edchat

Matthew Lynch published in Higher Education July 17, 2018

What’s Next for Affirmative Action?

Affirmative action has roots going back to 1957, with the Civil Right Movement. As part of the Civil Rights Act, college admissions officers were tasked with the responsibility of ensuring that higher education is equally available to all students regardless of race or ethnicity. Historically, most colleges and universities have taken this mandate even farther with policies that actively pursue racial and ethnic diversity on their campuses.

In the last few years, such policies have become increasingly controversial. Here is a look at some of the issues around affirmative action and where it may be headed in the future.

Is This Discrimination?

Some argue that Affirmative Action, when not carried out according to the mandates of the Constitution, actually results in discrimination against white Caucasian applicants. A few years ago, a young white woman named Abigail Fisher brought a case against the University of Texas at Austin claiming that she was unfairly discriminated against based on her race. Although the case was not decided in her favor at the district court, she brought it to the Supreme Court and was successful.

Last year for the first time, Harvard admitted an incoming class in which the majority was non-white, begging the question as to how much race weighs in their admission decisions to the possible exclusion of other relevant factors. Is Affirmative Action still necessary? Or has it devolved into reverse discrimination?

Who Really Benefits?

Even today, it can’t be denied that there are deserving but underprivileged students among us who need some admissions advantages. One study found that the top colleges in the U.S. admit more students in the top 1% of income levels than from the entire bottom 60%. And the pursuit of racial diversity seems to accomplish little to nothing in resolving this discrepancy: even among admitted minority students, 86% are in the middle or upper class.

Alternatives

It is unlikely that we will see Affirmative Action go away in the future. Ethnic and racial diversity is essential to preserving a vibrant, meaningful campus life. But many schools are revising the way they think about Affirmative Action to keep it in the true spirit of the Civil Rights Act. In most cases, they are required to show that they’ve made an effort to choose students on racially neutral measures before resorting to Affirmative Action. As a result, we will see more inclusive and race-neutral policies, such as granting an admissions edge to economically disadvantaged students or admitting the top 10% in every high school class. Such policies can help ensure diversity without employing race as a primary factor in the admissions process. We have already seen such policies at play in places like Texas A&M and the University of Florida.

While diversity will always be cherished, it may be a good moment for college admissions officers to redefine the term.

Matthew Lynch published in Higher Education July 16, 2018

Online Learning: Why Students Want Quality Over Convenience

What are the defining features of a quality educational experience?

Without thinking much about it, we would probably cite elements like knowledgeable and responsive instructors, clearly structured curriculum, and engaging learning activities.

In the current educational climate, where online learning increasingly is becoming the norm, the question arises whether these qualities still matter. After all, most students take courses online because of the demands of their schedule. It seems that in this context, convenience would be a top concern.

But the data says otherwise.

What Students Truly Want

A 2017 study of online college students showed that they place a high value on a sense of community and connection. They want to feel connected to their instructor and they want a feeling of group cohesiveness with their classmates. These students often experience a kind of “buyer’s’ remorse” after purchasing an online course, and they are beginning to “comparison shop” at a variety of different schools when making a selection.

These trends reveal that students want more than simply a storehouse of information, as is available through platforms like MOOCs (Massive Open Online Courses). They want the consistent presence of their instructor and frequent discussions and communication among classmates. Students reap the most benefits from online coursework when it engages their emotions. When they feel that such engagement is lacking, they look for it somewhere else.

Quality Matters

When surveyed, the majority of students indicated that the design standards outlined in the Quality Matters rubric were critical in determining their overall sense of success and satisfaction with a course. Clear learning objectives, frequent interactions with classmates and instructor, and smooth navigation were among the many indicators of a quality online education experience.

A Bright Spot in a Darkening Landscape

The last few years have seen a dramatic drop in college enrollment at most post-secondary institutions. The reasons cited are a dropping birth rate, rising tuition costs, and an improving economy which draws more students into the working world sooner.

But online course enrollment is a bright spot in this landscape, as these have been steadily increasing in direct proportion to the decrease in traditional college enrollment.

These trends say volumes about the changing educational experience and the things that our students require from their colleges and universities.

Online courses can be highly relevant, even life-transforming, exposing students to experiences they could never find in a traditional classroom environment. It is worth the effort to improve the quality of online courses in the same way that we have always worked to improve the face-to-face classroom experience.

Matthew Lynch published in Higher Education July 13, 2018

What is the Future of College Marketing?

