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Matthew Lynch published in EdTech & Innovation, Higher Education

What do American college students look like?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding a 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 post by Jan Costenbader

Before I enter the classroom each quarter (sometimes virtually), I always wonder about what my class looks like. Sometimes there are more women than men, sometimes it is a very diverse group, sometimes there are adult students, but one thing is certain, every year the incoming freshmen look younger and younger. Certainly, this is not because of my own advancing age, but seeing their youthful faces embarking on a new journey in today’s technological age, leaves me with the question, “what do they look like technically?” As more and more of our courses rely on online components, you have to ask yourself, “are our students prepared to deal with the challenges of D2L, online quizzes, and video captured lectures?”

Every year, the Higher Education Research Institute at UCLA conducts a nationwide study of incoming college freshmen. The study conducted by UCLA [1] includes survey responses from almost 166,000 freshmen representing 234 institutions. For the first time in 2013, the survey added two questions about the respondents’ use of Open Educational Resources (OER) such as Khan Academy, MIT’s OpenCourseware and other MOOC’s. These two questions were in addition to the recurring questions about using the Internet for research, social media use, video games. So, what does the incoming freshman class look like technically? How prepared are they to use the online tools? I found some of the results quite surprising.

First of all, what about using the Internet for research? Interestingly, the responses for ‘frequently’ was the only category reported. 81.8% of all students attending Baccalaureate institutions used the Internet for research or homework. The results were similar across all types of institutions with only Historically Black Colleges and Universities being slightly lower at 76.0%. So, one can, perhaps, conclude that these incoming students speak Google. Whether or not they can use the tools effectively or the research is valid is yet another story. I do know that some faculty instruct their students on the proper use of Internet search tools and how to determine if research is credible. Searching and researching strategies on the Internet may make a good introductory course for our Liberal Studies Program.

Online social networks like Facebook and Twitter have high participation rates with only 5.6% of the respondents saying that they never use these sites. On the other hand, 50% of the respondents spent between 1 to 5 hours per week on the sites and, of course, that means that roughly 43% spent more than 5 hours per week.

Anecdotally, the teen usage of Facebook has declined by 25% over the past three years. [2] Twitter and Instagram are becoming increasingly popular destinations for the younger generations. This is dramatically illustrated by this graphic from Piper Jaffray which portrays the decline in Facebook and the fairly dramatic increase in Instagram usage.

“Friends and the Internet dominate teen influences and combine in social media environments. Instagram and Twitter are the two most used social media sites, implying teens are increasingly visual and sound bite communicators.” [3]

Increasingly, faculty and various department and organizations are establishing a presence on these social media sites. For example, the College of Science and Health Advising Office is very active on Twitter @CSHAdvising with 397 followers, as is @DePaul Chemistry with 466 followers. Some faculty post a Twitter feed on their D2L homepage and regularly tweet course news and information. Of course, you are limited to 140 characters, but as indicated above, teens are sound bite communicators. This may lead me to establishing a Twitter or Instagram feed for my own Math 100 course, as I am finding that students don’t always seem to read or even get emails that I send to them.

One of the most interesting aspects of the UCLA study was the use of Open Educational Resources (OER) by incoming freshmen. Two new questions were added to the survey, asking how often students have “used an online instructional website (e.g., Khan Academy, Coursera): as assigned for a class, or to learn something on your own” in the past year.

“About four out of ten (41.8%) incoming students ‘frequently’ or ‘occasionally’ used an online instructional website as assigned for a class in the past year. Students were, however, much more likely to utilize these resources independently—almost seven out of ten (69.2%) incoming first-year students have used such sites ‘frequently’ or ‘occasionally’ to learn something on their own.” [4]

What was most surprising about the results was that freshmen bound for Historically Black Colleges and Universities (HBCUs) exceeded the averages significantly with 53.4% using these sites for assignments and a whopping 87.5% using the sites on their own. This speaks well to the abilities and interests of our incoming freshmen when it comes to preparedness to use online resources in coursework.

Finally, there was an additional piece of data regarding college choice. The students were asked about the reasons for making a college choice that were “Very important”. Of course, the academic reputation of the college was the top response. However, only 3.8% of the students would rate the ability to take an online course as “Very Important”. This does not say that students don’t want to take an online course, but it is not a factor in choosing a college. This, most likely, doesn’t bode well for those fully online institutions.

So then, our incoming freshmen are really digital natives. They not only look really young, but they are well versed in all things digital. Come to think of it, the World Wide Web went public on August 9, 1991! None of the incoming freshmen class were even born then. Perhaps, just perhaps, we need to meet them where they are.

[1] Eagan, K., Lozano, J. B., Hurtado, S., & Case, M. H. (2013). The American freshman: National norms fall 2013. Los Angeles: Higher Education Research Institute, UCLA. http://www.heri.ucla.edu/monographs/TheAmericanFreshman2013.pdf
[2] http://istrategylabs.com/2014/01/3-million-teens-leave-facebook-in-3-years-the-2014-facebook-demographic-report/
[3] http://www.piperjaffray.com/2col.aspx?id=287&releaseid=1975435
[4] Eagan, K., Lozano, J. B., Hurtado, S., & Case, M. H. (2013). The American freshman: National norms fall 2013. Los Angeles: Higher Education Research Institute, UCLA. Pg 8
 
This post originally appeared on Iddblog, and was republished with permission.
 
Read all of our posts about EdTech and Innovation by clicking here. 
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Jan Costenbader came to DePaul from California State University, Chico in November of 2010. There, he taught Mathematics and developed an online hybrid Mathematics course for General Education Mathematics. He also assisted faculty in course design as an instructional designer. Currently, he provides instructional design consultation to the College of Science and Health, the Quantitative Reasoning program and several departments within the College of Liberal Arts and Social Sciences. In addition, he teaches fully online developmental Mathematics and blended Quantitive Reasoning courses.
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Matthew Lynch published in HBCU's, Higher Education

HBCU Insights: Protecting Cheyney’s legacy

A column by Dr. Larry Walker

For nearly 180 years Cheyney University has been a beacon of hope for Black students from a variety of socio-economic backgrounds with untapped potential. Throughout their tenure students were molded by the caring hands of administrators, alumni, faculty, staff and students committed to changing the narrative regarding historically Black colleges and universities (HBCUs). Far too often, the struggles of HBCUs including Cheyney are widely publicized without acknowledging years of triumphs. The university has a distinguished history that should not be ignored. Luminaries including noted scholar and educator Leslie Pinckney Hill, 60 minutes correspondent Ed Bradley, former Montgomery County Superintendent, Dr. Paul Vance and Civil Rights activist Bayard Rustin walked Cheyney’s hallowed halls. Despite the barriers Cheyney stands at the Pantheon of HBCUs. It was founded years before the Emancipation Proclamation, withstood the Nadir and attempts to ignore its mission.

