college

Matthew Lynch published in EdTech & Innovation, Matthew Lynch, OpEducation February 18, 2016

What’s Wrong with MOOCs and Why Aren’t They Working?

Note: The following guest piece comes to us courtesy of Harman Singh, CEO of WizIQ. He founded the company in 2006, which has evolved to be the first and only online global education marketplace to offer live instructor-led learning. His career as a visionary e-learning innovator spans more than 13 years. Singh has successfully leveraged technology to replicate the classroom experience online making it more accessible, for both students and teachers. Singh has directed the company’s growth, while developing and creating WizIQ’s vision and business strategy.

As technology advances, we have more access to information. One technology, Massive Open Online Courses (better known as MOOCs) is beginning to change the way we look at education. These online courses are free and filled with information on just about anything you want to learn – from project management skills to learning a new language. And because MOOCs are free, access is open to anyone with a computer.

Just as learners have open access to MOOCs, instructors from schools and universities to a variety of education providers, and practically anyone with a skill to share can host a MOOC. The emergence of MOOCs has the potential to inevitably change the way we receive our education.

Just how prevalent are MOOCs? There are hundreds of MOOCs globally, some from even established universities such as Harvard and Stanford. MOOCs fill a void for learners who lack the time – and/or dollars – to physically attend a course featuring high-quality content. Needless to say, MOOCs are regarded as a game-changer in online education.

But are they really changing the game in learning?

Why MOOCs Aren’t Working Right Now

In the future, MOOCs have the potential to completely transform education. However, as of right now, don’t expect to see universities shutting down as a result, as some experts have begun projecting. Despite the recent rapid rise in MOOCs, this format continues to be an evolving model, and one that isn’t quite established yet.

Despite the seemingly unlimited access to free information through MOOCs, a 2012-2013 study conducted by MIT and Harvard revealed an overwhelming 95 percent of students dropped their online courses before completion, a rate substantially higher than traditional education’s dropout rates. While some students have expressed satisfaction taking MOOCs, others give various reasons for dropping them. Among the most common reason cited behind this dropout rate: there is no live teacher engagement.

Currently, just 10 percent of MOOC registrants complete their courses. Why – if all the materials are free and available with the click of a mouse? MOOCs are structured using a series of pre-recorded video-based, self-paced classes offered to students for free. There are no live instructors to help facilitate the classes, lectures or content. There is also no straight-and-narrow path from beginning-to-end and the format does not encourage the exchange of different thoughts and ideas among learners. The lack of live instructor involvement also means no follow-up with the student, or any assurance along the way that the student’s learning trajectory is heading in the right direction. At the course’s conclusion, only the learner can determine if he or she was successful.

The modern MOOC – without live and interactive teacher engagement – is essentially an Internet version of a book. That said, there is tremendous potential for the MOOC to evolve in a major way. To reduce dropout rates, the MOOC must be structured around live teacher engagement.

Some online learning platforms are now taking notice of this need for student-teacher engagement. At WizIQ, for example, our platform is an open marketplace where anyone can offer a MOOC, but we are integrating actual teacher engagement into the MOOC, filling a need within the online education sector.

Still Plenty of Room – and Time – For Growth

With the potential evolution for more online courses to include live instructor interaction, MOOCs can have a significant impact in higher education. Economics alone provides a huge advantage for MOOCs. According to a Deloitte study: “Massive Open Online Courses (MOOCs): Not Disrupted Yet, But The Future Looks Bright,” in 2003, the total amount of student debt in the U.S. had reached more than $200 billion. Just nine years later, that debt ballooned to $1 trillion. In that same study, since 2000, the tuition cost in colleges has increased by 72 percent, whereas earnings for people ages 25-30 have decreased by 15 percent. Looking at this information, it’s obvious that economics are on the side of MOOCs.

Some colleges have partnered with companies to develop programs and pipelines that meet the student’s current and future needs. This type of partnership could also help students enter the workforce fresh out of graduation. If, somehow, MOOCs are able to establish similar partnerships with companies and provide better opportunities for students to find work, there is a real incentive for people not to go to college and just register for MOOCs. This shift will not occur anytime soon, however, because the social pressure to go to college and get a degree still exists. Such pressure results in the ongoing issue of student debt in our country. When this pressure no longer exists, and when economics play a larger role in determining how students receive their education, it is at that point when MOOCs could potentially replace higher education as we know it.

