tag:blogger.com,1999:blog-85462120781917993672024-02-20T10:47:13.676-08:00Education OptimistsThrough our twin perspectives as a professor of education and a director of education policy, we seek to draw attention to the power of society, schools, colleges and educators to empower individuals, further learning, and reduce&hellip;Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comBlogger511125tag:blogger.com,1999:blog-8546212078191799367.post-26163123476691258402012-08-31T20:44:00.001-07:002012-08-31T20:44:56.792-07:00Tips To Apply For Medical Assistant Certification<div style="text-align: justify;">Everyone can be a general practitioner! Anybody can practice medicine or treat a patient to improve the quality of life, according to Robin Williams in his movie "Patch Adams". Welcoming those in need, caring for those in pain, applying a cold cloth to those who have fever, and listening to people in sorrow are simple ways of treating patients. Remember the old saying, laughter is the best medicine? Like so a funny clown can also be considered one fine doctor! But what makes a professional surgeon so different? A professional general practitioner had a formal education in medicine and had passed the medical licensure exam. Same with the Certified Medical Assistant. A person must first graduate from an accredited medical assisting program and pass the CMA Certification Test. The CMA (AAMA) is the highest standard in the medical assisting job. It is a prestigious deed and a professional advantage for a better job security. If you have decided to be certified, follow the steps below:<br /><br /> Check if you are qualified to take the exam. Sign up and graduate in an accredited medical assisting school or curriculum. The Department of Education makes certain that educational standards are met by Medical Assisting Schools and Programs by means of accreditation agencies such as the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Accrediting Bureau of Health Education Schools (ABHES). Enrolling in recognized schools and program courses will make you qualified applicant to take the exam. You may check the directory of accredited schools and programs through the website of the Accredited Post-secondary Institutions and Programs of the Department of Education at http://Ope.Ed.Gov/accreditation/search.Aspx. Furthermore, go to the succeeding website for other details and important facts: Http://Www.Aama-ntl.Org/medassisting/caahep_prgs.Aspx to know which Medical Assisting schools and programs are credited by CAAHEP and ABHES. 1. Apply for the CMA test.<br /><br /> Fill out the form, submit the necessary requirements and pay the exam fee. Within 30days, the Certification Department will be mailed to notify you about the status of your application. If you did not get any notification within that period, kindly contact the Certification Division at certification@aama-ntl.Org or through their telephone 800/228-2262. 2. Register your CMA examination appointment Approximately 3 weeks before your test start date, you will get the scheduling permit with directives on how to set an appointment at the Prometric test center near you. Set your appointment date to any day that is convenient for you. 3. Prepare and study for the test. Study hard before the examination. Get familiarized with the latest clinical and administrative procedures; physiology and anatomy; medical terms; medico legal policy and directions; and laboratory procedures through the present medical assisting newscast and publications. Prepare by taking practice exam. Measure your scores and level of understanding regarding the course outline. Sign up at a CMA Exam review course by an AAMA local chapter or an accredited medical assisting program. 4. Pass the Test. An official certificate will be given to you, once you passed the test. You can now add your CMA Certification as part of your credentials in your resume. Visit the AAMA website to check the status of your certification. 5. Update your CMA (AAMA) Credentials. Every 60 months, you will have to recertify your credentials through continued education or test. Check the latest recertification requirements for more details. It is important to become a certified medical assistant for the reason that a the title guarantees the competency of a medical assistant. It also makes you one powerful and competitive applicant. Medical assistant jobs are in demand. Learn more about the medical assistant career and go to the site now.<br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-49080061650484807382012-08-22T11:44:00.000-07:002012-08-22T11:46:23.565-07:00The 2 Essentials Thing For Usbank Student Loans <div style="text-align: justify;">It's amazing how much you can save on your student loan database if you are prepared to shop around and if your are looking for affordable student loan database then there is no better place to start than on the internet Credit rating: It's possible to raise your credit score score by consolidating your loans into a single loan that you pay out to a single loan company. The more outstanding debts you have against your credit profile the less favourable it'll reflect to creditors. By making only 1 lend of two or more outstanding loans it is possible to improve your credit score. The responsibility in making education loan payments begins soon after graduation, once the grace period ends. Student loan payments could be a heavy burden, particularly for recent grads who have not had the chance to have a high-paying job but who still must keep a roof over their heads and buy food. It might generate income very tight. Education loan consolidation will probably be effective for you personally if you owe multiple lenders. Consolidation always ensures that you repay at cheaper rates, think about this option in case you have a federal education loan. When possible as well as in order to lessen the potential risk of forgetting to make a payment, build your repayment automated.<br /><br /> Are you finding this document related to student loan database so far helpful? I hope so because that's the goal of this text - to get you better educated on student loan database and other related do student loans, student loan without cosigner, il how to eliminate student loan debt, pay student loan and information. First, list from the different loans as well as their monthly schedule of repayments. The U.S Department of Education and also other institutions brings all your loans into a single direct consolidation Loan. You could be able to dig up a subsidy against your loans which you'll retain very well and also the balance in the loans could be joined together to generate a consolidated one. Think about check is if it is possible to repay the credit prior to the put down dates that they can provide you with upon completing your course, this normally comes into effect few months after graduating by which time you ought to be in a very job and earning the important time salaries your qualification dictates.<br /><br /> Every Student while attending college is eligible to a Bank School loans to assist them in completing the amount. There are numerous varieties of Bank Student education loans on the market, two one of the most popular ones are. financecalifornias.com is your one stop shop for all kinds of advice related to money, from student loan database to undergraduate student loans. You will get dollar savings direct tips also.<br /><br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-8947742318372082822012-08-11T00:52:00.001-07:002012-08-11T00:53:41.132-07:00Student Loan Default Rates on the Rise<br /><br />Updated statistics released by the U.S. Department of Education show that student loan defaults are rising. According to the latest figures, the default rate for federal student loans that entered repayment in 2008 is 13.8 percent, up 2 percent from the default rate for federal student loans that entered repayment in 2007 (http://www.nextstudent.com/student-loans/). The current official national student loan default rate, which stands at 7.0 percent, measures the percentage of borrowers who default on their federal education loans within the first two years of repayment. But when the calculation is expanded to take into account defaults within the first three years of repayment, the national student loan default rate jumps to 13.8 percent. >> The New College Grad: Unemployed, in Debt, and Defaulting Under new rules implemented by the Higher Education Opportunity Act of 2008, the three-year calculation will soon be used as the standard measure of student loan default rates (http://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html). Beginning in 2014, colleges and universities whose default rates rise above 30 percent will lose access to federal financial aid -- government-funded grants and education loans -- for incoming and existing students.<br /><br /> Current federal regulations cut off a school’s eligibility for federal student aid when the school’s default rate exceeds 25 percent, but that guideline uses the more forgiving two-year default rate. Officials at the Education Department attribute the rise in student loan defaults to the soft job market and the ballooning number of recent graduates who are finding themselves unemployed and with a pressing need for debt relief (http://www.thinkdebtrelief.com/debt-relief/). Education Department officials also point to the growing amount of college loan debt being accumulated by students, particularly at pricier for-profit colleges and private nonprofit four-year universities. Among undergraduates who leave college with debt from school loans, the average student loan debt load is $23,186, according to FinAid.org. Using the three-year default rate calculation, the default rate for students of private nonprofit colleges and universities is 7.6 percent, compared to a 4-percent two-year default rate. Among public university students, the three-year default rate is 10.8 percent, versus a two-year default rate of 6 percent.<br /><br /> The biggest jump from two-year to three-year student loan defaults is seen among students from private for-profit colleges. Using the three-year measure, the default rate among these borrowers is 25 percent, more than double the two-year default rate of 11.6 percent. >> New Rules Threaten Schools’ Access to Financial Aid According to an analysis conducted by The Wall Street Journal, nearly 9 percent of higher education institutions would lose their ability to offer federal student aid if the new default rules on college loans were in full effect today. Under the current rules, only 1.6 percent of schools lost their eligibility for federal grants and college loans due to excessive student defaults. A 2003 report from the Inspector General for the Department of Education charged that some for-profit colleges had become so concerned about the rise in student loan defaults among their former students that the schools were masking their true institutional default rates. Two high-profile cases in 2008 and 2009 charged two for-profit school with paying off delinquent student loans in order to avoid having to report the defaults, a practice that violates federal financial aid regulations. In response to these and other barrages of accusations being fired at for-profit colleges, the Department of Education is considering other regulations that would prevent the for-profits from misrepresenting the financial health of their graduates by manipulating student loan default rates. In one proposed measure, termed the "gainful employment rule," the Department of Education will not only look at student loan repayment rates but also graduates’ debt load from school loans as a percentage of the income these students earn after they leave school. By tying a for-profit school’s eligibility for federal student aid to gainful employment following college, the Education Department is hoping to stem the spiraling levels of student loan debt at for-profit colleges, which historically have produced the highest default rates. Student loan default rates have garnered new attention from the Education Department not only because the default rate is rising but also because the department is under Congressional pressure to produce a more cost-efficient student lending process with fewer losses from defaulted loans. The Department of Education is expected to issue the finalized gainful employment rule later this spring.Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-74335216381884696952012-08-11T00:50:00.000-07:002012-08-11T00:51:57.589-07:00Student Loan Debt Education Costs Money<div style="text-align: justify;">Education cost money, but then so does ignorance." Claus MoserWhen we reflect on these words by Claus Moser we can only shake our head in agreement to it.Both Education and Ignorance will indeed cost you plenty but in terms of what exactly is this going to cost us? There are no loans offered for ignorance so whatever it decides to take away from us, we charge to experience. But as many of you may have noticed education nowadays sure comes with a very hefty price tag.Getting a good degree will give us an edge in life, which is true so we try to invest in it as much as we can. We know that it would help us get better opportunities and better earning power once we finish studying. That is why most people take out different loans just so they can reach this goal. But the rising cost of college nowadays has somehow made it quite difficult to make this dream a reality. Recent reports released that more and more people are now finding themselves living in greater debt because of student loans acquired and they have<br /><br />difficulty in actually paying. Cost of college increases at twice the rate of inflation.In comes the Student Loan Forgiveness Act of 2012 (H.R. 4170) According to this bill it aims to increase purchasing power, strengthen economic recovery, and restore fairness in financing higher education in the United States through student loan forgiveness, caps on interest rates on Federal student loans, and refinancing opportunities for private borrowers, and for other purposes.The Student loan debt forgiveness program is backed by the Federal government. If you decide to participate in one of their programs they would erase portions of your debt. Student loan forgiveness programs are issued through Federal programs like Perkins Loans and Stafford.Loan debt relief enabled graduate students to be the beneficiaries of President Obama's student loan debt relief plan. The first part of which is a loan repayment program based on one's income. The goal is to help struggling graduates make debt payments easier. Students now have to pay 10 percent of their loan and the debt will be forgiven after 20 years.The second part of the Student loan forgiveness act is the loan consolidation which encourages graduates with multiple federal loans to consolidate it by lowering the interest down to 0.5 percent. This helps paying the loan easier and saves you hundreds of dollars.Loan debt collection can be enforced in many ways.