Cheyney is the bedrock, which other HBCUs stand upon. Thus, the universities future is inextricably linked to all HBCUs. If Cheyney continues to falter what does that say about the future of our institutions? In spite of the battle with the Commonwealth of Pennsylvania and the looming decision by the U.S. Department of Education, as a proud alumnus,  I am not ready to write Cheyney’s epilogue. It is vital that the state works with advocacy groups including Heeding Cheyney’s Call to address years of systematic isolation. The institution is the oldest of the 14 state schools and plays a vital role educating Black students. Founded as a teacher’s college Cheyney can help the state and nation increase the number of Black teachers in underserved communities. In addition, the hotel, restaurant and tourism program can meet the growing need for professionals while the new science center can address the lack of Black physicians.

HBCUs throughout the United States are facing serious questions regarding their relevancy. Institutions including St Paul’s College and Morris Brown College closed or operate on a shoestring budget. Other HBCUs including South Carolina State University and Norfolk State University have faced questions from state legislators despite years of success. However, pundits do not focus on the millions of dollars in federal,  state and foundation grants secured by HBCUs including Hampton, Howard and Morgan State University. Ensuring HBCUs including Cheyney continue to remain viable should include a multipronged approach, which includes feedback from members of the university family. Recently, Cheyney has taken steps to incorporate alumni and faculty concerns to develop a blueprint to solve a variety of problems. Alumni are critical to the Cheyney’s future success. As an alumnus I can speak to the passion and commitment from graduates who are prepared to fight for the institution.

Recently I had the opportunity to attend Homecoming. The annual event brings together alumni, family and friends to relive old memories, reignite rivalries and network. Students and graduates are united in their fight to protect Cheyney’s legacy. Cheyney is an important cog in the Pennsylvania State System of Higher Education (PASSHE). Without Cheyney the system would be incomplete. Forcing Cheyney to merge or close would deny students from underserved communities the opportunity to complete their post-secondary education. Moreover, the university has the capacity to address workforce needs throughout the region including developing science, technology, engineering and mathematics (STEM) majors. The university needs the state to invest, not disinvest to compete with institutions of comparable size.

Solving the problems facing Cheyney would not occur overnight but a collaborative effort between alumni, administrators, faculty, state and students could turn the  tide. The issues facing Cheyney have reached a tipping point, however, the university cannot afford lose critical Title IV federal funding or capital expenditures from the state. For this reason, stakeholders should consider the following:

  • Resolve years of inadequate funding – the battle between the state and Heeding Cheyney’s Call is rooted in the state’s failure to abide by an agreement with the U.S. Department of Education, Office for Civil Rights. Cheyney needs critical funding to renovate and rebuild its infrastructure. Over the last few decades the university has received minimal funding to maintain buildings on campus. Investing additional resources while holding the university accountable for expenditures would change the narrative. The institution is the key to increasing six-year college graduation rates for Black and Latino students in the region.
  • Link Cheyney’s success to workforce needs – Allocating resources to key programs that align with state workforce needs is important. The state has to view Cheyney as a partner that could increase the number of Black and Latino residents with critical skills. Establishing a business incubator that focuses on entrepreneurship would encourage students to start a company and reinvest by sponsoring an endowment, scholarships and funding for vital programs.
  • Hire a change agent – Cheyney has suffered through years of interim presidents and employee turnover. Small HBCUs including Claflin University located in Orangeburg, SC and Paul Quinn College located in Dallas, TX provide a template that should be duplicated by Cheyney. Leaders including Dr. Michael Sorrell and Dr. Henry Tisdale worked with alumni to increase fundraising and the institutions international profile. Identifying a president and staff equipped to work with the state, address alumni, student concerns and raise money for Cheyney is paramount.

Cheyney is at a crossroad. The university can no longer afford to continue along the same path. Years of inadequate leadership have left the university in a quandary. However, with the support of the alumni, state and students the university can overcome the current dilemma. Failure is not an option. Losing Cheyney could start a ripple effect that impacts every HBCU in the United States. The souls of deceased alumni would not rest if the crown jewel of HBCUs fails to survive.

Read all of our posts about HBCUs by clicking here.

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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.

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

5 Reasons HBCUs are Still Relevant

As college enrollment numbers rise, with Black college students at their highest enrollment levels ever, the role of Historically Black Colleges and Universities, or HBCUs, have come into question. Before 1964, and even as recently as two decades ago, an increase in the number of Black young adults with college aspirations would have been welcome news for HBCUs.

Today, more Black college students do not automatically translate into higher enrollment numbers at HBCUs because the college landscape has changed so drastically since the golden days of these institutions. Diversity recruitment programs on traditional campuses, the ease of online degree programs, and the rising credibility and offerings at community colleges have eclipsed the cornered market that was once enjoyed by HBCUs when it comes to enrolling Black and other minority students.

As a result, it’s been suggested that HBCUs are no longer relevant and their purpose is now outdated and unnecessary for the students who used to depend on their offerings. With respect to the many quality non-HBCU higher education institutions, I’d argue that HBCUs are more relevant than ever and are in many ways even MORE necessary than their counterparts. Here’s why:

HBCUs are still havens for the disadvantaged. 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.

HBCUs are blazing STEM trails. Many HBCUs are powerhouses when it comes to offering strong degree programs in science, technology, engineering and math. 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.

They make college more affordable. As college costs climb, HBCUs remain reasonable options for earning college degrees and come with plenty of financial aid options in the form of grants, scholarships and federal loans. 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. The financial assistance programs at HBCUs have an inherent understanding that their students come from a place where college may not be an option without sound advice and financial assistance – and they step up to meet the needs of those students.

They adequately staff the workforce – and help graduates land jobs. During the latest Recession years, college career centers faced even greater scrutiny when it comes to helping students find jobs when they leave campus. The state of unemployed college graduates reached nearly crisis proportions at one point, with college graduates returning home to live with their parents after receiving a degree. HBCUs stepped up and worked even harder to help their graduates find the work they were qualified to accomplish after graduation. The 2012 HBCU Career Center Survey found that over 90 percent of HBCUs offered career workshops, career counseling, one-on-one resume writing help, one-on-one interview coaching, on-campus job fairs and on-campus interviews from prospective employers. Nearly three-fourths of the HBCUs in the survey said they also offered career development services for alumni. HBCUs are not simply training their students and sending them off blindly into their future careers; these schools are supplying well-equipped, highly-educated workforce members through connection programs that happen long before graduation day.