In addition to its potential in higher education, MOOCs that feature instructor engagement will also benefit those taking courses to enrich their lives. Classes like learning an instrument, a foreign language or how to cook would be enhanced by the presence of a live instructor, who can exchange feedback with the student on whether or not the assignments are being done properly. Programming courses on WizIQ, for example, allow students access to remote, virtual labs with live lab instructors to run programs practicing real world scenarios. This method is far more efficient than learning from a video-based course, or trying to understand course lessons on YouTube.

Where Will MOOCs Be Just Two Years From Now?

Within the next two years, MOOCs will quickly evolve from lacking teacher engagement to having a lot of teacher engagement. Right now, it’s essentially a model where computers are teaching students. This model is simply not sustainable in the long run without live student-teacher engagement. Teachers are the key that unlocks learning in these courses. They help students resolve issues and problems.

Will the biggest change in online education moving forward be putting live teachers at the center of the MOOC (not just on video)? We will know the answer very soon.

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

Matthew Lynch published in Higher Education, Matthew Lynch February 16, 2016

College Scorecards and Affordability for Minorities

Recently, President Obama made waves when he visited three college campuses and talked about plans to make higher education more affordable. His proposals include implementation of a rating system that would provide the general public with greater details about the total cost, graduation rates and alumni earnings of individual colleges and universities. Students choosing schools with higher ratings would have more access to Pell Grants and affordable loan programs. The plan is twofold in nature – first, getting more useful information into the hands of consumers and second, providing better affordability for young people who seek out higher education.

The rising cost of a college degree has been a concern of the Obama administration throughout both terms in the White House. College graduates in 2010 left their schools with an average of $26,000 in debt, leading to higher student loan debt in America than credit card debt. In order to reach his goal of leading the world in percentage of college graduates by 2020, Obama has been vocal about lowering the cost of the college process and providing more targeted, useful programs that address the needs of the economy. He has also called for more investments in community colleges and individual vigilance on the part of colleges to help rein in costs of higher education.

This new “college scorecard” proposal is just one more step in that direction. Like public K-12 schools, colleges would be held more accountable by the federal government and would be compared to each other through data that truly matters. Right now federal student aid is doled out mainly on college enrollment numbers, to the tune of $150 billion annually, and there is no accountability for that money. This plan would ensure that the schools benefitting students the most would be rewarded.

Numerous publications claim to have the perfect formula in place for ranking the “best colleges and universities” based on a variety of factors but none are officially sanctioned by the government. The President’s ranking plan would avoid the fluff of other rating systems and address the core of educational matters: cost, graduation success and chances for achievement in the career that follows. These are the real stats that all students, whether recent high school graduates or those returning to campus for the first time in a few decades, need to make informed decisions.

In terms of minority students, the college ranking plan is beneficial. Though minority college student numbers are rising, 61 percent of college students in 2010 were considered Caucasian in comparison to just 14 percent Black students, 13 percent Hispanic students and 6 percent Asian or Pacific Islander students. Based on these statistics alone, minority students are at a disadvantage when it comes to attending and graduating from college. Every student situation is different but the cost of college and accompanying loan interest rates certainly play into the unbalanced collective college population.

A rankings system that effectively provides more grant money and more affordable loan options to students will make the dream of a college education a reality to more minorities. As more first-generation minorities attend colleges, choosing schools with high graduation rates (many of which likely have strong guidance policies in place) and good job placement will mean more career successes. Not only will the plan drive down individual costs of college attendance, but it will better ensure that those same students complete their college training and find work.

The time has arrived for colleges to be held more accountable to their consumers. A ranking system with federal oversight will certainly put the pressure on institutions of higher learning to perform well, benefitting attendees.

What do you think the college scorecard system should definitely include?

Matthew Lynch published in Policy & Reform February 12, 2016

Do we know where Republicans stand on education?

Forbes.com has an interesting opinion piece posted about the GOP presidential candidates and where they stand on education. Rather, it’s what they should be asked in upcoming debates regarding education.