<br /><br />The Department of Education can collect the money by subtracting it to your tax refunds or they can get it back from Social Security payments. Another thing that they could do is to require your employers to withhold wages from those who opted to default from their student loans. Loans are also released to third parties every year by the Department of Education. These loan debt collection agencies can keep 25 cents to every dollar being collected.For further reading on student loans and consolidating loans click HERE. <br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-33238672060094383342012-07-23T21:25:00.000-07:002012-07-23T21:28:58.007-07:00Investment in Financial Education Leads to College Access and Success<div style="text-align: justify;">Student loans, not credit cards, are now the largest source of debt for many Americans. According to new survey by The Institute for College Access and Success, the average college student has a debt load of $24,000. That's a heavy load for many students, as skyrocketing default rates on student loans are demonstrating.It's important that college students know what they're getting themselves into when they take out large student loans - and the Department of Education is getting involved.In July 2010, the U.S. Department of Education developed an education initiative designed to challenge states to create and implement a financial literacy program in troubled school districts. The program is designed to better prepare students to apply for Federal Student Financial Aid (FAFSA) by awarding money to needy school districts for financial literacy education.Out of 14 initial applications, Tennessee schools scored the highest and will be rewarded with grant funding over the next four years.<br /><br />Through the funding received from The Financial Education for College Access and Success Program, Tennessee will be able to prepare educators to better assist students with financial-aid and financial planning decisions as well as other decisions related to pursuing and succeeding in higher education.Pursuing post-secondary education, whether at a ground school or online university, is often confusing. The U.S. Department of Education hopes the program will provide students with the information they need about the college enrollment process and the importance and availability of financial help.In a U.S. Department of Education press release, Secretary of Education Arne Duncan said, "the United States has the best colleges and universities in the world, but we're not doing the best job of preparing our students to be college or career-ready. Investing in financial literacy through programs like Financial Education for College Access and Success will ensure that teachers have the tools and resources they need to help students make informed decisions about pursuing and paying for college, and planning for the future." <br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-68738204041745552422012-07-22T21:53:00.000-07:002012-07-22T21:55:34.237-07:00How to make the most of an online degree program<div style="text-align: justify;">Online education works great for busy, working adults and career-focused students who want to either acquire new skills or further those that they already possess. If you're interested in an online program, you'll want to make the most of it. Here's the lowdown on things you can do to make the most of you online degree program, right from the selection of the program to finding a job. <br /><br />Do a back-ground check <br /><br />Once you've narrowed down your preferences of the degree you'd like to pursue, you begin your search for a college that'll fit you right. But before looking into any college's program you should educate yourself about the importance of accreditation. An online college should be regionally or nationally accredited by an accrediting organization recognized by the U.S. Department of Education. <br /><br />If the college fails to provide details about its accreditation, it should a raise a red flag for you as you might very well be dealing with a diploma mill. In addition to the institutional accreditation, it would help if their specialized programs have been accredited by a reputable accrediting organization. <br /><br />An example of an accredited online college is Independence University. According to Independence University reviews, the college's respiratory therapy program has been accredited by the Commission on Accreditation for Respiratory Care (CoARC), also recognized by the U.S. Department of Education. You should read an Independence University review to find out more about the college and its accreditation. <br /><br />Other than the accreditation, you should ask the college or try to find reviews talking about: <br /><br />· Student-teacher ratio <br /><br />· Student diversity <br /><br />· Online student services (such as career services, financial aid help offered by the college to those who qualify,etc) <br /><br /> · Educational and professional qualifications of the faculty <br /><br />Excel at your program <br /><br />Pursuing a degree online is not as easy as it is convenient.While you have the freedom to study at your own pace, it could be very easy to fall back in classes if you don't come up with a system to stay on top of things. Work out a routine which enables you to give your program its due attention. Assignments won't complete themselves and unless you're willing to let your grades suffer, you're going to have to be motivated and disciplined enough to get things done and do them right. Make sure you have high-speed Internet connectivity along with the software you'll need during the program. Take active part in student discussions and don't be afraid to pose your doubts and queries to your instructors. <br /><br /> Finding employment <br /><br />Online education is slowly but surely gaining recognition amongst employers. In the past, employers were apprehensive about hiring employees with online degrees because they were worried about the quality of education online students received. Others were doubtful of the authenticity of the degree with the abundance of diploma mills handing out fake degrees for a sum of money. <br /><br />While you still might come across wary potential employers, there are ways to convince them about the credibility of your degree. For starters, there is little to no difference between the course curriculum of online programs and traditional on-campus programs. Hence, during an interview it would help if you be upfront about your education. Talk about things like your college's accreditation, the way your classes were conducted, and the frequency with which your instructors and fellow students would interact with you. The employer is most likely to take note of your dedication and determination to educate yourself. <br /><br /> An online education can do wonders for your personal and professional growth if you learn how to make the most of it wisely. <br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-75115232531221035562012-07-21T23:36:00.000-07:002012-07-21T23:37:30.332-07:00Finding Scholarship For Minority Women<div align="justify">It has been observed according to various surveys conducted by government as well as non-government organizations that women are more sincere in study than men in recent times. Even minority women are showing great enthusiasm in study who were considered as the most illiterate some time ago. But now scenarios have completely changed, minority women always aware about their academic career especially those minority women are more aware which financial condition is weak. They always look for scholarship provided by high schools, colleges, universities and government or non-government organizations for minority women exclusively. The main problem is that majority of minority women have no any idea about the proper way of applying minority women scholarship form that are best suited for them. Although, to find a perfect scholarship in higher education is always a tough job for minority women due to stiff competitions for most of the scholarship that are offered by different organizations but it can be easily find through online resources (Internet). There are numerous websites on which you can get detailed information about scholarship for minority women exclusively. If you belong to minority group in US, following scholarship grants would be ideal for you:<br /><br /> •Federal Pell Grant: US Department of Education provides this prestigious scholarship program which provides assistance to undergraduate minority women students to pursue graduate degree. Students can get all the detailed information about the scholarship program such as deadlines and eligibility criterion on the official website. •FSEOG Program FSEOG program stands for Federal Supplemental Educational Opportunity Program is a program which provides scholarship program for minority women to pursue their graduate degree. This program is basically designed for the minority women who have already completed post secondary education and belong to low-income group. The amount of scholarship varies as per their economical strength, which may be of $100 to $4000. •Academic Competitiveness Grant program: This program has been also designed to provide aid for minority women to complete their graduation. This program provides scholarship for only two years of education. In this scholarship program, the amounts are provided to the minority women for the first and second year are $750 & $1300 respectively.<br /><br /> If you are curious to know detailed information about the above mentioned scholarship program, visit their official website. In spite of these programs, you can get other scholarship programs for minority women exclusively on various websites. The best way to start your college or university education on the right path is to apply for the many billions of dollars in student government grants that are available to those who are patient and thorough enough to seek them. For more information please visit: college scholarships for women<br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-28586877815258009962012-07-20T23:40:00.000-07:002012-07-20T23:41:06.098-07:00Changhong department of music education 720 8x improve quality with photos<div align="justify">Music Education TV on the market, with entertainment, film and television,, Encyclopedia of life, health and other rich content, to achieve a TV to meet a consumer demand for young and old of different hobbies, their differentiation obvious advantages, which won the majority of consumers love.Recently, the Changhong TV Music Education NGN?? Department of Education by 720 public television grand.720 Changhong TV seriesClick here to view all news photosLook simple and elegant built-in music to teach rich"Huangshan fell down the mountain, Jiuzhaigou water." Jiuzhaigou in Sichuan in Tianfuzhiguo to changing water color known. Changhong designers skillfully Jiuzhaigou idea that the most famous sky blue, light blue beauty, into the Department of Education by 720 television appearance, the face frame surrounding Jiuzhai unique fantasy shows blue, the whole transparent crystal.<br /><br />And the use of high light-mode processing a cold surface forming very fine frame work, the wear resistance and friction resistance is also good.Built 720 Changhong's Music Education Department of TV content is very rich have a healthy diet, fitness, fun to learn more.Saying goes: "drug as tonic." Changhong 720 system using the built-healthy eating TV Forum in the "Four Seasons health food", "food with", "Women diet books," "anti-cancer family recipes" etc, will be able to learn a healthy and delicious cuisine, on the one hand to help you take full advantage of natural ingredients for the family health escort, on the other hand will also help you increase your level of cooking the stomach to seize the family.720 Changhong TV series built gym, to provide a "woman power yoga", "Male " such that self-cultivation and exercise projects. Followed by television to move, this free time, not space limitations of exercise, can effectively eliminate your neck and shoulder pain, waist fat on the abdomen."Three Character Classic", "Sign Me", "Poetry 300" The transmission of Chinese cultural essence of Chinese culture, the kids the best knowledge of elementary education. To tell the truth, really want to buy all these books are complete, spend too many; and low levels of literacy to children seriously want to learn, its lively, fun is also very lacking. Changhong TV series built in 720 plate possess interesting to learn, "Three Character Classic", "Sign Me", "Three Hundred Tang Poems," and so, let the children look at a colorful, dynamic up cartoon images learn naturally in the entertainment, and to achieve a multiplier effect.Changhong TV in addition to built 720 Department of healthy eating, fitness, fun learning and other web portal content, also donated by Changhong enjoy Changhong Silver VIP Music Education in the United Nations web sites and educational institutions, well-known building content, With account and password for registration as a member, computer login, you can free download content, up to date.