Many people think of branding when they think of college marketing, but branding alone does not generate marketing. Institutions of higher education are discovering that to prevent enrollment numbers from flat-lining, they will have to plan for the future of college marketing.

The future of college marketing is about the sophisticated use of data, experiences, and technology for identifying prospective students.

Psychographics

Colleges once studied the demographics of the students the attracted to their campuses. Factors such as age, gender, and ethnicity were analyzed in the hopes of finding the right applicants.

Smart colleges today explore psychographics to identify the students most likely to succeed at their campuses. Psychographics go far beyond demographics, because they measure subjective areas, like attitude and interest, in an attempt to understand their potential students.

In short, colleges are taking their cues from social media, determining what applicants care about the most.

Showcasing perks

Knowing who your potential students are means knowing what they want. Colleges can now provide incoming students a plethora of perks and amenities designed to attract them to the university and keep them enrolled until graduation.

These perks may include late night sushi bars, updated technology, and access to cultural events, and they may be the ticket to attracting students and keeping them in school.

Technology

There is no doubt that technology will continue to play a huge role in the future of college marketing. Colleges will continue to review big data, and they’ll still need to cater to student interests.

Most students are interested in acquiring hands-on experiences, which is something difficult and expensive for universities to provide. Technological advances, however, are changing that. Colleges are able to offer simulated experiences for their students. These experiences can also be used for marketing purposes.

Rather than send out a brochure or post a video on the campus web site for prospective students, students could participate in a simulated tour of the campus. Colleges could and should customized these tours according to individual interests.

Simulation-based marketing may become common one day in college marketing, creating high-end user experiences and attracting more students to the campus.

Developing the right environment for higher learning means providing students with what they want. University marketing can engage them with their environment. It’s time for colleges to go beyond branding. College must initiate future marketing strategies today to increase their enrollments.

Matthew Lynch published in Higher Education June 13, 2018

Do Divisive Figures Have the Right to Speak at Your University?

The last few years have been marked by news about divisive figures attempting to speak at universities. In most cases, these are far-right public figures attempting to speak at left-leaning college campuses or campuses in liberal cities.

With all the chaos they create, you might be wondering whether these divisive figures have the right to speak at universities.

The answer to this question is complicated, but we’ll try to break down the answer (as it currently stands) here.

Note: This answer applies to public institutions. Private institutions are not covered by the First Amendment and do not have a constitutional responsibility to uphold in regards to the First Amendment.

Free Speech Is a Right – Right?

Free speech is protected by the First Amendment of the United States Constitution. That has been affirmed by the courts over and over again. And the Supreme Court has affirmed this right for students speaking on college campuses.

But it’s not clear how that applies to speaks like Richard Spencer, Milo Yiannopolous, and Ann Coulter.

Universities that receive public funding are technically a public forum, which means that divisive personalities have a right to speak there, but that right is not unlimited.

The court considers a public college campus to be a “limited public forum”, which is different to a street or public park.

Because your campus is a “limited public forum”, your university is legally allowed to create rules for speakers when they apply to speak at the school. However, the university can’t discriminate; the rules that apply to former-President Barack Obama would also need to apply to Fox News commentator Sean Hannity.

So, campuses can force all speakers into a certain hall or schedule them for times when the campus would otherwise be empty, but those rules have to apply to all speakers.

Can My University Say No to Speakers?

Public schools generally can’t say no to speakers.

If a student organization invites a speaker to campus, there is a legal precedent that says it’s a school’s “constitutional responsibility” not to interfere with the request by denying it or by using discriminatory rules.

Your university can say no to speakers. But it can only say no if there is reason to believe that the speaker will advocate for violence against the government or against the institution they’re speaking at. However, even when there are threats of violence, it is tricky to block speakers if it looks like the university is blocking a specific point view.

What About Hate Speech?

Hate speech is covered when schools are allowed to stop speakers who will promote violence against the government or institution. However, this speech must be intended to produce violence, must be a true threat, or must use fighting words that are personally abusive and are spoken in a face-to-face matter.

Questions about controversial speakers aren’t going away, and the answers may someday become clearer. Did this article answer your questions about free speech on campus? Share your thoughts in the comments below.

Matthew Lynch published in Higher Education May 29, 2018

Why all Community Colleges Should Offer Bachelor’s Degrees

Community colleges have long been recognized as an affordable alternative to four-year colleges and universities. They offered associate’s degrees for two years of study in a program, or they served as a bridge to a four-year program leading to a bachelors’ degree.

Now, however, community colleges in 21 states offer bachelor’s degrees, and that’s a move in the right direction.