Because there are so many candidates and so little time to ask them detailed questions about anything during a debate, it might be tough at first to receive detailed information on their stances regarding education without viewing them through their own prisms.

While some of the questions posed in the post are generic, (“How will you support parental choice?“), others are worth exploring.

The author asks “What will you do to support better research on vital education topics?” Sounds legit to me.

“What’s more, as a recent report from TNTP (formerly The New Teacher Project) found, most current teacher training is not effective; we’re wasting teachers’ time and taxpayers’ money. The education industry is filled with training seminars that promise the moon but deliver little in terms of outcomes.”

The subject of teacher training is certainly loaded. How much, if any, money should the federal government invest in training new teachers and re-training older ones? Should it be a state decision?

Another question presented attempts to tackle federal rules surrounding education. If a Republican is elected, that individual will likely present a hands-off approach towards education. At least from a federal perspective.

But as we trudge forward to the 2016 presidential election, surely we’ll hear more about education and where each candidate stands. It’s important to start to delve into these questions now, though.

Matthew Lynch published in Higher Education February 11, 2016

Report: Southern states cutting higher ed funding the most

A new report by the Center on Budget and Policy Priorities (CBPP) shines a spotlight on how far funding for higher education has fallen since the start of the recession. Particularly for states in the south, funding “is down by more than 35 percent since the start of the recession.”

Overall tuition at public four-year colleges is up almost 30 percent since 2007. Even worse for students who attend schools in the south– like Florida, Georgia and Louisiana–the report states that tuition skyrocketed 60 percent.

Considering the government has cut Pell Grants and wage growth has been stagnant, such a steep rise in tuition has likely priced many students out of attending many schools that continue to raise tuition.

In addition to the cut in funding, the CBPP’s report also shows that schools have also been forced to layoff faculty, cease certain courses, shutter library services, and completely close down campuses.

But the report isn’t necessarily full of bad economic news for colleges and universities. Policy makers may restore pre-recession level funding if they simply chose to raise revenue. Of course that means some tax increases, but because many state legislatures are run by conservatives, that suggestion isn’t likely to fly in Republican controlled House and Senate chambers.

Other nuggets included in the report: 48 states have slashed per student funding, spending on higher education is down 20 percent nationwide since the start of the recession, Louisiana is trending towards cutting per student funding by 50 percent, and Kentucky chipped nearly $200 off of per student funding last year.

On the side of good news, some states did increase funding for higher education back to pre-recession levels. Alaska, Wyoming, and North Dakota all were in the blue compared to the rest of the nation.

To balance state budgets and keep the government funding, many lawmakers made the decision to stall funding for higher education. In turn, that made many colleges and universities raise tuition, cut faculty, and make other moves in an effort to save money.

Now we stand at a crossroads due to those decisions. Students are being priced out of attending post-secondary institutions, the quality of higher education has been compromised, and we’re still grappling with how to properly keep many colleges afloat.

This, unfortunately, is the price we pay for bad policy.

Matthew Lynch published in Equity, Higher Education, Parental Involvement February 10, 2016

Is early childhood education the key to more American Indians going to college?

The Ké’ Early Childhood Initiative convenes today in Albuquerque and will bring together 45 representatives from four American Indian tribal colleges who will discuss strategies for better early childhood education and family involvement in the community.

The meeting is sponsored by the American Indian College Fund’s Early Childhood Education program which attempts to “strengthen the role of Native families in early learning opportunities, building culturally-responsive programming with families and tribal partners.” Specifically, the representatives will look at ways the American Indian community can better prepare children for long-term academic success, targeting learning opportunities from birth to 8 years of age.

In education circles, we talk a lot about the way black and Latino students struggle in K-12 classrooms through a combination of cultural circumstances and inequality. The reality is that American Indian K-12 students are the most at-risk of any minority group for either dropping out of high school or never making it to college. The American Indian Fund reports that American Indians who earn a bachelor’s degree represent less than 1 percent of all of these degree earners. It is not shocking then to realize that 28 percent of American Indians lived in poverty compared to 15 percent of the general population, according to 2010 U.S. Census figures. A college education opens doors for a higher quality of life.