<br /><br /> The 720 system update Changhong TV in the built-in music to teach content mode of operation is very simple: first, copy the content to portable mobile devices within the (U disk or hard drive). The second step, the mobile device connected to a 720 line TV multimedia interface on the left side of (2-way), direct broadcast immediately after refresh the contents of the latest resources.Quick screen, 8x improve qualityWatching TV, is television the most basic functions; watching TV, the most concern is the performance good or bad TV picture quality.Changhong 720,729 other plate, in the domestic first adopted the "quick screen", andHard screen the same grade, than the average LCD panel, higher resolution, greater contrast, the key is Changhong "quick screen" the total elimination of the traditional liquid crystal smearing. With the machine's "8 times the HD" technology to watch the TV screen with true contrast and true colors, true perspective three major characteristics of half-pixel by two-way mobile and intelligent inserting 4 frames of teraflop / s pole speed processing, improve image quality significantly, looked fine quality smooth, rich natural color, distinct levels, high magnification image clarity, the complete elimination of image trailing, jagged bottleneck. Therefore, the series in some models have a "real 50000:1 Contrast", "240HzFull HD "," Global Wide "," military power "and other outstanding features."50000:1 Contrast true", known for their traditionalPlaying dynamic images, the lack of three-dimensional, such as football matches, explosive scenes, its spot ineffective. Changhong 8 times through the high-definition technology, contrast ratio up to 50000:1 from static 14000:1 has raised nearly four times to make the picture Cengci richer, more natural, more real."240Hz Full HD Blu-ray", the traditional 120Hz/240Hz display backlight through the closing, dimming mitigation tail, turn backlight improve brightness, resulting in the illusion of a clear bright screen, to raise false; and Chang's 8 times the HD technology is the smart interpolation frame by 8 by 4 times more pixels, 8 to improve clarity; traditional 60Hz response time is usually 16ms, Changhong 720 TV lines for high-definition technology used 8 times, 8 times by intelligent interpolation frame, clearly show the perfect 1080P high definition video, the fastest response time to 2ms, can truly remove image dithering, ghosting."Global Wide" 8 times Changhong HD technology, using multi-angle 3D imaging, each pixel consists of 8 or more three-dimensional imaging screen to achieve a nearly 180-degree ultra wide viewing angle, do not wear 3D glasses, but also Enjoy 3D movies shocking images.Environmental protection is an important guarantee for sustainable human development. Tube used to reduce the traditional number of energy-saving LCD and thin glass plate to realize that this material saving approach is not desirable.<br /><br />Changhong is innovative through the use of energy efficient lamps to achieve energy-saving environmental protection. Compared with the traditional approach, this new technology effectively to improve the light transmission rate of 50%, 50% lower temperature, but which the military application of television50% of the electricity could Province, is a real energy efficient LCD TV.Obvious advantages of Changhong TV Music Education 720 series is now available, interested friends are available at all supermarkets to see.<br /><br /> I am a professional writer from China Crafts Suppliers, which contains a great deal of information about eddy current clutch , ebc clutch kits, welcome to visit!<br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-86843284236597183762012-07-20T23:39:00.000-07:002012-07-20T23:40:02.522-07:00CFP Continuing Education For Professional Studies<div align="justify">Career and business growth with CFP continuing education through CFP ethics course online is at boost. The courses provides the industry with the procedures that are the best effective and maintains efficient ways to bring upon the finance concerning issues. It adapts principle of continuing education for professionals, risk management, income-tax, investment and retirement planning. CFP continuing education has been at top most since the demands in this field are higher and hence it is not tough. Higher and deep learning from CFP continuing education make sure that you are trained and provided with best information and course learning to pass out exam of CFP board. The positive results will make you work along with any reputed organization as certified continuing education for professionals. To opt the course for Certified Financial Planner, the following are the basic requirements which should be considered and follow :- Bachelor / Graduation degree or any higher degree.<br /><br /> All the rules and regulations for CFP Board registration education program should be complete. Preparation for the exam and clearing it out. Work Experience should be at least minimum of 3 years, working as financial planning. Fulfil all the requirements by paying certification fees. The procedure becomes smooth starting from registration for the course, also choose a specialization category for continuing education for professionals, clear the CFP CE, fulfil the experience requirement (minimum 1 year full time) and start your career with leading organizations of the world. Degree should be registered from an authorized and certified college or university. CFP CE continuing education for professionals is one that has been certified by an accreditation body recognized by the Department of Education for continuing professional education credits. Fees for pursuing continuing education for professionals varies to colleges or university. Approximately it comes near about $1000 per course, and near about it exam fee to get a degree for certification as a financial planner.<br /><br /> Once you have passed CFP examinations and become CFP financial Professional, you can start career as a certified financial CFP continuing education, going ahead with chartered financial consultancy/company or courses could enhance your salary packages and other offers and services serving you high range benefits and a cultivating future career with the perfect depth analyses skills and knowledge of complex financial planning. The future development scope after completing and grabbing full education in CFP CE, CFP ethics course online, you can begin career as a certified financial planner. Career in continuing education for professionals could be earning source by the other methods also. All the financial planning community also includes service fee, rich incentives, commission based incentives on sales of bonds, stocks, insurances, mutual funds, which makes the figure of total earning very high with continuing professional education credits. Having a certified CFP continuing education degree & continuing professional education credits creates prompting reliability and respect from clients, employers and colleagues. So in order to, be in the foremost bench to move on further with a handsome package, pursuing this course will be the smartest educative move for continuing education for professionals through on-line CFP program of CFP CE. Catch on the best opportunity available online today with the help of finest institute that are meant especially for continuing education for professionals. We can provide you online courses for cfp ethics course, continuing professional education credits, cfp continuing education, continuing education for professionals.<br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-12555632111612775732012-07-14T21:35:00.002-07:002012-07-14T21:36:05.902-07:004 Things You Should Know Before Pursuing A Master's Degree<div style="text-align: justify;">Are you considering taking the next step for an educational or career advancement? Here's what you need to know before getting started with a master's degree:1. A Master's Program Entails Heavy Workload- Don't expect to be cruising through grad school due to possessing a solid foundation with a bachelor's degree. A master's degree entails more technical studies, critical and analytical thinking skills, with more challenging coursework compared to an undergraduate degree. The workload in a master's degree can be compared to the heightened responsibilities felt by recent high school grads who are just entering college. It takes some time to adjust to the added responsibility.2. Consider the Time Investment- The average master's degree program, according to the Education Portal, takes approximately two years to complete. This is important to keep in mind, to determine if this dedication can be followed through, so as not to start without finishing.3. Better Opportunities- Despite the heavy workload and investment in time, a master's or graduate degree can open numerous doors for students, in terms of career advancement, salary increase, and elevated credibility.<br /><br />This isn't just a statement, it's a fact: According to the Department of Labor and Statistics, graduate degree holders will earn at least a million dollars more than undergraduate degree holders throughout their lifetime. In addition, employment rates are much higher in this group of educational achievers.4. The Cost of Graduate School- According to the U.S. Department of Education, the average tuition for graduate school runs from as low as $5,000 to as much as $40,000 annually, depending on the school of choice. Research will need to be done, and the type of field being pursued also affects the cost. An online school eliminates the cost of boarding and transportation. In addition, some distance learning schools will offer payment plans for tuition, but this will need to be researched as well.Pursuing a master's degree is a huge step that will need to be considered wisely before taking the plunge. A higher education is an undeniable asset in life - career-wise, financial-wise, and stability-wise, so it's definitely a good move worth taking. However, due to the challenges faced by many college students, it's also important to consider whether this step comes with the right timing, based on family, work and finances.To overcome doubts, career counselors are usually positioned in most colleges to help prospects decide which move is best at any given time. <br /><br /><br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-28176431261615996462012-07-14T21:19:00.000-07:002012-07-14T21:35:00.991-07:00Frequently Asked Questions about CollegeAmericaThere's a never-ending debate about whether you should or should not go to college. Some say it's not worth the debt you end up with; others argue that a college education is one of the best investments you can make. And I agree with the latter, especially if you graduate with a degree in healthcare or computers, which are relatively recession-proof fields. Colleges all over the country offer programs in these fields, so it's crucial to find a college that's worth every penny you put in. <br /><br />One such college is CollegeAmerica.Students can choose from programs in healthcare, business, and information technology that meet their aptitude and requirements. These programs are designed to train students to be successful in their professional lives, can be started anytime, and can be finished in less than the normal completion time. Below are the answers to a few of the most frequently asked questions about CollegeAmerica: <br /><br />Question: Can you provide some facts about CollegeAmerica? <br /><br />Answer: CollegeAmerica was established in 1964, and offers students a variety of undergraduate and graduate programs to choose from. The main campus is located in Denver, Colorado and there are five other campuses: Fort Collins and Colorado Springs in Colorado, Cheyenne in Wyoming, and Flagstaff and Phoenix in Arizona. The college has almost a thousand students enrolled in its graduate and undergraduate courses. <br /><br />Question: What information can I get about the admission process of CollegeAmerica? <br /><br />Answer: The college has open admissions, which means that you do not need to wait for a new semester to begin, but can enroll at the beginning of any month. This helps students save time, plus they can plan and complete their degree and join the workforce much sooner. To help students who cannot attend traditional classrooms, the college also provides online programs through its affiliate college, Stevens-Henager College. Students can also get assistance from career professionals who help them realize their strengths and interests and guide them in selecting and customizing a career path that's right for them. CollegeAmerica also assists students with applying for the various financial aid programs they may qualify for. <br /><br /> Question: What academic programs does CollegeAmerica offer? <br /><br />Answer:CollegeAmerica has programs in business, healthcare, information technology, and graphic arts. The programs are designed to meet the ever-changing needs of the industry and train students to face the job market, with degrees in accounting, business administration, computer programming, computer science, nursing, healthcare administration, medical specialties, web design and development, and graphic arts, among many others. <br /><br />Question: How safe is the campus at CollegeAmerica? <br /><br />Answer: If you go through CollegeAmerica reviews, you will know that the college gives top priority to the safety of its students and staff. The college does not in any way put up with any kind of misconduct on the college campus and has a zero tolerance policy against anyone who mistreats its faculty or students. <br /><br />Question: Is CollegeAmerica accredited? <br /><br />Answer:CollegeAmerica is a reputed brick and mortar college, and has been conferred institutional accreditation by the ACCSC (Accrediting Commission of Career Schools and Colleges). ACCSC is an independent accrediting organization recognized by the US Department of Education. This signifies that the college imparts a high standard of education and prepares its students to confidently face the aggressive job market. <br /><br />CollegeAmerica is totally committed to making students better, well-rounded individuals. Reading a CollegeAmerica review will certainly provide more insight into the college and student life. With a wide variety of careers to choose from, and expert guidance provided to every student at every step, CollegeAmerica is considered to be one of the best colleges for aspiring students who want to be successful professionals in the future. <br /><br /> Related Articles - CollegeAmerica student reviews, CollegeAmerica student review, CollegeAmerica,Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-90568382641687730182012-07-09T06:03:00.000-07:002012-07-11T00:50:23.856-07:00More on UW OnlineCheck out this morning's story from <a href="http://www.insidehighered.com/news/2012/07/09/wisconsin-seeks-competency-based-degree-program-without-help-western-governors">Inside Higher Ed</a> for more information and questions. I'm told we can expect details from UW System soon, and I know many of us eagerly await them.Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-43159873248483786902012-07-06T10:03:00.000-07:002012-07-11T00:50:23.874-07:00Wishy-Washy Thoughts on GatesI'm no Diane Ravitch. If I were, I'd use this blog to bravely state my concerns about the direction the Bill and Melinda Gates Foundation is heading with educational policy. I'd follow her lead and ask <a href="http://www.washingtonpost.com/blogs/answer-sheet/post/why-the-gates-foundation-is-so-puzzling/2012/07/05/gJQAZJQlQW_blog.html">hard, pointed questions</a> about the role that people with money play in driving major decisions in a democracy.<br /><br />But I won't. Because while I'm tenured, I am still fearful. I have receiving more than $1 million in support from the Gates Foundation for my research on financial aid, and I am grateful for it-- and in need of much more. That's the honest truth. It's harder and harder to find funding for research these days, and while my salary doesn't depend on it, getting the work done does. <br /><br />So I won't say all that Diane just did. Yet I have to say something, and <a href="http://eduoptimists.blogspot.com/2012/06/reflections-on-foundations-alec-and.html">as I wrote recently,</a> I always attempt to do so.<br /><br />Her questions deserve answers. And they should be asked of the higher education agenda as well. Why the huge investment in <a href="http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CFkQFjAA&url=http%3A%2F%2Fwww.completecollege.org%2F&ei=3hn3T8GUNcv2rAGOzpCMCQ&usg=AFQjCNEy8ymtwHjwUOBZSpCEXroBHcpCTA&sig2=BX6ALdc8v5yHe5elr4rJsQ">Complete College America</a>, an outfit that is <a href="http://www.insidehighered.com/news/2012/06/19/complete-college-america-declares-war-remediation">pushing an end to college remediation unsupported by the work of top scholars like Tom Bailey</a>? Why the growing resistance to funding basic research in key areas where massive federal and state investments persist absent evidence of effectiveness? Why sink <a href="http://www.gatesfoundation.org/postsecondaryeducation/pages/why-college-completion.aspx">$20 million into performance-based scholarships, based on a single tiny randomized trial in one site</a>? <br /><br />I'm sure there are good answers out there. It's not the first time I've asked these questions. And perhaps unlike Diane, the time I've spent with the Foundation has imbued me with some confidence that there are very smart, well-meaning people inside the place-- people I like quite a bit. There's also a lot of turnover, and the outfit is a bit gangly in some areas, kinda like a teenager.<br /><br />Actually, that's exactly it. The Foundation is one heck of a powerful adolescent. And maybe that's ok, as long as it recognizes its stage in life, and continues to seek expert advice and wisdom. <span style="background-color: white;">Adolescents are good at asking questions and not so great at listening. That's something to work on. </span><span style="background-color: white;">Places like the William T. Grant Foundation are full-fledged adult foundations who make smart and highly effective investments daily. I'd love for Gates's ed portfolio to seek advice and hear from them. It'd make a world of difference.</span><br /><br />Have I just torpedoed my own chances for future support? Well, I guess only time will tell....<br /><br /><br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-81160747464020503352012-07-03T07:45:00.000-07:002012-07-11T00:50:23.889-07:00Getting Beyond HeadlinesData is powerful, and today's colleges and universities are learning that lesson the hard way. As increasing amounts of information regarding their student outcomes become available, media outlets are taking advantage, running stories like this one, <a href="http://www.thefiscaltimes.com/Media/Slideshow/2012/05/17/11-Public-Universities-With-The-Worst-Graduation-Rates.aspx">11 Public Universities with the Worst Graduation Rates</a>. The clear intent is shame and disinvestment in public education, and it's working. One of my very talented and knowledgeable colleagues shared that story on Facebook, writing "Is there any way to understand these completion rates other than dismal?"<br /><br />That's a good question. What I appreciate most about it is that it asks how we can <u>understand</u> it? Not, "who is to blame?" Too often that seems to be the goal of publishing numbers, as if the old adage about sunshine being a miracle cure would actually apply to problems involving human beings.<br /><br />As I flipped through the slide show of the "11 Worst," looking at the often pretty campuses of those failing public universities, I was simultaneously struck by how normal they appear, and also how much like community colleges they really are. At Southern University of New Orleans, the average SAT score is 715, and that's <i>after</i> rejecting 52% of applicants. It's not much higher at Texas Southern (796) where they accept just 36% of students. Clearly there are plenty of students in these local areas seeking access without strong test abilities, which hardly makes them unqualified, but may mean they seek a 4-year degree rather than an associates. Like community colleges, these universities are also incredibly diverse institutions-- for the most part, 50% or more of their students are on Pell--many times higher than at most publics. But in three key ways, these "poor performers" are unlike their 2-year counterparts: (1) Their cost of attendance is much higher, (2) They mainly do not offer short-term degrees, so all success is measured relative to the BA, and (3) They are universities, not colleges, so most appear to be trying to do more than undergraduate teaching (i.e. also granting master's degrees). <span style="background-color: white;">If community colleges had those characteristics, I'd expect their completion rates to approximate those of these universities (take out all certificate and associates degree completions, raise costs, and throw in a large pool of students whose apparent degree ambitions are misaligned with their tested ability along with competition for resources from graduate education).</span><br /><br />But wait, there's more. If you look beyond the headline, and wander over to <a href="http://college-insight.org/">College Insight </a>for some more data, you'll also discover the real challenge these broad access universities face -- an utter lack of financial aid. At Coppin State, just 5% of undergraduates have their demonstrated financial need met. At Southern University in New Orleans, among full-time freshmen just 4% receive any state grants (compared to 48% statewide), and just 1% receive any institutional grants (compared to 23% statewide). 93% of students enrolled there are African-American (compared to 27% statewide), and many families appear to be turning down loans. Something similar is happening at Cameron University, where the rate of loan-taking is half that of the statewide average. Clearly, these institutions aren't forcing students to take on debt to finance institutional costs, as the for-profits are accused of doing. Isn't this a good thing? And yet, how do you succeed in college without enough money?<br /><br />There you have it-- a much more complicated problem, too difficult for an easy headline. Yes, there are some harder-to-explain cases, like Kent State at East Liverpool, but overall even as they are faced with the condition of being dependent on public funding, these "poor performers" are serving large numbers of low-income students who apparently desire bachelor's degrees despite low tested abilities, have to charge tuition according to the inadequate state appropriations provided, and have little in the way of financial aid to offer other than loans, which are frequently declined. And we are surprised when their outcomes don't look good?<br /><br />If anything, it's <i>we</i> who ought to be ashamed. State taxpayers have publicly supported the opening of these institutions and then starved them. I'm all for 'no excuses' but that stance applies to institutions for whom being open is <i>optional-–</i> the for-profits. Public institutions are democratic, we collectively create them to meet our needs, and we therefore hold collective responsibility for their success. <br /><br />These are problems that should be fixed, and <i>can</i> be fixed because these are <i>public</i> institutions. The troubled for-profits, we have far less say about (<a href="http://www.insidehighered.com/news/2012/07/03/gainful-employments-hazy-next-steps">as we learned yesterday</a>) and that's a shame, since far too many students wander into their traps without knowing that there's almost no public accountability for their behaviors.<br /><br />Of course, I realize some people will view all of this as further evidence that the public system doesn't work, can't work, and that we ought to just shut these schools down and go home. To do so is to refute the naton's history, to forget the many revitalized public institutions that are succeeding now in ways they never did previously because of a renewed focus, commitment, and corresponding investment. We have fabulous cities and public services in places that decades ago less optimistic people abandoned, while others stayed and fought for change.<br /><br />The solutions for these public universities won't come from waving our hands about their bad outcomes, but from public outrage about the <i>appalling trap </i>we are creating for the people who work in these places and the students they educate. We have not provided them with the conditions for success, which we increasingly reserve for public flagships. Instead of shaking our heads in anger or disgust, we should get busy putting our priorities and investments in order, taking care of our public institutions so they can succeed in meeting our needs.<br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-11620416217246571262012-07-02T06:41:00.000-07:002012-07-11T00:50:23.903-07:00Renewing the Commitment<i>This piece is cross-posted from the <a href="http://chronicle.com/article/Renewing-the-Commitment/132645/">Chronicle of Higher Education</a>, where it originally appeared as part of a forum on higher education and inequality. I highly recommend reading the full set of posts contained on the COHE website.</i><br /><br /><br /><div class="article-body" id="article-body" style="background-color: #d5d4d2; font-family: Arial, Verdana, sans-serif; font-size: 10.833333015441895px; line-height: 13.333333015441895px;"><div class="leftcol" style="float: left; margin-right: 20px; width: 600px;"><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">In 1947 the historic Truman Commission called for national investments in higher education to promote democracy by enabling all people to earn college degrees. Subsequent expansion of community colleges, adult education, and federal aid occurred not in the name of economic stimulation but to reduce inequality and further active citizenship.</div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">Those <strong>ambitions have been steadily corrupted</strong>. Today the Tea Party casts the college-educated as snobbish and fundamentally disconnected. Many four-year colleges and universities reinforce that perception by focusing on rankings and alumni satisfaction rather than affordability and national service. Educators speak about business objectives, maximizing revenue through models that charge high tuition and give high aid to needy students, and using a meritocracy narrative that denies the strong role played by a family's ability to pay. The results are stark: Among high-achieving students, just 44 percent of those whose families are in the bottom 25 percent of annual income attend college, compared with 80 percent of those whose families are in the top 25 percent.