They remind us that there are still battles to be fought. As much as I’m a proponent of diversity in all of our schools, from pre-K to doctoral programs, there is some solidarity at HBCUs that would be a danger to lose. Despite advancements against discrimination, it is important to remember that the fight for civil rights and equality still rages on – and it extends beyond the Black community. It is vital to remember why HBCUs were developed in the first place and what role they have played in the fight for justice – producing such civil rights trail blazers as Martin Luther King Jr. and Thurgood Marshall. Though the initial mission of HBCUs may have evolved with the times, the reminder that education is an inalienable right for all Americans, and those who chose to study from abroad, lives on proudly at HBCUs and will always be a necessary pillar of the U.S. college and university system.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Higher Education

Higher Ed allows children of immigrants to validate parents’ sacrifices

**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 post by Jennifer Olmedo Rodriguez

American employers have an untapped resource: first-generation Americans.  The children of immigrant parents constitute a potentially deep talent pool for American companies.  Motivated and numerous, these individuals feel compelled to achieve the ubiquitous American Dream not only for themselves, but also as a means of validating their parents’ sacrifices and pride.

The question many American companies must ask, however, is how to harness that motivation, drive and determined spirit and transform it into a skilled workforce.  Higher education is the key to building a ready team of loyal workers fiercely dedicated to achieving the American Dream.

The numbers are significant. The Pew Research Center noted that the U.S. has more immigrants than any other country in the world.  Heading into the 2014-2015 school year, Education Week reported that for the first time ever minority students were expected to outnumber non-Hispanic whites thereby signaling a shift to a “Majority Minority” school system. In 2012, children who have at least one immigrant parent constituted approximately 11.5 percent of the population and that number is expected to rise to 18.4 percent by 2050.

The importance of this population transformation cannot be ignored. In 2013, researchers at Georgetown University’s Center on Education and the Workforce found that over 55 million jobs would become available in the next few years – the majority of which would require education and/or training beyond high school – and there will be a shortage of workers to fill those jobs.   Companies must plan ahead to source an educated talent pool from available sources.

The solution is simple and readily available to employers who have the foresight and understanding to tap into it: their very own employees who are immigrants or the children of immigrant parents.  Employers who invest in educating this community for future careers are effectively planting the seeds they can harvest to meet their future labor needs.

As a partner at a national law firm, I am often involved in hiring decisions.  Being the child of immigrant parents, I understand the challenges that immigrants and employers each face.  My parents arrived in this country as children.  Throughout our childhood, they instilled in my sister and me the importance of hard work and an education. My parents never attended college. Instead, they and my grandparents were focused on making ends meet and ensuring that my sister and I could strive for more, achieve more.  It always was expected that we would.

It was never a question of “whether I went to college” – it was just a matter of “when I went to college.”  I enrolled in Florida International University and became the first in my family to obtain a college degree. My sister followed and earned her nursing degree. Thereafter, my hard work paid off and I attended the University of Florida Levin College of Law.  When I graduated with honors, I knew I had validated all of the sacrifices my parents and grandparents made when they immigrated to this country; sacrifices I was keenly aware of each time I pushed myself to reach new goals.

When I meet children of immigrants, I feel a connection to their drive, their ambition, their unparalleled desire to succeed.  Some employers are recognizing that shared characteristic and have begun playing a role in educating existing workers — especially first-generation immigrant students. By supporting their employees’ educations, employers are nurturing their labor pool and potential leaders from within their own organizations.

How can your company start building tomorrow’s workforce, today?  Consider offering:

 

  • Tuition reimbursement to employees seeking degrees to further their careers. Work with company Human Resources to inform employees that this benefit is available and work to ensure it is part of any benefits package for future employees.

 

  • Scholarships for employees or the children of employees who have expressed an interest in higher education. Sometimes, knowing money is available can prod prospective students to enroll in higher education institutions.

 

  • Funding scholarships through community organizations or local universities. There are a wide variety of schools and organizations that offer scholarships, grants and other financial aid to immigrants to further their education. Your company can support these programs through annual giving or by hosting company-wide fundraisers to engage employees and company contacts.

 

  • Setting up mentoring programs through which the children of immigrant employees are able to experience first-hand the varying career opportunities available within your company and hosting seminars to provide guidance on topics such as American business culture, higher education systems and financial aid opportunities.

Such programs become part of the very fabric of a company’s commitment to give back to its community, while developing a loyal and incredibly motivated workforce.

In my experience, child immigrants and the children of immigrant parents share a common ethos, a commonality in their DNA.  Their parents and elders often overcame extreme adversity and worked long hours in blue-collar jobs to support and provide for their families with, at times, little more than basic schooling. Yet, those elders repeatedly espoused the importance of an education.

In our household, the refrain was constant  — “get an education… no one can ever take that away from you.”

So I did. I worked and paid my way through FIU with student loans, earning my bachelor’s degree in three years and receiving the Minority Participation in Legal Education Program (MPLE) scholarship through the Florida Education Fund that provided me a full scholarship to law school.  Now it is my time to give back, to mentor.

Today, some would say I am “successful” – an example to the new generation of students who are either immigrants themselves or the children of immigrant parents.  Success is a matter of personal perspective.  Regardless, employers who support immigrant students are discovering that the same dedication and drive that fueled so many like me translates into stellar employees, motivated by a commitment to make their parents proud and, oftentimes, serve as a role model for siblings and younger family members.  In the end, it is relatively simple — family honor transforms the desire to succeed from a selfish goal into a validation of their family’s sacrifices.

For many of these students, education becomes a launching pad to greater success, upward mobility and family honor. Each time my parents learn of something I accomplish, no matter how mundane it may seem to me, they beam.

“That’s my daughter…I’m bursting with pride,” my mom boasts.

Such accolades usually cause me to shift uncomfortably with embarrassment.  Any success I may achieve is not solely my own.  I owe it to her, my father and the incredible foresight my grandparents had when they fled Cuba for the United States to forge a new life.  The enormity of that foresight became readily apparent on my recent trip to Cuba.  Walking the streets of Havana among crumbling buildings, the shortages and hardships endured by the people – my people — presented me with a stark realization.  I will never know those shortages and hardships thanks to my grandparents’ courage.  All opportunities I have had, I owe to them.  I cannot and will not fall short of realizing my ultimate potential because they endured unfathomable sacrifices to provide me those opportunities.  I must succeed.

I, too, find myself “bursting with pride” each time I hear a story of a first-generation American who achieves the American Dream – a college education – and validates their family’s sacrifices.  It’s a shared chorus among immigrant families and the companies that employ them.