The path to college starts long before the application process, of course.

Early childhood education has such an enormous impact on how students fare throughout their school careers. It’s the reason why President Obama has called on more states to implement universal preschool programs and has ushered more funding to Head Start and other early childhood education initiatives. There is a reason why an organization with “college” in the title is going back to early childhood to strengthen the potential of future students in the American Indian community. Better quality early childhood education, and families that are on board with supporting kids through the K-12 process, will lead to an uptick of interest in college degrees and a higher percentage of college graduates too.

Matthew Lynch published in Equity, Higher Education February 8, 2016

Why many smart, low-income students don’t apply to elite schools

**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 Carol Miller

It’s taken me a few days to respond, but when I went home the other day, the first thing my husband said to me when I got home was, “Did you listen to NPR today? They were talking about Guidance Counselors.”

(Of course, before I could respond to his question, I had to correct him by saying, “You mean School Counselor.”)

But, I didn’t hear it, and I had to pull it up on the NPR website to listen.

You can listen to it here, or read the transcript here.

The basic premise of the report is that many low-income, high achieving high school students don’t apply to elite colleges because their “guidance counselors” steer them towards less expensive options. While NPR reports that recommending colleges is not always on the uppermost thoughts of many counselors due to high caseloads, they do state that “guidance counselors may not have gone to selective colleges themselves.” and that your guidance counselor might not know “for a low-income high achiever, Harvard or Yale could be free.”

What NPR fails to report is that, while many low-income, high achieving students may be able to attend elite schools at a significant cost reduction, school counselors may not be privy to the net worth and financial backgrounds of each of our students. In addition, when talking about different college options with students, we listen to their needs and concerns. While Harvard or Yale might be free, transportation costs to and from these schools are not.

In addition, there is no magic wand that can guarantee a student’s acceptance into a college where the chance of admittance can be less than 10%. Do we want students to apply to dozens of colleges on a chance that they will be accepted? I know I want students to apply to a variety of colleges, but I also want them to apply to schools that would be considered reach schools, target schools and safety schools. So throw a Harvard or Yale in the mix (because I DO know that the ivy league schools have a “no loan” program for students under a certain family income–I have encouraged a few to apply to Cornell), but also apply to a few state schools and also a few more small private schools that would have great financial aid packages with generous grants and fewer loans.

I also want students to think about the fact if they are majoring in Biology, Psychology, or Physical Therapy, that they will need more than 4 years of college. I also want them to think about how they need to consider their indebtedness upon graduation. I have seen more students come back to me with $60,000 or more in college loan debt by going to “elite schools” which they are then unable to pay back.

NPR fails to report that public schools have so many mandates for course requirements these days, with Common Core testing, Regents Exams, or State Exit Exam requirements, that school counselors do not have opportunities to talk to students about these college awareness fundamentals. Class time is a hot commodity, and is not given away by teachers easily. Even at the middle school level, I struggle to find teaching time to talk about the things not covered in ELA, Math, Science or Social Studies but are important none-the-less. Bullying, study skills, healthy behaviors, kindness, compassion, and college awareness are topics that are needed but not easily incorporated into the school day.

While I regularly listen to NPR, I was bothered by this article. I would like those at NPR to know that first of all, I am a school counselor. I am NOT a Guidance Counselor. I am so much more than a paper pusher and a signer of transcripts to go on to colleges. I am a teacher, a motivator, a cheerleader, and a coach. I have inspired many low-income, high achievers to believe that college is an option. I have taught them to understand financial aid packages, and what to look for on a college tour. I have refused to give up on them and have helped them set goals. I have encouraged them to take AP classes and helped to find them scholarships to cover the AP exam fees. I have written letters to prestigious schools on their behalf carefully describing all the things that school would be missing if they didn’t accept my student. I have given sound advice, but most importantly, I listened to my students, respecting their decisions, their values, and their goals.

I would like NPR to join me in helping to educate others on the important work of school counselors, and the need for school counselors in the lives of students. We need smaller student caseloads and time with students. We need an increased awareness of the importance of college planning and social emotional learning in the school day, as it can not be an afterthought to the Common Core and Teacher Evaluation System. Our programs should be as developed as any other class curriculum, as we teach important life skills. This last report did not highlight the strengths of School Counselors. I know, however, that every day, we do great things for these great kids. It’s really unfortunate that you did not get the chance to see it.