</div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">In this new world, market-based solutions increase inequality by design. As David F. Labaree documented in <span style="font-size: 14px; line-height: 1.5em;"><a href="http://www.amazon.com/Someone-Has-Fail-David-Labaree/dp/0674050681">Someone Has to Fail</a>, credentialing has replaced learning, and as a result, many students are derided for being what the authors Richard Arum and Josipa Roksa dismiss as <a href="http://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028550/ref=sr_1_1?s=books&ie=UTF8&qid=1341236435&sr=1-1&keywords=academically+adrift">Academically Adrift</a>.</span></div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">The current model ensures that private returns in the form of high-paying jobs accrue only to some, and it justifies minimal public investment in education.</div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">Corporations act as gatekeepers, insisting that only degrees from elite colleges matter, while refusing to pay higher taxes to adequately support public higher education. It is to their advantage: They benefit financially from the for-profit colleges that are filling a void they helped create. The reality is cruel: Many families now dream the same college dream families always have, but run in place in their efforts to achieve it. Heavy debt even drags some backwards.</div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">Colleges and universities vigorously participate in this process. As they lose state support, public flagships turn inward rather than to their communities, focusing on the self-preservation and pursuit of prestige that led them astray. Private universities help their public counterparts fail by promoting idealistic standards of "quality" and practices (such as offering grants rather than loans) that the public institutions simply can't afford. Too many leaders of public universities make common cause with elite private colleges rather than with their public brethren.</div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">Underneath it all resides a fear-driven backlash against educational and economic opportunities for people of color and the working class. Since the civil-rights movement, and especially during President Ronald Reagan's tenure, a focus on private rights and personal responsibilities has replaced concern for social welfare. Remarkably, Reagan convinced the nation that individuals should pay to achieve the American dream. No president since has managed to combat that narrative. In today's focus on paying for performance and metrics, we hear echoes of President Bill Clinton's efforts to reform welfare by telling poor mothers to work for it.</div><div style="border: 0px; font-family: Georgia; font-size: 14px; line-height: 1.5em; margin-bottom: 10px; padding: 0px 0px 0.2em;">Such rhetoric is fundamentally un-American. As John Dewey reminded us, sustaining democracy requires that we collectively provide for all children what we want for our own children. Anything else simply isn't fair. The politics of austerity have resulted in a paucity of active citizens pursuing democratic ideals by maintaining and expanding public investments. In that climate, New York State stands out for bucking the trend and promoting public higher education with limited reliance on tuition. So, too, do the university presidents urging President Obama to put into effect maintenance-of-effort requirements—requiring states to finance public colleges at a minimum level—to renew the social compact on which our great higher-education system was built. They are bravely rejecting the claim that private markets hold the key to great public needs. In doing so, those leaders may help bring the country back together.</div></div></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-11426793740064813342012-06-26T09:42:00.000-07:002012-07-11T00:50:23.917-07:00Wisconsin Supports UVAThe nation is waiting on the UVA Regents to do the right thing. There is plenty of action afoot at UW-Madison to weigh in on these key issues of money and power, and you'll see more in the coming days. In the meantime, let's make this point loud and clear whenever and wherever possible.<br /><br /><b><span style="font-size: large;">"In solidarity with our colleagues at the University of Virginia, we affirm that a public institution of higher education is not a business."</span></b><br /><b><span style="font-size: large;"><br /></span></b><br /><span style="background-color: white;">Here are initial signatories-- please comment on this post to add your voice.</span><br /><br />Gloria Ladson-Billings, Kellner Family Chair in Urban Education, UW-Madison<br /><span style="background-color: white;">David Ahrens, President, Wisconsin University Union</span><br /><span style="background-color: white;">Charity Schmidt and Matt Reiter, Co-Presidents of the TAA</span><br /><span style="background-color: white;">Seth Hoffmeister, President, United Council of Students</span><br /><span style="background-color: white;">Beth Huang, Incoming Vice-President, United Council of Students</span><br /><span style="background-color: white;">Sara Goldrick-Rab, Chair, UW-Madison Committee on Undergraduate Recruitment, Admissions & Financial Aid</span><br /><br /><div class="MsoNormal"><br /></div><br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-28062505923808077142012-06-24T11:50:00.000-07:002012-07-11T00:50:23.931-07:00Reflections on Foundations, ALEC and Higher Ed Reform in Wisconsin<div style="text-align: left;">Last week, a fellow Madison blogger drew our attention to <a href="http://bdgrdemocracy.wordpress.com/2012/06/21/scott-walker-alec-and-the-future-of-the-uw-system/">some potentially troubling relationships between a major higher education foundation, a DC-based consulting group, a conservative political organization, and a new initiative in the UW System.</a> Scott Wittkopf at Badger Democracy is playing a critical role in attending to the relationships among funders of higher education reform efforts, and political constituencies. He has since mapped in <a href="http://bdgrdemocracy.wordpress.com/2012/06/22/alec-higher-education-and-lumina-foundation-policy-money-and-setting-the-agenda/">greater depth the work of one foundation, Lumina</a>, and another blog post is forthcoming.</div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">Since I have established relationships with both Lumina and HCM Strategists, the consulting group in question, and have </span><a href="http://eduoptimists.blogspot.com/2011/03/lets-develop-solutions.html" style="background-color: white;">blogged</a><span style="background-color: white;"> (and hosted </span><a href="http://eduoptimists.blogspot.com/2011/12/billionaire-education-policy-guest-post.html" style="background-color: white;">guest blogs</a><span style="background-color: white;">) before on the large role that foundations are playing in pushing the higher ed reform agenda, I want to fully disclose as much as possible my role and assessment of this situation.</span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">First, readers of this blog know my work as an expert on college student success, and as an outspoken champion for expanding college access to underserved populations. I am proud of the major role I played in the fight against the New Badger Partnership and other local efforts to prioritize institutional prestige over the needs of Wisconsin residents. I am constantly engaged in the struggle to ensure that public institutions of all types survive and thrive. At this point I have been active in Wisconsin research, policy, and activism circles for more than eight years. </span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">In my work I spending a lot of time interacting with the higher education reform movements nationally. It is for this reason, over the last decade I have engaged with both Lumina and HCM many times. I am also very well-acquainted with the Gates education initiatives, having been both a grantee (to the tune of $1.2 million for the Wisconsin Scholars Longitudinal Study) and a consultant. Moreover, I participant frequently in the bipartisan higher education working group hosted by the American Enterprise Institute and funded by Gates. </span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">Why do I do these things, despite recent evidence that these places have ties to ALEC and others?</span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">Good question, and one I'm thinking a lot about. I think it is because at the heart of it, the main thrust of reform efforts to improve higher education are bipartisan. We on the Left and the Right share a desire to get colleges and universities (and state legislatures) focused on college completion rather than enrollment, and to make opportunities for all people more affordable. </span></div><div style="text-align: left;"><br /><span style="background-color: white;">We diverge most often on the methodology-- what approach we think will work best. Some people I work with really think innovation is encouraged by competition, while others (including myself) advocate for greater cooperation, and a strong faculty role. But I have found over time that it <i>is far better to be in active conversation with those I disagree with </i>rather than limit myself only to relationships I am in alignment with because: </span></div><ul><li style="text-align: left;"><span style="background-color: white;">It makes me much more cognizant of what other points of view mean and how people argue their case </span></li><li style="text-align: left;"><span style="background-color: white;">It helps me sharpen my own lenses and causes me to ask more relevant questions in my work</span></li><li style="text-align: left;"><span style="background-color: white;">Being around others with differing points of view doesn't change my fundamental principles or make me their pawn but rather helps me establish credibility on both sides of the aisle. It is because of my continuous willingness to show up and engage-- to banter, to debate, and to speak freely--that both Democrats and Republicans now talk with me about higher education</span></li></ul><div style="text-align: left;"><span style="background-color: white;">So, yes, here's the truth: I have received substantial funding from both HCM Strategists and Gates. I talk with HCM partners Kristin Conklin and Terrell Halaska regularly, including about Wisconsin. Kristin is an old friend of my husband's, from when he worked at National Governors Association, before coming to work as Governor Doyle's education policy advisor. And, I helped Wisconsin become a <a href="http://www.hcmstrategists.com/content/strat_lab_ad_lumina_2012_2.pdf">College Productivity Strategy Lab state</a>. </span><span style="background-color: white;">I did this because Strategy Labs bring money that help us to get people informed on key issues, bring in speakers, and open doors to conversations with other leaders nationwide.</span><span style="background-color: white;"> </span><span style="background-color: white;">The fact is that obviously Wisconsin has had a fair amount of academic and political transition and has not engaged much in the Strategy Labs since Lumina invited it to be part of it in 2010. There is no fee to join, just a commitment to try to improve system and state policies for students. </span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">Furthermore, despite my known feelings about the current Governor, I have engaged in conversations with his office about the UW online initiative. To me this is the true fulfillment of the Wisconsin Idea: a government official asked me for input, and rather than put my partisan political feelings in the way, I provided honest, candid feedback and advice. Given their reputation among education leaders in other states, I didn't want Western Governors University to come to Wisconsin, and I felt it very likely that Walker was already talking to them. In these conversation I expressed concern about WGU and I suggested that another approach--- making it an in-house <i>public</i> UW initiative-- would be more effective. </span><span style="background-color: white;">The effort to advance an online program was not encouraged by HCM or supported by its technical assistance. The concepts in the program are advocated by organizations like CAEL and in place or under consideration in many states. As UW moves to implement its ideas, the lessons learned from states like Maryland's University College or through SUNY's Empire State college could be accessed through the Strategy Labs.</span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">Yes, online competency-based instruction is now here. I'm not taking credit or blame for it. As I </span><a href="http://eduoptimists.blogspot.com/2012/06/uw-systems-online-endeavor.html" style="background-color: white;">wrote recently</a><span style="background-color: white;">, we shouldn't be quick to judge a pedagogical technique that has the potential to bring education to people who otherwise wouldn't get any college instruction at all. Of course we don't want it to fully replace face-to-face instruction, nor should it be operated for profit or cause students to require large loans to afford it. Of course it shouldn't displace faculty, or be privatized. But online instruction is likely to be about as uneven in quality as face-to-face instruction, which let's admit it, is quite uneven.</span></div><div style="text-align: left;"><span style="background-color: white;"><br /></span></div><div style="text-align: left;"><span style="background-color: white;">Supporting a position that is also supported by a conservative group does not mean that's the driver of the position. </span><i style="background-color: white;"> Not once </i><span style="background-color: white;"><i>has HCM or Lumina or Gates ever dictated to me what I should or must say about anything.