts as much. In the US, we have foundthat while accreditation standards apply to international activities, many state regulations do not extend beyond their borders.
In addition, places like the Dubai International Academic City and EduCityin Malaysia are considered “free trade” zones designed to provide such regulatory relief from both the importing and exporting nations.
In going global, higher education is changing rapidly. Kevin Dooley, CC BY
Global engagement also seems to be increasingly tied to an institution’s and nation’s reputation. For example, global university rankings such as those by US News and World Report and Times Higher Education factor in the international engagement of institutions.
This is not all. Higher education institutions have become tools of public diplomacy. Some exporting governments see International Branch Campuses (IBCs) as a means to strengthen their alliances with the importing nations.
There are also a number of factors pulling institutions to set up overseas.
Foreign universities have demonstrated interest in locating branches near rapidly expanding academic markets and being part of the emergence of Asia as a power player in the higher education landscape. It is no accident that most of the IBCs built in the past decade are located around the Indian Ocean and Pacific Rim.
Indeed, some countries have developed strategies and enacted policies to encourage international branch campus development through an “education hub.” Hubs usually indicate a country’s intention to promoteitself as a regional or international destination for students.
Places like Abu Dhabi (UAE) and Qatarhave provided financial and regulatory incentives to attract prestigious IBCs. But destinations such as Dubai, that do not offer any subsidy, are popular locations as well; in fact, IBCs are charged high rents to operate in places such as Dubai International Academic City (though they can receive exemption from many local regulations).
Some importing nations seek to raise their own international reputation by aligning themselves with well-respected institutions such as Duke, Yaleand Texas A&M University.
These campuses, like the 26 others that C-BERT data report, closed because they either encountered unexpected market and cultural conditions or lacked sufficient support from the home campus.
Unrealistic projections of revenue and enrollment, regulatory conflicts, and incompatible partnerships are the hallmarksof a bungled branch.
Creating an IBC is akin to creating a “start-up” in a foreign nation – with a different set of laws, cultural expectations and educational infrastructure. Abu Dhabi is very different from New York City. And it isn’t China either.
The established infrastructure of a campus in one country is repurposed in another country with the intention of educating students, fostering local research and innovation, and, through spillover, improving the overall quality of the domestic education sector.
As pioneers in an educational experiment, faculty and staff may be called on to help with a variety of tasks including budget planning, recruiting students, course scheduling, website design, furniture construction, staffing residence halls and even fixing computers.
Changing loyalties
It is clear that colleges and universities are emerging as important international actors, offering benefits to the institution as well as the importing and exporting nations.
What is not clear is how these arrangements will affect the relationship between a nation and its higher education sector.
Historically, colleges and universities have been viewed as anchor institutions that are tightly linked to their local communities and often are significant engines of economic development.
But we are now seeing campuses move locations in their effort to find “best deals” in terms of more regulator flexibility or government subsidies. The University of Chicago’s Booth School of Business announcedin 2013 that it would leave Singapore and set up shop in Hong Kong.
Similarly, the University of Nevada, Las Vegas, has indicatedthat it will leave Singapore this year. It is now looking for another Asian base.
Do these trends suggest that US universities will close their home campus if they get a better deal elsewhere? Likely not. Much of the cachet of the branch campus comes from being associated with a home country like the United States, for example.
But both institutions and nations need to realize that these endeavors can be big gambles, and not everyone has a winning hand.
In a startling new surveyconducted by the Higher Education Authority, a significant amount of international college students “feel they are not learning job skills” — which clearly is the point of spending tens of thousands on earning a college degree.
Nearly 28,000 students from Ireland participated in the survey where they were asked about questions geared towards their college experience as well as future career outlook.
While many of students who participated DO feel unprepared, the vast majority state that they “felt they were gaining knowledge and skills that boosted their chances of getting a job.”
The study also reveals how students who major in certain disciplines feel about their job prospects post graduation.
“In general, scores for “work integrated learning” were lowest among students studying courses in the arts and humanities, which tend to be broader and may not include work placements.”
The study also found that students majoring in business administration and law, services, and “comm. techs” indexed higher scores when it came to career readiness. Each area seemingly has higher job placement than arts and humanities because the positions in those fields are far more static.
The Irish Times reports that “he survey was developed in response to a key aim of the national strategy for higher education to 2030” which may be to incorporate more of what students want into learning curriculum.
Compared to students in the United States, the findings are the same. Back in 2010, a studyprepared by the York College in Pennsylvania found the same evidence: students in America “seem to be ill prepared for the demands of the workplace.”
Same goes for managers hiring students fresh out of college in America. According to Forbes.com, Harris Interactive found that “fewer than two in five managers believed college graduates were well-equipped for a job in their field of study.”
The study went on to find that many managers feel that new college graduates lack clear writing skills, can’t conduct a meeting, and cannot manage a project.
If anything this collection of studies abroad and domestically show that a college degree may be tangible and lead to a job post graduation, but skills learned in college may not help former students keep them.
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