This post originally appeared on The Middle School Counselor, and was republished with permission.

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Carol has organized School Counseling Conferences for several years in Central New York through TACA and has presented at these conferences on College Admissions, Best School Counseling Programs, and Sharing Counseling Resources. She is a member and past President of the Tompkins Area Counselor Association, and a member of NYSSCA and NACAC, and NYSACAC. Carol is a mom to three sons, a crafter at heart, and a soccer and basketball coach in her free time.

Matthew Lynch published in Higher Education February 7, 2016

Becoming a teacher: 5 degrees worth exploring

A guest post by Rachelle Wilber

Education is one of the most rewarding careers. This profession has the opportunity to make a tangible impact on future generations. Some degrees are in high demand for this industry. Arguably STEM related degrees lead the way for aspiring teachers. A degree in Arts, Counseling, Speech Therapy, and Foreign Languages are also ideal for anyone considering this career.

STEM (Science, Technology, Engineering, Math)

Because STEM covers a diverse group of disciplines, there are a bevy of opportunities. Biology and physics top the list of sciences under this umbrella. Math degree holders are some of the most sought after and can be placed in any grade level. Proficiency in algebra, calculus, and trigonometry are the building blocks for engineers, physicians, and other important and well-paying jobs. Computer science degrees open doors to training students with tools for technology jobs. They offer practical skills for learning computer languages where students can take part in writing programs, developing apps, and other industry related projects.

Arts

The art teacher heads one of the few extra-curricular programs in education. Along with music and physical education instructors, they have weekly schedules that rotate facilitating their ability to teach all students. Students are exposed to art history and appreciation as they develop spatial and fine motor skills. These professionals also build self-esteem and self-efficacy skills in students. Someone wanting to become an art teacher can earn a Masters in Art Education online to fit their schedule needs while completing work.

School Counselor

Counselors can be found in more than their office. In the education context, they are in classrooms, school-wide presentations, and family meetings. The training they receive prepares them for a variety of responsibilities with a mission to teach holistic life lessons. The lessons help children grow academically and socially. They are responsible for all the student body and not just one classroom. Counselors have a large presence in elementary and secondary schools.

Speech Therapist

Literacy is an essential for a successful life. Educators that are reading specialist continue to empower struggling students with proficient skills. Speech pathology degree holders have the necessary expertise and training to help students with language awareness. Assessments and creating plans to ensure students succeed are a major component. They have an office with tools for regularly scheduled sessions during the school day. They work closely with classroom teachers.

Foreign Language

Learning a foreign language has become increasingly important in the global constructs. Holding a degree in any language is ideal. However, there are some that are more popular including Spanish. While these educators can be found in any school, it is more commonplace in secondary settings.

Teachers are educational scientist with abilities to perform daily assessments of students as they impart the skills needed in life. A degree in a discipline other than education does not preclude you from becoming a teacher. In addition, there are some supports in schools that are needed outside the classroom. These degrees are options for developing each student and preparing them to be their best.

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Rachelle Wilber is a freelance writer living in the San Diego, California area. She graduated from San Diego State University with her Bachelor’s Degree in Journalism and Media Studies. She tries to find an interest in all topics and themes, which prompts her writing. When she isn’t on her porch writing in the sun, you can find her shopping, at the beach, or at the gym. Follow her on twitter: @RachelleWilber

Matthew Lynch published in Equity, HBCU's, Higher Education, list, Matthew Lynch February 6, 2016

Top 3 Award-Winning HBCUs

In recent years, HBCUs have been closing at an alarming rate. It can seem like these schools, once meant to provide education opportunities to black students when they were restricted from predominantly white universities, are becoming obsolete in the eyes of some people.

Despite the perception that historically black colleges and universities may not be as relevant today as they are in the past, many schools, such as Spelman and Morehouse, are thriving and are even trailblazers in the in-demand STEM arena.

Here are three award-winning HBCUs that are doing exceptional things.