</i> I have always been my own voice. I speak truth to power with solid data and a clear stance in favor of students, staff, and faculty. I know it's hard to believe, but given my disposition and the fact that my core salary comes from UW-Madison, nothing, nothing could ever change that. Sure, I could easily forgo taking their money, but honestly it would make me less effective as a researcher, and less able to have a voice in ongoing policy debates. I couldn't conduct my large-scale expensive research, couldn't train students to think critically about these issues by actively engaging in them, and couldn't participate in these foundation and policy meetings. In the end, my absence would perpetuate their groupthink.</span></div><div style="text-align: left;"><br /></div><div style="text-align: left;">The fact is that since 2008 Lumina has made many, many grants under the broad umbrella of "productivity." This includes grants to the National Research Council, Public Agenda, and the National Governors Association. I wrote a <a href="http://www.news.wisc.edu/18779">paper</a> with Doug Harris on productivity that was funded by HCM. Through the writing, Doug can attest that I continually worried about that term and all it means, and I tried to make the paper reflect that (the latest version, now under review, finally does). Not once did a funder object, and in fact they brought me many places to speak my mind on the topic without censorship.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="background-color: white;">As for HCM, those consultants lead a state policy network and advocate changes consistent with Lumina's </span><a href="http://www.luminafoundation.org/publications/Four_Steps_to_Finishing_First_in_Higher_Education.pdf" style="background-color: white;">Four Steps</a><span style="background-color: white;">. To build understanding among state leaders, they bring peers together and give states access to experts. I have helped by writing </span><a href="http://www.star-telegram.com/2012/05/09/3949049/schneider-and-goldrick-rab-how.html" style="background-color: white;">op eds</a><span style="background-color: white;"> about financial aid in several states, where policymakers want to strengthen "student incentives," and I push for them to do it in the ways that most help the truly disadvantaged. The fact that those op-eds are bipartisan (written with Mark Schneider, a Republican), seems to be part of why Wisconsin Republicans are willing to even speak with me.</span></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Locals might also want to know that leaders of HCM Strategists were helpful in the fight <i>against</i> the New Badger Partnership, prodding thoughtful higher education leaders around the nation to weigh in with their opinions. <a href="http://chronicle.com/article/Flagships-Just-Want-to-Be/126696/">These experts did not support Biddy Martin's plans, noting the very real consequences for access to the general public</a>. There's no way this was in service of Walker -- or ALEC's -- agenda.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="background-color: white;">Scott isn't alone in his concerns. Other researchers have examined the issues surrounding Lumina and reached similar conclusions. In a </span><a href="http://www.insidehighered.com/news/2012/04/13/study-assesses-how-megafoundations-have-changed-role-higher-ed-philanthropy" style="background-color: white;">paper</a><span style="background-color: white;"> presented at AERA this spring, Cassie Hall and Scott Thomas (one of my mentors) noted that Lumina's approach was uncommonly </span><i style="background-color: white;">activist, </i><span style="background-color: white;">and focused on </span><span style="background-color: white;">student success and productivity. I completely agree with that-- but would note that being pro-student success and pro-productivity is not inherently liberal or conservative. The approach itself could go either way, but the fundamental stance is pro-student, rather than pro-institution-- a stance I firmly agree with and have <a href="http://www.americanprogress.org/issues/2008/08/degree_completion.html">written much about</a>. As Hall and Thomas write, this stance is driven by "</span><span style="background-color: white;">an increasing level of distrust that higher education institutions can successfully enact reforms that will result in meaningful changes to our postsecondary system.” I think that's well-placed mistrust, given the tendency of most top-level higher education administrators to advance "institutional" interests over those of faculty, staff, or students. To be clear, I firmly believe that <i>educators, </i>rather than legislators or foundations, should be charged with this work. But the problem is that boards of visitors and high-level administrators tend to alienate faculty and staff, <a href="http://www.foxnews.com/opinion/2012/06/21/ouster-uva-president-was-justified-sullivan-dismissal-highlights-what-wrong/">disempower them</a>, and <a href="http://www.cavalierdaily.com/2012/06/21/rector-dragas-statement-on-university-challenges-sullivan-resignation/">even portray them as the source of inertia rather than the rightful agents of change.</a></span></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Yes, I would much prefer to see Lumina and Gates, among others, embrace the talents of faculty in rethinking how we can best serve students. I said this over and over again at a Gates Foundation convening last week. <a href="http://www.wina.com/play_window.php?audioType=Episode&audioId=5906176">Recent discussions about the governance crisis at UVA reveal that many professors there have, and are plenty happy to, teach online</a>-- and had they been included in the conversation they would have found good solutions to the problems identified by Helen Dragas and the Board of Visitors. The same thing could be said about last year's discussion about the NBP -- Biddy Martin and her team did not engage the faculty, staff, or students in the problem-solving needed to address UW-Madison's financial woes. They went straight to Scott Walker, and embraced an agenda that has <i>demonstrably been shaped by ALEC's desires.</i> This reflects an unfortunate move over the last 20-30 years to portray faculty, staff, and students as naive, ill-equipped obstacles to change, and this I think is not a coincidence-- it is a move to disempower the most expensive part of colleges and universities: the full-time tenured labor. If Lumina, HCM, or anyone else were to support that approach, I'd be utterly opposed to it. </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="background-color: white;">I also fully support and echo Hall and Thomas's concerns about the role these major foundations have played in limiting what is studied and how it is studied, given their small emphasis on peer review and high priority on strategic goals that often do not seem to align with research evidence. In other words, even having been funded by them, I am far from satisfied with their approach and as you can see I still feel confident that engaging in this type of critique will not result in my being deemed ineligible for their support. Recall that I helped bring Robin Rogers' wonderful critique of Gates to the public eye by first running <a href="http://eduoptimists.blogspot.com/2011/12/billionaire-education-policy-guest-post.html">it here</a> before it was in the <i>Washington Post</i>. For Gates to retaliate would be incredibly unwise, and they know it. They don't ask me to give them a pass for their errors-- in fact at a recent Gates convening I tweeted openly of my discontent with some of their practices, and their program officers were open to that conversation. </span></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Perhaps the best way to wrap up this little tell-all is with a quote from Jamie Merisotis from Lumina: <span style="background-color: white;">“<a href="http://www.insidehighered.com/news/2012/04/13/study-assesses-how-megafoundations-have-changed-role-higher-ed-philanthropy#ixzz1yjZrGuzT%20%20Inside%20Higher%20Ed">All we can do is be transparent about what we’re trying to achieve and let people decide how we’ve done.</a>" While I might prefer to remove the word "all," I think this is basically right. We should hold foundations and public officials, including educational</span><span style="background-color: white;"> institutions</span><span style="background-color: white;">, to full disclosure. In turn we have to consider all potential interpretations of the evidence we have. And we must weigh their approaches against the alternatives. In this case, I think the agenda is focused improvements in student success accomplished by increasing the incentives for colleges and universities to focus mainly on high-quality education, rather than competing for rankings driven by dollars spent and enrollment of elites. That sounds good to me. Yes, let's keep our eyes on ALEC. Yes, let's always question and critique. We must avoid privatization of public education-- and we want to educate people while growing and expanding the labor market so there are jobs waiting on the other end. But the goal of expanding access to a high-quality education while driving down costs is a laudable one-- as long as the role of public democratic governance of that education is preserved. Let's focus on that, and together find the best way forward.</span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-11314452030125369372012-06-21T09:17:00.000-07:002012-07-11T00:50:23.946-07:00Faulty Inside Higher Ed Survey Demonizes FacultyThis morning's Twitter feed was rife with news of a story from Inside Higher Ed directly relevant to the UVA fiasco. President Teresa Sullivan was reportedly canned for failing to push an agenda for online education at UVA, standing in the way of so-called "progress." Is this because she catered too much to faculty, who are increasingly described as the main obstacle to reform?<br /><br />It seems some people want you to believe yes-- the real problem isn't the rampant excitement over a fairly untested pedagogical approach to education, but the resistance of the educators. So today IHE shares a new survey: <i><a href="http://www.insidehighered.com/news/survey/conflicted-faculty-and-online-education-2012">Conflicted-Faculty and Online Education, 2012</a>. </i>The story's lede reads: <span style="background-color: white;">"Faculty members are far less excited by, and more fearful of, the recent growth of online education than are academic technology administrators." Professors are described as lacking optimism, having a "bleak" view of the quality of online education. The survey report wonders "why"-- rather than praising profs for their skepticism, something faculty are widely known and respected for.</span><br /><span style="background-color: white;"><br /></span><br /><span style="background-color: white;">So-- big finding, right? WRONG. This story doesn't belong in a respected publication like IHE. Here's why:</span><br /><span style="background-color: white;"><br /></span><br /><span style="background-color: white;"><a href="http://babson.qualtrics.com/SE/?SID=SV_d56joeL1tDzZY7G">The survey, conducted by a team known for its studies of distance learning, and including advertisements by online educators, <b><span style="font-size: large;">obtained a 7.7% response rate among faculty, and a less than 10% response rate among administrators. </span></b></a></span><br /><span style="background-color: white;">Yes, you read that right. About 60,000 professors were surveyed and just 4,564 provided enough of an answer to be included in the study. For real? This isn't nationally representative of anything. It's a horribly biased little subsample, and yet the RR isn't even mentioned in the reporting!</span><br /><br />Moreover, look at the questions-- where'd they get the "fear vs. excitement" answers? Because they only provided those two options. Gee, am I fearful or excited about a new untested pedagogy being pushed on me? Well...neither. But I'm not stupid enough to jump on a bandwagon, so I will choose "fearful." By which I mean skeptical.<br /><br />I have such respect for folks like Doug Lederman and his crew at IHE, that I am honestly shocked this is running in that publication at all. It shouldn't.<br /><b><br /></b><br /><span style="font-size: large;"><b>Take it down.</b></span><br /><span style="font-size: large;"><b><br /></b></span><br /><b><span style="font-size: x-small;">Update: I have already heard from Doug Lederman, and he will be adding the response rate to the text of the article and to the PDF of the study. He feels a low response rate is a non-issue here, doesn't imply selection bias, and it is an achievement to get 4,500 faculty to do any survey at all. Moreover, he does not agree that the study demonizes faculty. We can agree to disagree on that. </span></b><br /><br /><br /><span style="background-color: white;"><br /></span><br /><br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-72967591432620529802012-06-21T05:25:00.000-07:002012-07-11T00:50:23.960-07:00More on the Efforts to Marketize UW-Madison<b><i>A few months ago I wrote about the <a href="http://eduoptimists.blogspot.com/2012/05/continued-marketization-of-uw-madison.html">HR Design process</a> at UW-Madison. Some readers questioned the accuracy of my assertions. We have new confirmatory information obtained via open records requests. It seems the Huron Engagement has been expensive, indeed. In the following memo, the Wisconsin University Union summarizes what we now know. It's a bit long, so I have underlined and bolded key points.