U.S. immigrant population projected to rise, even as share falls among Hispanics, Asians, Pew Research Center, Mar. 9, 2015, http://www.pewresearch.org/fact-tank/2015/03/09/u-s-immigrant-population-projected-to-rise-even-as-share-falls-among-hispanics-asians/

U.S. School Enrollment Hits Majority-Minority Milestone, Education Week, Aug. 19, 2014, http://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html

U.S. immigrant population projected to rise, even as share falls among Hispanics, Asians, Pew Research Center, Mar. 9, 2015, http://www.pewresearch.org/fact-tank/2015/03/09/u-s-immigrant-population-projected-to-rise-even-as-share-falls-among-hispanics-asians/

Report: Economy Will Face Shortage of 5 Million Workers in 2020, U.S. News & World Report, July 8, 2013, http://www.usnews.com/news/articles/2013/07/08/report-economy-will-face-shortage-of-5-million-workers-in-2020

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Jennifer Olmedo-Rodriguez is a shareholder in the Miami office of law firm Buchanan Ingersoll & Rooney PC. She focuses her practice on commercial litigation and civil appellate litigation. She serves on the President’s Council at Florida International University and is dedicated to making a difference in the education of first-generation students such as herself by working on the President’s Council’s First Generation Task Force Committee to raise funds to benefit the First Generation Scholarship Fund.

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Matthew Lynch published in Higher Education, Matthew Lynch, Policy & Reform

4 Ways That Politics Impacted Higher Education in 2015

Politics impacts education in various ways, and they are not always apparent. Here are the ways that politics impacted higher education in 2015.

Accreditation at the center of reauthorization of the higher education act. A Senate white paper detailed issues with the process that many higher education institutions go through to achieve accreditation. In the paper, the question on how to improve accreditation for post-secondary schools was addressed, but it was done to question if schools are properly preparing their students for the workforce.

As mentioned in the paper, a study produced by two professors from the University of Virginia and New York University showed that just 36 percent of students demonstrated “any significant improvement in learning over the course of their four years in college.” It also showed that many college students lacked basic literacy skills, critical thinking ability, and could discern “if their car has enough gasoline to get to the next gas station.”

What may be worse is that colleges are graduating students who are not ready for the workforce. Many business leaders surveyed said that “new workforce entrants with a four-year college degree are ‘deficient’ in writing, a basic skill.”

So it seems that the report was really asking if the accreditation process needs to change since some students aren’t being properly educated and trained. Some of the information included in the white paper was critical and warranted, but it is tough to discern a student’s ability to learn based solely off test scores and surveys.

On the other hand, there should be some way to judge colleges and universities on how well their students are retaining information once they graduate. For that reason, properly judging and questioning the accreditation process is just and deserves proper scrutiny if our future workforce is in jeopardy due to the lack of academic institutional control.

Democrats want changes to Pell grants. With the cost of college rising and cuts being made to higher education in many states, some Democratic politicians are pushing for changes to how students may pay for college.

According to thehill.com, Senator Mazie Hirono (D-Hawaii) proposed to allow students to use Pell Grants for three semesters instead of two. She also wanted to “increase the Pell Grant maximum for the 2014-2015 school year from $5,730 to $9,139.”

By way of the Congressional Budget Office (CBO), spending on Pell Grants from 2006 to 2011 rose by 158 percent. The data also shows that the increase in spending was due to an uptick in the number of participants in the program. But as of late, Congress has created a bottleneck of sorts around Pell Grants. Restrictions have been put in place, so many students do not have access to receive them.

Another proposal put forth by Senator Debbie Stabenow (D-Michigan) had the aim of providing “two years of maximum Pell Grants to qualifying middle-school students who maintain good grades through high school, to help them pay for a college or university.” According to Stabenow, her bill would encourage middle school students to go after a college degree if they have some form of guaranteed funding starting in the 8th grade.

These ideas were surely meant to secure needed funding for students who would otherwise struggle to pay for college. But they were also a way for Democrats to show their strength on higher education compared to their Republican counterparts.

Both proposals from Stabenow and Hirono will have to be pushed through a Republican-controlled Congress, one that already placed constraints around Pell Grants

so that the program isn’t so economically stressed.
Still, students need new and innovative ways to pay for college. They also need help from the government due to the rising cost of college. Increasing the max Pell

Grant amount and extending the offer to middle school students seem to be good incentives to keep students interested in attending college and tamping costs down.

House bill tackle sexual violence on college campuses. A bipartisan bill introduced by Representatives Jackie Speier, a Democrat from California, and Patrick Meehan, a Republican from Pennsylvania, aimed “to toughen federal oversight of how colleges respond to campus sexual violence.”

According to The Washington Post, the legislation “would require colleges to survey their students on sexual violence every two years, increase the maximum penalty (to $100,000, from $35,000) for each violation of a campus-safety law known as the Clery Act…” In essence, colleges and universities would be heavily fined for failing to properly protect students who claim that their civil rights were violated by sexual assault.

An increase in fines would certainly help, and is a good starting point, but the heart of the bill lies with its language, mandating that the public know more about colleges that are under investigation by the federal government because of sexual violence on campus.

The bill, with almost 30 co-sponsors, was introduced in the right environment. It certainly seems that America has no appetite for sexual violence against young adults, specifically young women.

Because the bill must make its way through a House filled with conservatives, it may be too early to tell if it will pass or not. Even so, this bill is needed. Far too many young women feel uneasy and unsafe at school, a place that is supposed to be reserved for learning and safety. Protecting our students should be a top priority for administrators and this country’s lawmakers. Hopefully we will see positive moment on H.R. 2680 as it makes its way through Congress.

Wisconsin makes sizable cuts to higher education budget. Yet another state may be in the process of cutting funding to higher education. Wisconsin lawmakers grappled with the idea of slashing upwards of $150 million from higher education this year.
According to insidehighered.com, the Wisconsin Legislature may put into a place a mandatory tuition freeze and “a 13 percent reduction in the higher education budget.”

The article stated just how dire the situation may be for the University of Wisconsin system. With no tuition increases, little leftover revenue due to tax cuts, and funding contractions that totaled $300 million, the university’s chancellor Rebecca Blank said that there may be 430 layoffs. “I particularly regret the impact these cuts will have on our employees and their families.”

Delving deeper into the problem that these cuts will have on jobs, insidehighered.com detailed that the University of Wisconsin system would offer “early retirement of more than 1,000 employees…and leave more than 90 vacant positions open.”

Regarding Wisconsin Governor Scott Walker and the legislature’s decision to cut higher education funding so severely, this was certainly an undue injustice to students attending schools within the University of Wisconsin system.

As mentioned earlier, the system hasn’t been allowed to approve tuition increases because that decision sits with state lawmakers. With employment reductions and cuts totaling $300 million, the quality of education that students will receive will greatly reduce if these cuts are allowed to stand.

Can you think of additional ways that politics impacted higher education in 2015?

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: Is a 4.0 at an HBCU the Same as a 4.0 at a PWI?

Historically black colleges and universities or HBCUs have an important tradition in the United States. It’s not necessarily a straightforward tradition, but it’s one we still grapple with.

One of the biggest struggles, perhaps, is the equalizing of values, of recognition, and importance. The problem addressed in this interview – my interview with George Johnson, Student Accounts Manager at Georgetown University, (former graduate of 2 HBCU’s) – is that of academic weight. Does a 4.0 at an HBCU have the same value as a 4.0 at a PWI?