Dillard University, nominated for six awards in 2015. Dillard University in Louisiana has always been known as one of the nation’s best HBCUs, and recent news that the institution for higher education has been nominated for a number of awards at the HBCU National Media Summit should come as no surprise.

The university’s president, Walter Kimbrough, is up for Male President of the Year, and the school is also nominated for Best Choir and Best Fine Arts Program.

According to The Times-Picayune and NOLA.com, of the HBCUs in Louisiana nominated for awards, Dillard received the most.

In addition to President Kimbrough, choir, and fine arts, Dillard was nominated for “Best Science, Technology, Engineering and Mathematics (STEM) program (Physics); Female Faculty of the Year (Kemberley Washington); and Male Alumnus of the Years (Michael Jones, ’82.).”

Other HBCU’s from the state (Louisiana) nominated for awards are Xavier and Southern University.

This is great news for Dillard as this will surely shine a bright spotlight on how well the university is doing. Heralded as one of the best liberal arts colleges in the south, it shows through the nominations that Dillard has received. Honors like this come at an important time for HBCUs that are increasingly competing with online degree programs and increasing quality of community college offerings. Congratulations to Dillard and the other HBCUs nominated.

Claflin University, HBCU of the Year for 2015. Raising $92 million to improve the university, receiving a $75,000 grant from the Bill & Melinda Gates Foundation, and hosting the South Carolina Collegiate Journalist of the Year are fairly significant achievements all on their own. One university can claim them ALL as its own, though.

Claflin University was just named HBCU of the Year by the HBCU Digest Alumni Association.

According to thetandd.com, the school likely got the award mostly for its participation from its alumni, though. The involvement of graduates who are returning their financial and workforce bounty back to their alma mater are boosting the clout of the HBCU.

“The combined success of the campaign and the generosity of Claflin alumni were largely responsible for Claflin winning the HBCU Digest Alumni Association of the Year Award. In 2013, alumni annual giving rose to an all-time high of 52.2 percent, among the best in the nation for all colleges and universities. Claflin continues to be the perennial leader among HBCUs in this category.

Claflin came just $8 million short of the goal for its capital campaign. The school’s board of trustees led a charge to raise $100 million to “build the endowment, strengthen academic programs and enhance facilities.”

Claflin has less than 5,000 students, so successfully raising nearly $100 million to improve the school’s positioning to recruit and make it more viable makes the feat look even better.

Alumni involvement, specifically financially, isn’t likely to tail off anytime soon. That’s good news for any student looking to call Claflin home for the next four years and really for other HBCUs that are hoping to recruit students.

FAMU, the highest-ranked HBCU in the country during 2015. The good news continues to roll in for Florida Agriculture and Mechanical University. Last week the school’s SGA President, Tonnette Graham, was named chairwoman of the Florida Student Association.

Now this week FAMU President Elmira Mangum was awarded HBCU ‘President of the Year’ at the AARP HBCU Awards at Hampton University.

“Florida Agricultural and Mechanical University (FAMU) President Elmira Mangum, Ph.D., was awarded the prestigious Historically Black Colleges and Universities (HBCU) “Female President of the Year” Award presented by the HBCU Digest Friday night at the annual AARP HBCU Awards ceremony at Hampton University,” according to WCTV.tv.

Magnum’s presence has been good for the university. The article further states how well she’s been received and awarded this past year. In addition to receiving this award, she was also honored at the Onyx Awards, named to the USDA Agricultural Policy Advisory Committee (APAC), and was placed on EBONY magazine’s list of 100 powerful people.

In conjunction with Magnum’s good news, FAMU was recently named as the top HBCU in the nation by U.S. News and World Report. That’s a pretty big deal.

Recruiting students to these prestigious universities should be easy. The accomplishments of schools like FAMU, Dillard, and Claflin that attract news attention are good for all HBCUs because they lift the credibility, relevance and overall name recognition of the schools.

Check out all of our posts for HBCUs here.

Matthew Lynch published in Equity, Higher Education, Matthew Lynch February 4, 2016

Diverse Conversations: Finding a Mentor

Mentorship is a huge part of professional success in higher education. If nothing else, having a solid mentor helps higher education professionals to develop valuable contacts and integrate themselves into their employer institution.