All community colleges should offer bachelor’s degrees.

Better access and flexibility

The Community College Baccalaureate Association (CCBA) has long held that community colleges can provide better access and be more responsive to student demands for continued education.

Local community colleges have proven they can create programs of study designed to meet learner needs. If for example, the community need is to train nurses, the school will develop the courses needed for certification.

Community colleges also tend to offer a more flexible and more appealing schedule than many four-year universities. Most community colleges regularly provide night and weekend courses.

Lower costs

One of the most compelling reasons for students to attend a community college is its affordability. Not all students are willing to go into debt for their bachelor’s degrees, and many find a $10,000 degree highly attractive.

Students who finance their bachelor’s degrees from community colleges will have their education paid off long before their peers who attended pricier universities pay off their debts.

Proximity to home

Attending community college is easy because it’s nearby. Many campuses are in convenient locations that students can access after work. Some colleges offer classes at local high schools on the weekends, making attending class even easier.

Less time in getting a degree

Community colleges that offer baccalaureate degrees can help to offset shortages in high need areas such as nursing, Pre-K education, and applied technology. That means students will become part of the professional workforce more quickly. Students attending community colleges are as concerned about extracurricular activities such as sporting events and Greek life. They are willing to give up the extras to get on with their degrees and go to work.

In summary

Lower costs, greater program flexibility, proximity to home, and earning a degree in less time make community college baccalaureate degrees a welcome alternative to traditional four-year university degrees.

Community colleges that offer bachelor’s degrees are responding to the needs of the workforce. They are changing interpretations of what it means to earn a baccalaureate.

Higher education has the responsibility to transform the way in which it meets those needs, and it should embrace the new role of community colleges.

Matthew Lynch published in Higher Education May 23, 2018

What Universities Have the Highest Rates of Sexual Assaults Per Capita

As sexual assault rightly dominates the media, you might be wondering where else sexual assault and predators run rampant.

But finding these numbers is difficult because most sexual assaults aren’t reported to the university or the police. Although colleges receiving federal funding are required to keep records of all crime on campus, colleges won’t report a crime that isn’t reported to them.

But as women have started to report sexual offenses in greater numbers, there is some data on the schools with the highest rates of forcible on-campus sex offense per 1,000 students. Nick Selbe at Graphiq put together a list of the 25 colleges with the most sexual assaults per capita, and we’re sharing the top four results here.

The results may surprise you.

Dartmouth College

Dartmouth is a prestigious private school in New England; it’s closely associated with Ivy League institutions but doesn’t make the cut.

Students who attend Dartmouth typically fall into an SAT score range of 2000-2340, and the campus is competitive. Only 6,350 students attend the college in the middle of the woods in New Hampshire.

But Dartmouth reported 153 on-campus sex offenses in 2014 with a per capita of 2.3356 per 1,000 students.

Princeton University

Princeton University is an Ivy League private school in New Jersey. It reports an acceptance rate of 7.1% and is home to only 8,138 students with another 1,300 freshmen added every year.

But the number of sexual assaults? It’s high. Princeton reported 124 forcible on-campus sex results with a rate of 1.5316 per 1,000 students.

Vanderbilt University

Vanderbilt University is a prestigious private institution located in Tennessee. It has a student body population of 12,567 and an acceptance rate of 11.7%.

How many on-campus sex offenses were reported there? The answer is 140, which means its per capita is 1.0531.

Ramapo College of New Jersey

Ramapo College is a small college in New Jersey. It’s good school – incoming freshman typically have a composite SAT range of 1485-1800 and the acceptance rate is 53.2%.

There are just over 6,000 students on campus at Ramapo College of New Jersey. Still, the campus reported 64 sex offenses last year and a per capita of 1.0085 sex offenses per 1,000 students.

The colleges filling out the top ten include:

University of Rochester
Brown University
Yale University
California State University – Monterey Bay
Northern Michigan University
Emory University

Remember, these figures only include reported data – they do not include the many sexual assaults and harassment cases that go unreported both to the school and the authorities.

Does this list of schools surprise you? Share your thoughts in the comments below.

Matthew Lynch published in Higher Education May 21, 2018

How Do Colleges Know How Much You Can Afford?

If you’ve ever had a conversation with students at a private college, you’ve probably realized that you all pay different rates of tuition – even though there is one official rate.

Different students pay different rates because colleges apply a method of pricing called price discrimination.