Q: The first question, then, is one that seeks to generalize. Generally speaking, does a 4.0 at an HBCU have the same value as a 4.0 at a PWI? If not, why not?

A: Generally speaking a 4.0 at an HBCU does have the same value as a 4.0 at a PWI. I say this because a 4.0 simply means you were able to master the subject matter being studied with the highest grade possible for the requirements of the degree or course. If we use the old adage of “2+2 = 4”, then in general terms a 4.0 is a 4.0 is a 4.0. I say that because the true debate is not if it has the same value, but is the criteria required to receive a 4.0 more arduous at a PWI vs. an HBCU. To date, there is no real scientific evidence to prove or disprove this theory. Furthermore, this statement falls apart on the merits, as professors from PWI’s teach at HBCU’s and vice versa. In terms of value, what does getting a 4.0 really mean? There are students who graduated without honors who are millionaires. There are students with 4.0’s that are currently out of work. As I stated in a previous article, we should be commending anyone who is able to get a 4.0 regardless of the institution it was received from, for that truly takes hard work.

Q: In what contexts do you think there is the greatest gap in value between 4.0s from HBCUs and 4.0s at PWIs? Is there anything in particular that continues to perpetuate this gap?

A: The greatest gap in value comes from the refusal to change the hierarchy created within colleges and universities across the US. Even PWI’s are separated into “Ivy League” vs. everyone else. When you look at USA Today’s top college rankings, there is no HBCU listed in the top 20. This perpetuates the belief that the education at an HBCU is below the standards of our nation’s top universities which is simply untrue. The formula used to create the top 20 is based on various categories that have nothing to do with academic standards. They rely on stats like graduation rates, retention rates, the high school SAT scores of incoming students, and “education experts” to determine this ranking. There is no true academic valuing tool or method that is being used to determine this. Furthermore, many of the HBCU’s are accredited by the same governing body as the PWI’s. So they are good enough to be accredited by the same academic standards, but the academic standards are still unequal. A very flawed argument at best.

Q: How is the overall relationship between academic excellence at HBCUs versus PWIs determined and how, if at all, is that relationship changing?

A: Unfortunately, perception is reality when it comes to this question. As stated previously there is no scientific method to the determination of this statement. The overall standard is rooted in perceived ranking of Top PWI’s vs PWI’s. PWI’s vs HBCU’s, and the unfortunate ranking of HBCU’s vs HBCU’s. Although not used as frequently, during the civil rights era, the term “The Black Ivy League” was coined for certain HBCU’s that “pulled the best and most privileged black students”. Howard University, for years was deemed to be “The Black Harvard”. Although not heralded as it once was, this hierarchy has created a dissention in the African American community’s views on academic excellence amongst HBCU’s. If we are unable to agree that HBCU’s across the board have an equal standard of learning with each other, how can we debate that they are comparable to PWI’s? I do believe that in recent years, the views of the “hierarchy” of HBCU’s has significantly declined, but I feel that if we want to be perceived and recognized as equals with PWI’s, we must come to an agreement that we are equivalent to one another. The fact that many students that attended HBCU’s for undergrad were able get graduate degrees from PWI’s is under researched evidence of the relationship change.

Q: What have been some of the most significant strategies for equalizing the perceived values of academic excellence at HBCUs versus PWIs?

A: I am not sure if I would necessarily say it is a strategy, but the recent visibility of HBCU graduates, alumni, and dropouts have created a change in perceived values. The commencement speech at Howard University by Sean Combs, the celebrity appearances in commercials advertising HBCU’s have brought a new found attention to these colleges and universities. The addition of new degree programs, including masters and doctoral at many of the HBCU’s are also helping in equalizing this standard. Another strategy that has been utilized is the raising of the academic requirements to attend HBCU’s. Long lives the stigma that HBCU’s are “last resort” or “willing to accept everyone”. Although they do tend to have lower requirements for admission, it does not change the fact that the academic standard is one of high quality. I like to believe that HBCU’s are schools that give “second chances” and are more willing to put in the work to bring out the “diamonds in the ruff” compared to PWI’s. The continuing partnerships that many of the HBCU’s are creating with corporate America, study abroad programs, and STEM programs are also helping to decrease the perceived inequality of learning.

Q: What can administrators and educators at HBCUs do and what can their counterparts at PWIs do to try and overcome the remaining gaps, the remaining discrepancies in values?

A: I feel that administrators and educators need to re-instill that the value is in receiving the college education, and not where you receive it from. Perception is reality on this subject. If tomorrow, ten former HBCU graduates became the CEO’s of ten fortune 100 companies, people would begin claiming that there is something that HBCU’s are doing that PWI’s aren’t. Too much weight is being put on where you are getting educated based on what people are doing with their education. Educator’s need to remind students of the reasons they attended college. Making sure that students are engaged and not only able to repeat information, but also apply it. The 4.0 does not guarantee that you will be more successful in life, regardless of where it is received. It does not guarantee wealth, health, or how you will be able to apply your knowledge to life situations.

It also becomes the responsibility of the student’s that attend HBCU’s who are doing well in their respective fields to be visible. We have to push the message that we are equivalent to those who graduate from other institutions. We must be vigilant in reminding students at HBCU’s that their degrees have worth and value. That Harvard, Princeton, and Yale are excellent schools based on the academic, societal achievements of their alumni and professors, not based on the devaluation of other institutions.

I conclude by saying that the pursuit of knowledge is a valiant one. It brings together people from all walks of life, different shapes and sizes. It should not matter if you choose to attend an Ivy League, HBCU, PWI, or Community College. Your GPA should not be a topic of debate because you got it “here” instead of “there”. The fact that you chose higher education is to be applauded and respected. To devalue that choice in any way is simply unacceptable.

I would like to thank George Johnson for sitting down to talk with us.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Higher Education, Matthew Lynch

Change is Here: Why Higher Education Needs the Hispanic Community to Succeed

The face of higher education is rapidly evolving as more middle- to low-class young people find ways to obtain a college degree or technical training. The Hispanic population in the U.S. is no exception as the number of college applicants and enrollees increase every year. While these strides benefit this specific group of students, everyone stands to benefit from Hispanic higher education success.

The Numbers

The U.S. Census reports that the estimated Hispanic population in the nation is 52 million – making residents of Hispanic origin the largest  minority in the country. In fact, one of every six Americans is a Hispanic. That number is expected to rise to over 132 million by 2050 and Hispanics will then represent 30 percent of the U.S. population.  Children with Hispanic roots make up 23 percent of the age 17 and under demographic  — making future higher education legislation critical for this growing and thriving minority group.