Finding a mentor, though, can be a tricky thing. Some people are naturally good at formulating mentor-mentee relationships. Others simply don’t know where to start.
To get some insight into how higher education professionals can go about finding the right mentor for their career goals, I sat down with Dr. John Caron, senior associate dean, Academic and Faculty Affairs at Northeastern University College of Professional Studies, who has made mentorship a key area of his professional focus.

Q: Starting with a fairly obvious but important question, tell me some of the key benefits of having a mentor in a higher education professional setting?

A: I’ve found that having someone you can reach out to when you need advice or talk through an issue you’re dealing with is immensely valuable when working in a higher education professional setting. Throughout the course of my professional life, which spans about 25 years, I’ve been fortunate to have had many mentors at different points and times during my career.

One of the most influential mentors to me was a former supervisor who became a mentor to me for seven or eight years. As a first generation college graduate, I found myself wanting to pursue a doctorate degree while working full-time and I was trying to figure out how to make that goal happen. My mentor had actually gotten her doctorate while working full-time, so she was great at helping me map out the pathway and more importantly instill the confidence in me to make this happen. I don’t think that I would have done it without her – she was a role-model because she not only achieved it herself, but showed me how I could do it.

Q: What sort of mentorship has played a role in your career? What have been some of the key highlights for you?

A: One key role my mentors have provided me with is helping me navigate new positions in higher education that required a different level of leadership. For example, as you take on positions of increasing responsibilities, the leadership skills that worked in previous positions may not work. My mentors were very helpful in giving me advice about how to develop skills I needed to be an effective leader.

Q: Mentor-mentee relationships can be immensely valuable but they can also emerge in various different forms. What importance should higher education professionals place on finding a mentor who aligns to their professional goals? Is it important to choose a mentor who has, say, specific experience in the academic field you are targeting?

A: It definitely helps to have a mentor who aligns with your professional goals, but I’ve found that it’s not critical to choose a mentor with specific experience in the field you are targeting.

That being said, choosing a mentor in the field you are currently in or would like to pursue does help because he or she can help you prepare your CV properly, introduce you to key people and contacts and explain nuances of the field such as language, culture, expectations, etc. One of my mentors was in the same field as I am (higher education), so she knew about the experiences I was having and she could relate. There was a moment, however, when I decided to leave higher education and pursue an opportunity in the private sector. I asked my mentor what she thought about the move. She couldn’t really advise me about the private sector because she had always worked in higher education. She told me not to be risk averse and follow my instincts. If the fit wasn’t right for me, the experience would be valuable if I returned to higher education. It turned out that she was right. I use the insights I gained from my experience working in the private industry every day.

Q: Considering an example, if the goal was to transition from teaching to an administrative position, what type of mentor should a person seek out?

A: I would suggest that person seek someone who has made the transition herself or himself and can help that person navigate the differences and challenges.

Q: How do people in academia actually go about finding a mentor?

A: Some people find a mentor by working closely with someone and this can happen in a variety of ways such as through a faculty or teaching assistant relationship, a former supervisor, collaborating on a research endeavor or grant opportunity, or asking a professor to read an article and provide feedback and suggestions. I have found two of my most influential mentors by working closely with someone – they were former supervisors of mine.

My first supervisor and I became friends through work and then colleagues after I moved on from that job, yet we managed to stay in touch. A lot of advice was actually given to me on the tennis court because we both liked to play tennis. We would also see each other at conferences, make a point to have breakfast together or lunch, and I would just call her up when I needed to talk to her. I think that goes to an important point that having a mentor requires some work – you have to cultivate the relationship and you need to stay in touch. It doesn’t really work if you go two to three years without talking to each other; it really works best if you stay in touch on a regular basis.

This person mentored me for seven to eight years, but unfortunately passed away about 10 years ago. After that there was a long time when I didn’t have a mentor. I started to realize that something was missing – like my compass wasn’t working – and someone pointed out that I hadn’t had a mentor in about five years, and suggested I find another. I ended up getting a job at Brown University and my current supervisor at the time evolved into a mentor/friendship relationship.