Price discrimination is a method of pricing where a product is sold based on the price the customer will pay. You might recognize it from the way an airline sells seats on a plane or a hotel sets the price of a room.

There’s a floor price and a ceiling price, but the final price offered to a student is the greatest price they’d be willing to pay for tuition so that the college can still sell them tuition.

How Do They Know What to Charge You?

Airlines use search history, customer profiles, and algorithms to sell a plane ticket. But how do colleges determine whether to charge a student the full rate of tuition or tuition at a 62% discount?

According to Ian Fillmore at VoxEU, colleges use US financial aid data from FAFSA to determine a student’s willingness to pay. This isn’t a violation of the data: FAFSA asks colleges to partner with the government in distributing financial aid to students.

Colleges have access to the six colleges an individual student applies to. They can then see the range in tuition the prospective student is considering it and can compare it with the student’s financial data.

As Fillmore points out, this works in the college’s favor because the government collects the data for them and it’s high-quality because there are punishments associated with lying on your FAFSA.

What Does This Mean for Students?

Price discrimination seems like a minor, esoteric detail in the grand scheme of higher education.

But there are consequences of price discrimination in colleges. Fillmore’s article provides insight into this through hard data.

If colleges couldn’t use FAFSA data, price variation among students at the same college would likely fall by 17%. Moreover, the price of tuition at an elite college would drop by $825 per student every year and there would be improvements in student welfare.

However, if colleges couldn’t use this data, it is more likely that tuition for students from low-income backgrounds would rise. It’s possible that 12% of students attending private elite colleges would be priced out of their school.

Ultimately, colleges decide how much to charge you based on your real income. Whether you like it or not, it is an important part of the current education system and the way tuition and financial aid are designed will need to take it into consideration in the future.

Matthew Lynch published in Early Childhood & K-12 EdTech, Higher Education, Higher Education EdTech May 20, 2018

My Vision For the Future of Flipped/Blended Learning

In the last ten years, education has changed exponentially with a massive shift in focus from transmission teaching to more student based approaches. A significant part of this change has been the adoption of blended and flipped teaching techniques. However, education is not a fixed idea anymore. Teachers, students, and schools will continue to adapt in the coming years. In the next ten years, I envision a continued evolution in classrooms around the world where blended and flipped learning will gain even more prominence.

Artificial Intelligence for Real Learning

One factor I expect to influence the landscape of blended learning is the adoption of AI in education. With the advent of smart tutoring systems and virtual reality classrooms, it’s only a matter of time before the everyday learning environment is transformed again. The current blended teaching model relies on learning management systems, class websites, and shared information systems to give students access to 24/7 learning.

However, I think that educators will soon embrace cooperation with AI tutoring systems to help students develop their understanding of online learning modules. Furthermore, I envision teachers recording lessons to be broadcast through virtual reality classrooms all over the world. The advancement in technology will allow children to interact in real time with recorded content, accessing information based on their responses to the content. This change will allow an interactive classroom experience from anywhere in the world, at any time.

Another valuable role for virtual reality in the classroom will be the ability to give students experiential learning they would otherwise never experience. New technology is already making virtual reality experiments and expeditions a possibility for students. I think the next ten years will see a marked development both in this technology and how it’s used by teachers. I imagine science classes exploring the universe through virtual reality courses and sociology courses providing safe virtual tours of countries and cultures around the world.

A Shift in Classroom Focus

While the current flipped teaching method uses classroom time to review learned content and engage in activities, I believe the coming years will see another shift in focus. Since students will be able to interact with online lessons via virtual reality and access personalized tutoring through AI, classroom time will be free for other uses. It’s my belief that the resulting educational advancement will see students connected to learning like never before.

I see educators using school hours for real-world exploratio n, personal development, and experimentation. Imagine schools where children go on nature hikes to learn about the environment, collect soil samples and analyze the world around them daily. I believe this will soon be a reality in everyday classrooms. Instead of a limited number of outings, experiments and projects to work around planned lessons, students will benefit from continued hands-on work supplemented by online courses, AI tutoring and virtual reality class discussions.

Only time will tell how the continued development of edtech will benefit and transform education. However, I think it’s safe to say that blended learning is just beginning to blossom in classrooms around the world. The incorporation of more advanced technology and dedication of teachers will drive flipped learning to improve and provide a better-personalized education experience over the next ten years.

For students, the progression will mean a more interactive school day and keenly intuitive online lessons. They will be able to relate hands-on learning with virtual classwork at their own pace. It is my opinion that the change can only benefit the state of k-12 education and the future of children across the world.