The Issues

Young people of Hispanic origin face specific challenges when it comes to higher education. Many prospective students are first-generation Americans, or even undocumented residents, and do not have the first-hand experience or guidance from parents regarding the college experience in the U.S. Like all other ethnic groups, Hispanic youth face financial difficulty when trying to determine if college is a possibility. Many young Hispanics may feel overwhelmed by the social and financial pressure associated with college attendance and are in need of the right guidance. While higher education initiatives are changing to address these issues, only 13 percent of the Hispanic population over the age of 25 had a bachelor’s degree or higher in the 2010 Census.

Federal Initiative

The Obama administration recognizes the rapid growth of the Hispanic community, specifically as it impacts higher education, and has put several pieces of legislation into motion including the DREAM Act. First introduced in the U.S. Senate in August 2001, the Development, Relief and Education for Alien Minors Act was designed to reward children in good standing that came to the country illegally. Temporary residency is granted for a six-year time frame for young people that seek out higher educational pursuits with an option for permanent residency after completion of a bachelor’s degree or beyond.

The bill went through several iterations before President Obama announced in June 2012 that his administration would stop deporting undocumented immigrants meeting DREAM Act criteria. While this legislation applies to more than Hispanic immigrants, they are the group that stands to benefit the  most from its enactment. With no fear of deportation, Hispanic youth with higher education aspirations are free to pursue them and work toward a better individual and collective future.

What’s Ahead?

Increasing higher education opportunities for Hispanics has obvious positive benefits for the demographic itself, but the influence will be felt even further. Think of it as a ripple effect, where the Hispanic community represents the initial splash and all other ethnic groups feel the impact too. The Obama Administration has made known its goals to make the U.S. the leader in college degrees earned in proportion to population. In order for this goal to be met, Hispanics (specifically those of Latino descent) will need to earn 3.3 million degrees between now and 2020. The economic success of geographic areas, specifically urban areas, is directly affected by the number of college graduates that study and stay there. In states like Texas, this is an especially poignant point where a one-point college graduate rate increase can result in $1.5 billion more in annual economic activity for cities like San Antonio. Without the help of Hispanic youth, these numbers are difficult, if impossible, to achieve.

Legislation like the DREAM Act is just the start of changing the culture of higher education to be more welcoming to Hispanic youth. Individual colleges and universities must also step up and offer academic and financial aid programs with specific Hispanic needs in mind. The future achievements of higher education in the U.S. are dependent upon the inclusion and success of Hispanic students and the same is true of a stable economic climate. The sooner that federal and state initiatives, along with colleges and universities, embrace these inevitabilities, the better.

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Matthew Lynch published in EdTech & Innovation, Higher Education

Diverse Conversations: The Technology to Successfully Connect College Students

By Matthew Lynch

Kim Rubenstein, Psy.D., is a faculty member at The Chicago School of Professional Psychology and the co-founder of Compatibility, a program that attempts to increase student engagement and empowerment in their college experiences. The program does this through tools that look for the best compatibility when it comes to roommate, peer and mentor (peer/faculty/alumni) relationships, as well as club and organization involvement on campus or in the community.

Question: What are colleges and universities doing right when it comes to serving whole students, as opposed to just providing academics?

Answer: Assumed within this question are two very important statements: (1) Service matters and; (2) Students are complex, representing more than the cognitive mastery demonstrated to gain acceptance into the academic institution. In fact, those factors which may have most contributed to acceptance, may not ultimately represent what keeps them enrolled.

There is a paradigm shift occurring in higher education. According to the National Student Clearinghouse Research Center, nearly one-third of students who started college in 2012 didn’t return to a U.S. school the following year. Institutions of higher learning are listening to what is ultimately an informal call to action. Many are investing human capital and resources in the form of technologies and programming towards supporting student success even beyond the first year. They are holding themselves accountable, recognizing that the responsibility to the student goes well beyond recruitment and onboarding.

On the front end, there is a slow trend towards colleges and universities becoming either test optional or weighting less heavily, traditional standards for admissions. Students are being evaluated for entry based upon a broader range of criteria. These innovative methods may ultimately prove themselves as more inclusive models, providing expanded opportunities for students. Expanding admissions criteria may also help to diversify the campus population, lending to an enriched academic community of learners and contributors.

Colleges and universities are making progress towards alternative opportunities for learning and growth outside of the classroom. Curricular changes, such as service learning, immersion programs and community engagement not only serve the student’s potential, but provide opportunities for students to become engaged learners and leaders. In addition to competency-based learning, these changes are helping schools to reconsider the meaning of student learning outcomes and program effectiveness.

Schools are working to get smarter. They are asking better questions, such as, “From the inordinate amount of institutional and other student-related data, which is most meaningful?” Instead of feeling burdened by data, colleges and universities are learning to prioritize the most relevant information to create more impactful dialogue, enhance decision making, and ultimately, gain deeper insights into their student population.

Q: How is technology playing into a positive shift of better retention when it comes to college students (and how can it be used more effectively to do so)?
A: When technology is embraced as a means towards improving retention efforts, the impact can be substantial, particularly with regard to student yield, engagement and supporting a campus culture of innovation. Models for course delivery, such as Blackboard or Canvas, have demonstrated success as a means to engage both students and faculty. These systems provide open access of instructional materials, interactive pedagogical exercises and the facilitation of dialogue.

One positive impact towards engagement (and ultimately retention), is that the student has the opportunity for real-time performance feedback. Students are reminded that their contributions matter. In fact, they are expected to pull from internal resources to participate, being held (and holding themselves) accountable to maintaining a level of academic investment. Success therefore, demands consistently-applied effort. Additionally, students feel empowered in an environment that values their voice and associated contributions. For example, real-time feedback provided through mid-term course evaluations allows the student voice to be considered. In this regard, the technology serves as a developmental tool, supporting both faculty and student engagement. Ultimately, this type of relationship with technology can promote a sense of connection and progression towards course learning objectives and outcomes.

Other areas in which technology has become embraced can be found in various offices for retention and student success on campus. For example, Student Affairs at the University of North Texas at Dallas has recognized that students prefer to use their mobile devices as an optimal form of communication. In response, they’ve chosen to interact with students by making information accessible through technology. Events are posted on a shared calendar, as are online workshops, webinars and podcasts, each of which are intended to keep students engaged. Other schools are similarly rethinking first-year student experience by offering online first-year seminar courses and/or providing laptops for those who don’t have access.

The twofold challenge is where and how to best reach students. Some schools have observed that students may not always read and respond to email and have opted for systems that can text information, for others, the jury is still out.

Q: What was the motivation for developing Compatibility?

A: As a faculty member, I recognized the importance of student (and faculty) engagement and the mediating role played by relationships. Specifically, I was compelled by attributes of students who’d persist versus those who struggled or did not complete their studies. I was also a fan of Nancy Schlossberg’s theory of Marginality and Mattering (1989), which essentially posed the questions, “Am I central or marginal in a community and as a result, do I belong?”
Anecdotally, it seemed that students who felt a sense of belonging and connectedness to the program/institution appeared to engage with faculty, peers and course material. I admired how they took advantage of opportunities to participate in co-curricular and scholarship activity; whereas, I felt helpless when I’d learn of a student, who for one reason or another, did not complete the program.