I’ve found my mentors through close professional relationships, but for others it can also happen by chance. Conferences are a great way to meet colleagues and professionals. Additionally, if you are presenting at a conference, you may be approached by someone who has feedback on your topic of expertise, and an initial conversation can flourish into a mentorship.

Q: What are some of the best resources for finding a mentor?

A: I would start by looking beyond the obvious. If you’re only looking within your department to find a mentor, expand your search. Consider groups and organizations you’re a member of, or even reach out to individuals you are affiliated with through LinkedIn. You can approach someone in a leadership role in your organization to see if he or she can help you find a mentor, especially if you are looking to grow in a specific area within your organization or would like guidance in your field or even in another field you are interested in pursuing.

I believe finding a mentor is more often an individual experience; you need to be willing and able to seek out a mentor. No one is going to walk up to you and kindly offer to be your mentor. Therefore, it’s important that you take initiative to seek out the help and guidance that you need.

Right now I’m working with a consultant and over time I’ve found that he’s really become more of a mentor to me. I can imagine that when our consulting relationship ends, I will continue to seek him out as a mentor because we’ve just clicked. And that brings me to an important point: you know when you’ve found the right person when you both click. And if you find that you don’t have that click you should keep looking because sometimes it doesn’t work out.

Q: Have you found that some institutions actively cultivate mentorship and if so, how? What are some of the more effective strategies?

A: I have heard or have worked at companies or institutions in a consulting role where they have programs in place where you can request to shadow someone in a different department, or you can be paired with someone at a senior level to talk about career advice and aspirations.

Colleges and universities or companies that are intentional about this, especially for entry-level and even sometimes mid-level employees, can create a structure or pathway for their employees that can be enormously helpful.

Q: What advice would you give about utilizing a mentor relationship? What are some of the best ways to make use of this type of relationship in higher education?

A: It’s great if you can find a mentor who you trust and who stays with you throughout your professional career. Some people have more than one mentor, like I’ve had, to help them navigate different aspects of their personal and professional life.

I would suggest that once someone finds his or her mentor that they be flexible with that person; because many mentors are executives, they are by nature, very busy.

I would also recommend to be grateful. Your mentor is giving his or her time to you in exchange for the pleasure of watching your career unfold. He or she has no ulterior motive, make this person glad he or she signed on. Don’t just reach out to your mentor when things are not going well. Share your positive stories with your mentor as well.

For the most part, a good mentor knows you really well and that person will be honest and supportive. I trusted the feedback that one of my mentors gave me because she could give it to me in a way I could hear it. It was honest but supportive, but wasn’t harsh. It allowed me to reflect on our conversation and really contemplate her advice and recommendations.

And if you don’t find someone that you click with, keep looking. Eventually you will find someone that you not only click with, but who will offer you invaluable advice and guidance through hopefully many different career paths and changes as you navigate higher education. And as your relationship grows, you might even find that your roles may reverse and that you will become a mentor to that person!

My thanks to Dr. Caron. This concludes our interview.

Matthew Lynch published in Diversity, Equity, Higher Education, list, Matthew Lynch January 29, 2016

4 Fascinating Truths about First-Generation College Students

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

First-generation college students face a unique set of challenges, and some of them may just surprise you. Here are some fascinating truths about first-generation college students.

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

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

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

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

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

Mentorship and academic success programs go a long way in helping first-generation college students. There are some federally funded programs in place to address the specific issues that face first-generation college students, like the TRIO and Robert McNair programs that lend academic and tutoring services to this group. The problem with these programs, and others like them, is that they are not required for college graduation and are vastly underutilized. A better approach is proactive mentorship and advising that mandates interaction between students and professors or other staff members that can provide real-world guidance. These programs would focus on the translation of knowledge to marketplace settings from people that know the ropes.
Some students may need to learn how to apply what they learn to the real world. Colleges and universities should place continued focus on developing skills and employability among students. Schools with especially high numbers of first-generation students, like California State University Dominquez Hills, have implemented workforce “101” courses to up the social and intellectual skills of future graduates. It is not enough to assume that students inherently know how to apply classroom skills to a real-world environment, particularly in the case of first-generation ones.

Researching the needs of these students should be a priority of all institutions of higher education as it would help them form a better-prepared student body and strong workforce.