</i></b><br /><br /><br />To: Interested campus employees<br />From: WUU<br />Date: June 20, 2012<br />RE: Memos from Huron Consulting Group<br /><br />As you may know, Wisconsin University Union (WUU) has filed a series of open meeting and open requests to UW administration to gain access to information on the HR Design Project (the Project). We initiated these requests because we believed that the effects of the Project will likely be far-reaching and long-term and that despite the administration’s attempt to project a gloss of participation and transparency to the process, it was fundamentally top-down and opaque.<br /><br />When the administration finally complied with our request, we were disappointed, though not surprised, that most of the documents added little if anything to our knowledge base. For example, minutes of meetings described the topics under discussion but gave no account of the discussions themselves. The exception to this lack of transparency were memos from Huron Consulting Group (HCG) to the Project managers. These memos very briefly summarized the week’s events and posed concerns and questions on the future work of the Project.<br /><br />For this reason, a month ago, we filed a new request for records specifying HCG memos to administration along with a request for their billings to the UW. After a month wait, we received the records this week.<br /><br /><u>The memos did not disclose a “smoking gun.” Instead, they confirmed much of what we know about the potential effects of the recommendations</u>. The following are excerpts of the HCG memos:<br /><br />(5/3/2012) The work teams are proposing a “contemporary” but not radical approach to HR management at a research university. <b>The model puts greater emphasis on performance and employee development and shifts the focus from internal equity to external competiveness</b>.<br /><br />The implied shifts for HR management implied (sic):<br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Greater emphasis on data and analysis (over set rules)<br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Greater reliance on the skills of managers/supervisors<br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Ongoing development of central HR as a center of excellence<br /><br />I (from the HCG staff member) don’t have a good sense of the project team’s appetite for this type/level of change. If this does turn out to be the direction you choose to go, substantial pieces of it will be phased in over time. S<b>till, it represents a significant amount of change that will to be championed by OHR and supported through the application of potentially significant resources.</b><br /><b><br /></b><br />(5/10/12) Compensation, Performance Management and Workplace Flexibility all have suggestions related to boards or committees being involved in appeals of decisions that impact employees. Ongoing governance (small “g”) of HR functions and processes will be a topic that we need to address over the summer. This is an area where I expect that the campus community will want more specificity in the fall.<br /><br />Understanding our resource requirements for the summer will evolve as our project plan evolves. At the same time, I would suggest that adding resources is an opportunity to start to build the long-term capabilities of OHR in areas such as compensation.<br /><br />*****<br /><br />These excerpts confirm a few of the central objections we have made in prior analyses:<br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Salary equity will be abandoned in favor of labor market “competitiveness.”<br /><br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Compensation based on labor market analysis will require a substantial on-going investment to build capacity. It is difficult to estimate the cost for new HR staff members or more likely, consultants, to conduct wage and benefit analyses for hundreds of job titles.<br /><br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Supervisors and managers will have substantial new powers due to the major shift in compensation responsibility along with new discretionary authority in promotion, hiring, etc. This will require a major investment in training and, one would hope, oversight and supervision of the supervisors. What will be the safeguards against favoritism, discrimination and other adverse effects?<br /><br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>HCG advises that, that because these new offices will be “substantial”, HR should build its new “empire” slowly and incrementally so as not to call attention to its long-term costs.<br /><br />•<span class="Apple-tab-span" style="white-space: pre;"> </span>Committees acknowledged that some form of dispute resolution methods will be necessary but have either not specified how this might occur or recommend that the dispute process be overseen by HR. The HCG seems to recognize that employees will likely want better answers.<br /><br /><b>Consultant Costs:</b><br /><b><span class="Apple-tab-span" style="white-space: pre;"> </span>Billings to UW from HCG:</b><br /><span class="Apple-tab-span" style="white-space: pre;"> </span>Nov. 2011: $32,751<br /><span class="Apple-tab-span" style="white-space: pre;"> </span>Dec. 2011: $154,738<br /><span class="Apple-tab-span" style="white-space: pre;"> </span>Jan. 2012: $61,714<br /><span class="Apple-tab-span" style="white-space: pre;"> </span>Feb. 2012: $93,798<br /><span class="Apple-tab-span" style="white-space: pre;"> </span>Mar. 2012: $89,976<br /><b>Total: $432,977</b><br /><div><br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-28634647217368277962012-06-20T12:10:00.000-07:002012-07-11T00:50:23.978-07:00The Travesty at UVA-- Commentary from Judith Burstyn<b><i>Today I welcome guest blogger <a href="http://burstyn.chem.wisc.edu/">Judith Burstyn</a>, professor of chemistry and former chair of the University Committee at UW-Madison. She has a <a href="http://t.co/QHMMUJh0">short commentary</a> in today's Chronicle of Higher Education, and with her permission, I am printing the entirety of that piece here. Judith was a faculty leader in the battle over the <a href="http://budget.wisc.edu/new-badger-partnership/">New Badger Partnership</a>, and remains a key player in the efforts to preserve shared governance on our campus. </i></b><br /><br /><br />Apparently, at today’s University of Virginia, business values trump all. There is a troubling recent trend toward viewing all public institutions in market terms, where value is measured by dollars produced. In recent years, UW-Madison has felt this too, as some of our leaders focus on efficiency via new “flexibilities.” But universities are not businesses. The proper role of universities is the creation of knowledge for the public good, and education of the new generations of citizens and leaders for civil society. Business management approaches are ill suited to nurture the intellectual expansiveness that underlies great scholarship and deep learning. Reliance on narrow, industry-driven curricula simply won’t do. Great universities encompass a wide variety of disciplines, methods and perspectives, irrespective of the marketability of the knowledge they create. Nourishment of the young minds of our future leaders is invaluable to our country, and the University of Virginia and UW-Madison are shining examples of excellence in this regard. I worry that this excellence is at risk.<br /><br />Without the human capital embodied in their faculty, universities have nothing to offer the students who enter their doors. Great scholars are in high demand, and competition to hire and retain them is fierce. As President Sullivan said yesterday, “At any great university, the equilibrium - the pull between the desire to stay and the inducements to leave - is delicate.” If faculty members feel unsupported in their scholarly pursuits at one institution, they will move to another where there is greater support. The best scholars are the ones with the greatest number of opportunities; therefore, maintaining an outstanding cadre of faculty is an ongoing challenge. Money, as salary or support for scholarship, is only one of many parameters that influence an individual’s decision to stay at an institution or leave it. And perhaps some of those who threaten UVA know this—aiming to drive out many of the full-time faculty, creating the opportunity to replace them with bottom-line focused adjuncts.<br /><br />It is far easier to lose stature as a great university than it is to gain it; wise university leaders understand this, and they bring change to their institutions through steady and deliberate engagement of faculty, staff and students. This was precisely the type of leadership that President Sullivan appeared to be providing. Meaningful participation by these stakeholders in institutional governance is a hallmark of universities that are the most productive in terms of scholarship, and where faculty are most likely to happily reside throughout their careers. The courageous opposition to President Sullivan’s dismissal by the University of Virginia faculty senate and its executive committee, and the student council and their leadership, speak of an institution where shared governance is valued and appreciated—if not respected by its Board of Visitors.<br /><br />The unilateral decision to remove a sitting university president, in the midst of a summer weekend no less, is unprecedented. Despite objections to the firing of President Sullivan by faculty and student leadership, including a vote of no confidence in the board itself by the faculty senate, the board continued its takeover. Acting like a cabal of thieves, they met late into the night, emerging with an egregious decision to replace Sullivan, a sociologist of work, with an interim president: Carl Zeithaml, F.S. Cornell Professor in Free Enterprise and Dean of the McIntire School of Commerce. This action is inimical to their responsibility as the governing board of a university. In the words of Hunter R. Rawlings III, president of the prestigious Association of American Universities and former president of Cornell, “This is the most egregious case I have ever seen of mismanagement by a governing board.”<br /><br />Last year UW-Madison engaged in many discussions about the creation of its own governing board. The actions at UVA leave great cause for concern. As University of Michigan professor Michael Bastedo has <a href="http://www-personal.umich.edu/~bastedo/papers/bastedo.AERJ2009.pdf">written</a>, governing boards are increasingly embedded in money and politics, engaging in self-interested decision-making. They tell us “it’s for your own good” in an attempt at moral seduction, and a desire to appear ethical. Intelligent communities like those at UVA and UW-Madison do not buy this. And they shouldn’t, if they are to remain the excellent and public institutions we can all respect.<br /><div><br /></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-43173170760505200972012-06-19T09:06:00.000-07:002012-07-11T00:50:23.992-07:00UW System's Online EndeavorToday Governor Scott Walker (whom my son happily continues to call "RecallWalker") and the UW System announced a <a href="http://walker.wi.gov/Images/News/6.19.12%20UW%20Flexible%20Degree%20Proposal%20Packet.pdf.">joint effort </a>to provide competency-based online degree programs. The program will be initiated and led by UW Extension faculty and staff under Chancellor Ray Cross.<br /><br />My feelings about Walker are well-known. I have a hard time believing he has the best interests of UW System at heart. That said, I don't think this was Walker's idea, and I don't think his interest in it means it's necessarily a bad idea. Here are a few reasons why:<br /><br />1) Competency-based online instruction has been implemented all over the world. It aims to break the link between seat-time and credit in order to get students accessible, affordable degrees. Those are good objectives. Credit for sitting in a seat for a certain amount of time has never felt smart.<br /><br />(2) The typical conservative approach to implementation is a clear effort to undermine full-time faculty --bring in an outside group reliant on adjuncts. In other states that is <a href="http://www.wgu.edu/">Western Governors University</a>. (Ok, slight modification-- WGU uses full-time contracted faculty. Not tenured. And not really faculty-- they don't instruct or grade, they "mentor" and coach.) While he may have considered it, that's not what Walker's done here. Smart- because if he had, the faculty and academic staff would have been rightly up in arms -- me included. (Indeed, that's what's happening in California.) Instead, this program is led by UW Extension faculty and staff. That's good- Cross is smart, and I am betting he brought this idea with him, perhaps even discussing it in his job interview.<br /><br />(3) The focus here isn't UW-Madison (despite some poor press tweets)-- it is aimed at folks on the margin of no credential or an online credential. That's the right demographic.<br /><br />Now, here are the key questions and big things to keep an eye on:<br /><br /><ul><li><span style="background-color: white;">What will be the balance between industry and educators in crafting these programs? If they are too specific, the programs will have little value over the long haul.</span></li><li><span style="background-color: white;">Who will actually teach? Will UW Extension put the resources in to ensure that full-time faculty add online teaching to their load, or segregate it to adjuncts?</span></li><li><span style="background-color: white;">Good technology isn't free. Will Walker invest in helping UW Extension with the resources needed to ensure the platform for delivery is of high quality?</span></li><li><span style="background-color: white;">Will some potential students perceive this as their ONLY option for higher ed in the state? Will this mean other opportunities will be constricted or narrowed? Will these programs serve as entry points to other blended or in-person forms of instruction?