I couldn’t negotiate in my mind how it could be that a student who appeared well-equipped upon entry may have lacked the intrinsic or external tools to support them in becoming engaged with the academic experience, specifically relationships beyond the classroom. Did we know if students felt as if they mattered to anyone on campus? Could it have changed the student’s trajectory?

Along comes Andrea Meltzer, a colleague and now co-founder/CEO of Compatibility. Andrea called me with a simple question, “Is there any scientific means to match college roommates?”

Given Andrea’s question and my curiosity about intrapersonal and interpersonal characteristics associated with student success, we embarked upon years of research to explore the connection between relational experiences and student success.

We’ve since learned that while similar personal attributes are important in student connections, elements of individual and cultural differences play a significant role. Sometimes it’s the differences that make all the difference.

Q: How do tools, like the Compatibility system, contribute to a more diverse college landscape?

A: The predictive analytics that Compatibility employs in its programs connect students based on elements of individual and cultural differences that are far more profound than surface level characteristics.

Students are in ongoing processes of identity development. We’ve learned from students who have used the Compatibility program that the experience has helped them meet and establish relationships with students who they may not have otherwise met. For example, when social media is encouraged as a method for students to meet, there tends to be an over-reliance on self-created profiles. Often, these profiles represent the student’s attempt at looking, “their best” or how they think they, “should” appear to others. Students may have a tendency to seek people who “look like” them. From what we’ve ascertained, this is not necessarily predictive of strong relational outcomes.

By incorporating methods that consider values, behavioral preferences, personality characteristics and attitudes, we can support students in their search for others on campus. Our method helps students make more deeply- informed choices. It’s still the job of the student to make any relationship work; however, we’re confident that our method will help identity those relationships most poised for success.

Through facilitating connections to students based on the science of successful relationships, whether to roommates, peers, mentors, and clubs/ organizations, Compatibility allows students to break out of the silos in which they’ve traditionally lived and explore meaningful relationships with others who on the surface, may appear very different. We are committed to learning, to the best of our ability, the degree to which we can help create a more diverse landscape of students that persist.
Q: How can colleges and universities up their graduation rates, particularly for disadvantaged students?

A: Increasing graduation rates for marginalized students begins first and foremost with values. The first step is to value and really know your student population within the context in which they are entering and exiting the academic system.

Simply recognizing that all applicants and admitted students enter the academic system with varied knowledge and ability isn’t enough. Disadvantaged students may have equal potential as their more privileged peers on campus; however, they face more barriers towards success. Therefore, the question becomes, “how do you identify and support a student’s needs and potential?” A nice place to start may be found in expanding admissions criteria to include more broad representations of a student’s life experience. This type of data can help schools prepare appropriate early interventions.

Colleges and universities should prioritize funding for initiatives that support disadvantaged students. For example, providing access to resources and experiences outside of the classroom in which students can establish relationships with faculty, alumni and professionals in the community, can help prepare them for internships and future employment. Additionally, creating opportunities on campus for students to exchange ideas and contribute to a culture of innovation and service can help disadvantaged students experience a felt sense of community, contribution and success.

In order to promote persistence and success for disadvantaged students, schools need to think outside the box. The campus community is a microcosm of a larger system that is in desperate need of change. If academic institutions change how they prioritize disadvantaged students, graduation rates for these students will soar.

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

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Matthew Lynch published in Education Leadership, Matthew Lynch

Adopting a Transformational Leadership Style

Transformational leadership is all about perception. It only works if it is able to influence the core—the follower’s feelings. Charismatic and inspiring, transformational leaders are well versed the power of language and imagery. “Transformational characteristics” are included in training courses, but the personal effort of the leader determines whether transformational leadership is achievable.

The positive connection between transformational leadership and job characteristics is so strong, we should almost expect an opposite result in organizations that do not employ  it. When switching to a transformational style of leadership,  a principal or dean must understand how he or she is to influence task perception. The shaping of daily tasks in a transformational manner helps foster positive perceptions among followers.

Transformational behaviors are a continuous process. A school intending to convert to this style should assess the departments where it is needed. The organization should include transformational components in their yearly assessments, such as 360-degree feedback and managerial surveys. These could replace needs assessments.

Transformation doesn’t happen overnight, but it is worthwhile for any school to build on these principles, since the long-term effects enrich the entire institution. Students learn leadership from the school. Transformational leadership in student affairs would help ensure that students initiate this leadership later in life.

Combating Negativity Through Transformational Leadership

Meta-analytic research has produced evidence of a positive relationship between transformational leadership and work-related results. These findings demonstrate that transformational leaders make work meaningful by providing autonomy. Followers of transformational leaders feel strongly that their work is esteemed and self-congruent.

Transformational leaders motivate by increasing self-efficacy in followers, by facilitating social identification within a group, and by linking organizational values to follower values. This allows followers to feel more determined in their work and augments their perceived empowerment.

While cynicism and intentions to quit are widely considered symptoms of employee negativity, initial research in organizational behaviors has considered them to be generalized traits. Recent studies found cynicism to be a specific construct; a reflection of the followers’ perception of the leader. Cynicism is a product of ineffective leadership and lack of participation and consultation in decision making.

Transformational leadership encourages a feeling of empowerment in all followers. There is an inverse relationship between cynicism and transformational leadership, because persons under a highly transformational leader are usually intellectually stimulated and constantly challenged to be open-minded. Various studies have demonstrated relationships between follower empowerment and job satisfaction, decreased anger and frustration, and a sense of organizational attachment.

Intention to quit (ITQ) is another form of employee’s negative reaction to poor leadership. Factors that have been linked to ITQ include poor pay, and lack of job satisfaction and goal commitment. Employees are unlikely to have ITQ toward an organization where their need for efficacy is met in their respective job responsibilities. Highly resilient followers are more likely to adapt after setbacks at work, rather than leave the organization.

Universality of Transformational Leadership

Is transformational leadership a universal style of leadership, or is it regional or culturally limited? Many sources have attempted to carry out cross-national studies to establish this.

A study by Boehnke, Bontis, Distefano, and Distefano investigated the existence of universally consistent behaviors. They sampled 145 senior executives in two divisions of a global petroleum company and its subsidiaries around the world.  One of the major findings of the study was that the basic dimensions of leadership that produce extraordinary performance are universal, with little variation in the six different parts of the world sampled. However, some leadership differences were attributed to the different corporate cultures in the two company divisions.