How do you think flipped learning will change over the next ten years? What new approaches have you adopted to help personalize your students’ experiences? We want to hear your perspective on the evolution of blended learning.

Matthew Lynch published in Higher Education May 12, 2018

Colleges and Universities Should Change How They Handle Sexual Assaults

Sexual assault at universities is real, and it’s more pervasive than you might think. One out of five women has reported being the victim of sexual assault during their college years. Not all attacks are disclosed, so the number of sexual assaults is likely much higher than what the data shows.

Currently, universities handle assaults in surprising ways. Colleges do a poor job of compiling data from university police or local law enforcement. What’s more appalling is that the penalties for assault are lax: punishment ranges from a one-day suspension (Yale University) to being tasked to write a paper reflecting on your actions (University of Colorado).

What colleges and universities have been doing

In 2011 the Obama administration changed the Title IX policy to require that any school receiving federal funding launch a full investigation into every allegation of sexual assault. Any outcry was given serious consideration.

That sounds like a great plan, but anyone accused of sexual assault became subject to a “preponderance of evidence” rather than proving innocence “beyond a reasonable doubt.” The burden of proof lay with the accused. Unfortunately, the standard of proof does not allow for due process; it instead increases the likelihood that someone will be found guilty.

Upcoming changes in reporting sexual assaults

Current Secretary of Education Betsy DeVos wants the way in which sexual assaults are handled to be fair to both the victim and the alleged perpetrator. Her critics fear that this approach will allow aggressors to avoid prosecution.

People who commit sexual assault could get a pass and never face the consequences for their behavior.

How colleges and universities should change how they handle sexual assaults

Sexual assault is more than casual, consensual sex after a drink or two. It’s the sexual intrusion that occurs even when one partner refuses to give explicit consent.

Sexual assault includes:

Unwanted sexual touching and groping
Forcing sexual acts on another person
Rape

Schools must change how they handle sexual assaults.

Colleges and universities must establish a precise definition of sexual assault, and they must also outline the consequences of this behavior. The school’s responsibilities do not stop there. They must develop the courage to abide by their policies and procedures.

Also, schools must have the latitude needed to go after rapists and other perpetrators of sexual assault, and they have to be willing to pursue charges.

Sexual assault cannot be allowed to continue. Universities have it within their power to stop it on their campuses.

Matthew Lynch published in Higher Education May 2, 2018

A Survival Guide for Underfunded Colleges and Universities

Economic uncertainty has placed many schools in a situation of having too many fiscal responsibilities and not enough funding.

Schools wanting to increase their funding will need to explore alternative revenue streams and broadened opportunities for learning. These may include offering diverse learning opportunities through a sponsorship or grant, or maximizing available space by expanding event centers and venues.

Work your niche and make it marketable

Every college and university has a niche for with which it is known. Whether your expertise lies in research, teaching or some other area, you can use that niche to help you increase your funding by investing in new avenues of instruction. Offer summer programs for high school students and continuing ed for seniors.

Rethink and remarket college education experiences

At one time, a college education was the ticket to better paying-careers with more perks. Students who earned a degree had proven they could commit to years of study, and they emerged with a background in rhetoric, philosophy, mathematics, science, and history. Their traditional studies earned them a conventional degree.

The traditional course of study may no longer be relevant for some students, especially if they are looking to augment their skills.

Underfunded colleges and universities can increase funding by offering continuing education experiences that will help older students either retrain for new careers or sharpen their skills for the one they are in.

Offer online courses

Students of all ages are hungry for continued learning, and online courses make it more convenient for them to access courses for their degree plan, professional development, or leisure.

The online course market has experienced exponential growth, with more than one billion iTunesU downloads and millions of students regular accessing classes through online vendors like Cousera and Udemy.

An underfunded college or university can enroll vast numbers of students in online courses without worry for building capacity and number of full-time professors to handle the course loads.

Adopt eyebrow-raising alternatives

Some schools have been able to think far outside the traditional academic box to save themselves from becoming underfunded:

Hendrix College (Arkansas) sells columbarium space for the ashes of deceased alumni.
Troy University (Alabama) hired a concession company to sell beer at sporting events; the university rakes in 43% of sales.
University of Iowa encourages crowdfunding for special projects.

Colleges and universities can write their own survival guides if they are willing to consider alternatives tried and true, like online courses as well as creative ideas like offering additional nonacademic services.

If underfunded colleges and universities do not adopt survival tactics for increasing their revenue, they may find themselves out of the education business.