In the final result, transformational leadership is identified as consistent with a clear majority of sampled behaviors, as provided in the executives’ descriptions of their version of exceptional organizational performance. Terms such as visioning, intellectual stimulation, team building, coaching, and inspiring behavior appeared in 68% or more of the responses. All those attributes refer to a transformational style of leadership.

It is intriguing to note that the only non-transformational characteristic in more than half of the reports was “recognizing and rewarding,” at 62%, which is an element of the transactional style of leadership. It is apparent that transformational leadership is widely accepted as an exceptional leadership technique. It is applicable in all kinds of organizations, including the school setting. Whether you are a practicing leader or someone who aspires to become one, you would be well advised to add transformational leadership to your repertoire.

References

Transformational leadership is a theory of leadership that was developed by James Burns (1978), and has been written about by many other scholars since then. To read more of James Burns’ work on transformational leadership and other topics, click here to visit his Amazon.com page.

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Matthew Lynch published in Equity, Higher Education

Feet on campus, heart at home: First-generation college students struggle with divided identities

**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.**

Linda Banks-Santilli, Wheelock College

First-generation (FG) college students, or students whose parents have not earned a four-year degree, face unique psychological challenges.

Although perhaps supportive of higher education, their parents and family members may view their entry into college as a break in the family system rather than a continuation of their schooling.

In families, role assignments about work, family, religion and community are passed down through the generations creating “intergenerational continuity.” When a family member disrupts this system by choosing to attend college, he or she experiences a shift in identity, leading to a sense of loss. Not prepared for this loss, many first-generation students may come to develop two different identities – one for home and another for college.

As a former first-generation college student who is now an associate professor of education, I have lived this double life. My desire to help other first-generation students resulted in research that provides insights into the lived experiences of first-generation students at Wheelock College, a small college in Boston, Massachusetts, that has a high percentage of first-generation students. In 2010, 52% of our incoming undergraduates were first-generation college students.

Nationally, of the 7.3 million undergraduates attending four-year public and private colleges and universities, about 20% are first-generation students. About 50% of all FG college students in the US are low-income. These students are also more likely to be a member of a racial or ethnic minority group.

Why do they decide to go to college?

Most first-generation students decide to apply to college to meet the requirements of their preferred profession. But unlike students whose parents have earned a degree, they also often see college as a way to “bring honor to their families.”

In fact, studies show that a vast majority of first-generation college students go to college in order to help their families: 69% of FG college students say they want to help their families, compared to 39% of students whose parents have earned a degree. This desire also extends to the community, with 61% of FG college students wanting to give back to their communities compared to 43% of their non-first-generation peers.

And while their families often view them as their “savior,” “delegate,” or a way out of poverty and less desirable living conditions, many first-generation students struggle with what has been described as “breakaway guilt.”

First-generation students are torn between family and college expectations. Eva the Weaver, CC BY-NC

Their decision to pursue higher education comes with the price of leaving their families behind.

They may feel they’re abandoning parents or siblings who depend on them. And families too may have conflicted feelings: first-generation college students’ desire for education and upward mobility may be viewed as a rejection of their past.

Perceived as different at home and different at school, first-generation college students often feel like they don’t belong to either place.

The challenge of higher education is to recognize the psychological impact that first-generation status has on its students and to provide help.

First-generation students lack resources

Not all first-generation college students are the same, but many experience difficulty within four distinct domains: 1) professional, 2) financial, 3) psychological and 4) academic.

Most of all, they need professional mentoring. They are the ones most likely to work at the mall during the summer rather than in a professional internship. They can’t afford to work for free, and their parents do not have professional networks.

Often, first-generation students apply only to a single college and do that without help. They can’t afford multiple application fees and they are unsure of how to determine a good fit, as their parents have not taken them on the college tour.

Many FG students fill out the financial aid forms themselves. As one FG college student explained:

“They put all these numbers down and expect you to know what each one means. My mother doesn’t know and she expects me to find out and then tell her how it all works.”

FG students worry about the families they leave behind and try to figure out how to support them.

One first-generation student managed to enroll in college but was still worried about her mother’s lack of support. Miles away from home on a college campus for the first time, she divided her time each semester between paying her parents’ bills online and completing her assignments. Her parents didn’t own a computer or know how to use one.

Stigma of being a first-generation college student

Colleges need to recognize that FG students do not easily come forward to seek help.

Even though there are many successful former FG role models, such as First Lady Michelle Obama, US Supreme Court Justice Sonia Sotomayor and US Senator from Massachusetts Elizabeth Warren, there is considerable stigma associated with FG status.

Stigma forces some students to be invisible. Javier Garcia, CC BY-NC-SA

As a result, some FG college students may choose to remain invisible. Once they identify, their academic ability, achievement and performance may be underestimated by others. Their background is viewed as a deficit rather than a strength. And they are unnecessarily pitied by others, especially if low-income.

In extreme cases, other students and faculty may question their right to be on campus. Low-income, first-generation college students may arrive to college with fewer resources and more academic needs, making them targets for discrimination.

In a recent New York Times video on FG students at Ivy League colleges, a FG college student at Brown University who was born in Colombia told faculty that she was from New Jersey to avoid having to reveal that she was a first-generation college student.

But, there is another side to the story as well.

There are FG college students who view their status as a source of strength. It becomes their single most important motivator to earning their degree. These students are driven and determined. They can perform academically in ways that are equal to or even better than students whose parents have earned a degree.

These students too may benefit from a FG support group to help alleviate the internal pressure they place on themselves to succeed.

How colleges can help FG students

First-generation college students need customized attention and support that differs from students whose parents have earned a degree. They need to feel like they belong at their college or university and deserve to be there.

Higher education, with its unique culture, language and history, can be difficult for first-generation college students to understand. Students whose parents have attended college benefit from their parents’ experiences.

They come through the door understanding what a syllabus is, why the requirement for liberal arts courses exists and how to establish relationships with faculty. They can call their parents to ask for help on a paper or to ask questions about a citation method. They can discuss a classic novel they have both read.

This FG research has raised awareness on the Wheelock campus that has led to positive change. In 2014,the college applied for a First In the World federal grant to help implement a new FG program. Though we were not awarded a grant in the first round of competition, we will continue to seek funding.

Colleges and universities have the ability to redesign their institutional cultures, teaching practices and academic support services to be more inclusive of first-generation college students.

For instance, they can offer required courses in a variety of different formats (hybrid, on-line, face-to-face) and timings (between semesters, during summers) to help FG students reduce degree completion time and save money.

They can recruit former FG faculty members to advise and mentor FG students. A FG web page for FG students and families can be created that features success stories, user-friendly financial aid as well as scholarship information, and links to other opportunities.

With the right support from institutions of higher education, FG students can earn their degree, reinvent themselves and reposition their families in positive ways for generations to come

________________________

Linda Banks-Santilli is Associate Professor of Education at Wheelock College

This article was originally published on The Conversation.

Read the original article.

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