</span></li></ul><div>One way to ensure quality is pushed higher is to encourage the kinds of students who now take in-person courses to try out these online classes, perhaps in summer, and have them react/respond with their demands. They will help raise the bar and keep standards high. In other words, diverse online classes of learners, rather than segregated ones, will ensure the quality of instruction.</div><div><br /></div><div>So no, this isn't a blanket endorsement of a Walker policy. I would like to know more about the evolution of this plan, and the role faculty played in it. But from what I know, it has evolved with the input of UW Extension and UW System, and is explicitly run by them. That, at least, is a step in the right direction. </div><div><br /></div><br /><i>Edited 6/20 for the parenthetical on WGU's staffing model.</i><br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-21562387671970189752012-06-16T17:55:00.000-07:002012-07-11T00:50:24.004-07:00It's Time to Wake UpThe smoldering ashes of public higher education can be seen and smelled across the nation, as the once much-lauded, now much-decried University of Virginia goes up in flames.<br /><br />Pardon my French, but it's about time everyone opened their eyes, ears, and mouth. This stuff stinks!<br /><br />It's impossible to count how often during the past several years those of us residing at her sister public flagships have heard UVA held up as a model, a "best-practice" of public higher education for the 21st century. Haven't you heard all about her wondrous break from state government that allowed her the "flexibility" and "innovative freedoms" to raise tuition while expanding affordability, thriving when the rest of us starved? We at UW-Madison got an earful of it from ex-chancellor Biddy Martin during the fiasco known as the <a href="http://eduoptimists.blogspot.com/search?q=new+badger+partnership">New Badger Partnership</a>. And true believers abounded.<br /><br /><a href="http://eduoptimists.blogspot.com/2011/04/trends-at-university-of-virginia.html">As I said then, that emperor has no clothes.</a> UVA hasn't been a true public university in some time. It is not a democratic institution where the voices of all constituencies are honored. <a href="http://www.washingtonpost.com/local/education/u-va-board-leader-wanted-teresa-sullivan-to-make-cuts/2012/06/16/gJQA4ijrhV_story_2.html">It is not succeeding in expanding affordability with Access UVA, an ineffective sinkhole into which millions of dollars have been thrown. It is not flourishing with strong academic programs and a great faculty retention rate. It is not innovative, not independent, and not a model. No, it is a rich man's campus, run by millionaires and political conservatives, who are driving agendas disconnected from the needs of educators and students. And those elites just got their way, evicting a president who appears to have stood up to their efforts at "strategic dynamism"-- e.g. the crappification of all that is good and meaningful, and worth investing in in public higher education.</a><br /><br />The people governing UVA are like so many of the so-called "reformers" who think efficiency and flexibility are magical words, and who have conveniently but very wrongly diagnosed the challenges facing colleges and universities as residing in the "inmates" -- i.e. the faculty. These boards and trustees have an unbelievably disrespectful attitude towards the teachers to whom they pay tens of thousands of dollars to educate their children in what they fondly call an "asylum."<br /><br />The conservative agenda to defund public institutions at all possible levels has created this situation-- not the faculty. Don't fool yourself -- those who advocate for "holding the line on college costs" are not doing it for the good of the students but for the good of the corporations who seek to benefit from the rapid growth of the for-profit sector. It is nothing short of devastating that this agenda had confused the public from embracing a genuine affordability agenda, such as the one I support, that works with educators to find affordable approaches to high-quality education and a system of paying for it that maximizes the enrollment and success of students who will benefit most. <br /><br />Institutional insiders-- high-level administrator types-- have too-easy embraced (sometimes unwittingly) the conservative agenda because they are paid handsomely to do it. Heck, if they don't oblige quickly, it's clear they'll be fired! After a bit, they begin to enjoy drinking that kool-aid, since they are ensconced in fancy homes, taken to lovely meals, and sent on j<a href="https://www.amherst.edu/alumni/events/calendar/node/395477">aunts to Paris</a>. It's far easier to embrace the business people than to labor in the trenches doing battle with state legislators who fear college's so-called liberalizing tendencies (what we call "being educated"). It's not surprising that the Board at UVA assumed Teresa Sullivan would go along with them. It's pretty clear that Biddy Martin would've. But they made a mistake, since as a sociologist Teresa has a knack for using her skills as an "outsider looking in" as well as an "insider looking out." She's a sociologist of work and organizations and no doubt saw their scheme for what it was, refusing to play along. After all, she views the university as a "<a href="http://www2.timesdispatch.com/news/2010/jan/12/uvaa12_20100111-221803-ar-19736/">compact among generations</a>," not a compact between business and politics.<br /><br />She was ousted. Good for her. Twenty minutes of good hard labor in public higher education is worth far more than decades of pandering to the likes of business school deans, Bob McDonnell and Scott Walker, and wealthy alumni.<br /><br />Want to be a 'Sconnie, Teresa? We'd love to talk.<br /><br />ps. For more superb reading on the UVA drama, I recommend these astute commentaries:<br /><br /><a href="http://www.insidehighered.com/blogs/globalhighered/failure-legacy-governance-university-virginia">Kris Olds</a>- a friend, a colleague, a genius<br /><a href="http://dagblog.com/business/teresa-sullivan-and-uva-14011">Dagblog</a> -- this guy even uses the word 'neoliberalism'<br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-56957714841855163752012-06-01T08:11:00.000-07:002012-07-11T00:50:24.122-07:00Beware the New "Education Sector"Over the years, <a href="http://www.kevincarey.net/">Kevin Carey</a> and I have had our tussles, most recently over whether some of his recent stances on education reform were too faithful to a business model, which I called "<a href="http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CFYQFjAA&url=http%3A%2F%2Feduoptimists.blogspot.com%2F2012%2F02%2Fare-you-there-kevin-its-me.html&ei=rdXIT4XGDoiK8QS7kdSUDw&usg=AFQjCNHyxuFX7fEHP-nfnyb-qvOk7SnjZw&sig2=Pu2GWqTVBbWM7tGpyJV-mQ">neoliberal.</a>" But throughout it all, I have remained a fan of both Kevin and <i>his</i> shop, Education Sector, since both are known for asking hard, data-driven questions about whether higher education is meeting the needs of students from disadvantaged families. So I am extremely disappointed to see that Education Sector has been hijacked by the conservative Right, and now clearly represents the interests of business elites, pushing free-market principles on all of education. Kevin, to his credit, is getting the hell out of there, moving to the <a href="http://newamerica.net/">New America Foundation</a>, accompanied by his talented colleagues Stephen Burd, Amy Laintinan, and Rachel Fishman.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://www.educationdynamics.com/CMSPages/GetFile.aspx?guid=f5263a40-fb2a-4220-8d42-7c113eb0769f" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.educationdynamics.com/CMSPages/GetFile.aspx?guid=f5263a40-fb2a-4220-8d42-7c113eb0769f" /></a></div>Within a few days the change at Education Sector will be complete. The leadership includes several consultants to the Romney campaign and members of the Hoover Institution, such as John Chubb, Macke Raymond, and Bill Hansen, who seem to believe that markets have magical powers, and that educating students is akin to making hamburgers or sauerkraut. Worse yet, <a href="http://www.idahostatesman.com/2011/02/20/1535065/a-reform-plan-a-long-time-in-the.html">Hansen</a> is a former Bush appointee who lobbies for the Apollo Group, and <a href="http://www.hackingcollege.com/">has worked against every effort to contain corruption in for-profit schools</a>. He was president of Scantron, of the "fill in the bubble" testing industry, and has <a href="http://americanactionforum.org/experts/bill-hansen">worked to advance the cause of student loan</a> providers. And his jobs have been described as things like "creating a new education line of business...and integrating the education services activities throughout the company into a strategic product portfolio." <a href="http://higheredwatch.newamerica.net/node/31942">Stephen Burd</a>'s long been on to this guy- he is trouble. <br /><br />No doubt about it, these folks will use Education Sector to advance an agenda aimed at ensuring the federal government stops helping students afford college. They'll start by telling us that college isn't really necessary, and that financial aid is ineffective-- but they'll also do nothing to ensure public higher education becomes free. Instead, they will push free-market solutions -- mainly online education-- for other peoples' children, while probably sending their own kids to elite private schools.<br /><br />So next time you see a report from Education Sector, give it a second look. Theirs are no longer "<a href="http://www.educationsector.org/publications?quicktabs_1=3#latest-research-and-analysis-block">Charts You Can Trust</a>." They are acts of political manipulation pushed by the hard Right. <br /><br />Consider yourself warned.<br /><br />Updated at 11:16 am CST. Gee, Google is so much fun.<br /><br /><br />Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-87528525869208725842012-05-26T20:12:00.000-07:002012-07-11T00:50:24.219-07:00Seeding the Future of UW System<div class="separator" style="clear: both; text-align: center;"><a href="http://www.eattheweeds.com/wp-content/uploads/2012/01/Zizania_03_600x800_aquatica_facultystaff_richmond.edu_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://www.eattheweeds.com/wp-content/uploads/2012/01/Zizania_03_600x800_aquatica_facultystaff_richmond.edu_.jpg" width="240" /></a></div><div class="" style="clear: both; text-align: left;">I spent this week on a Badger bus, traveling about 600 miles around Wisconsin with 39 colleagues from UW-Madison. The <a href="http://www.grad.wisc.edu/wis/">Wisconsin Idea Seminar </a>took our group to more than a dozen communities, from farms and factories that make wind, milk, sauerkraut and ships, to several schools and colleges, a prison, and even Lambeau Field. It was an experience unlike any I’ve ever had, as I came to understand why the social compact between the University of Wisconsin and the state is so critical to our <i>mutual</i> survival. We are in the midst of an historic impasse, a time when the standoffs between Left and Right make it hard to imagine a future for UW System that isn't austere or privatized. But what I learned on this trip is that we are failing to solve this problem because, as Kathy Cramer Walsh <a href="http://www.wiscape.wisc.edu/Publications/Publication.aspx?ID=ecba180c-e9ef-42b0-b0c3-bdab7c26ab09">keeps telling us</a>, we are not <i>listening</i>. </div><div class="" style="clear: both; text-align: left;"><span style="text-align: -webkit-auto;"><br /></span></div><div class="" style="clear: both; text-align: left;"><span style="text-align: -webkit-auto;">So please, humor me. Let me tell you what I learned from these four vibrant women </span><span style="text-align: -webkit-auto;">of the <a href="http://www.menominee-nsn.gov/">Menominee Nation</a>.</span></div><div class="separator" style="clear: both; text-align: left;"></div><div style="text-align: -webkit-auto;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="http://www.news.wisc.edu/story_images/0000/0259/menominee_contr_sign07_6134.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="132" src="http://www.news.wisc.edu/story_images/0000/0259/menominee_contr_sign07_6134.jpg" width="200" /></a></td></tr><tr><td class="tr-caption" style="font-size: 13px; text-align: center;"><b>Lisa Waukau</b></td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="http://songoftheblackwolf.com/Gallery/albums/Dells/Paula_Cedar_cradleboardWeb.thumb.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="134" src="http://songoftheblackwolf.com/Gallery/albums/Dells/Paula_Cedar_cradleboardWeb.thumb.jpg" width="200" /></a></td></tr><tr><td class="tr-caption" style="font-size: 13px;"><b>Paula Fernandez</b></td></tr></tbody></table><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://www.wwhel.org/images/bio_photos/powless.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="http://www.wwhel.org/images/bio_photos/powless.JPG" width="133" /></a></td></tr><tr><td class="tr-caption" style="font-size: 13px; text-align: left;"><b>Donna Powless</b></td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td><a href="http://www.turtletrack.org/Issues09/CO040109/Art/Menominee4.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="http://www.turtletrack.org/Issues09/CO040109/Art/Menominee4.jpg" width="138" /></a></td></tr><tr><td class="tr-caption" style="font-size: 13px;"><b>Karen Washinawatok </b></td></tr></tbody></table><span style="text-align: -webkit-auto;"> </span><br style="text-align: -webkit-auto;" /><div style="text-align: -webkit-auto;">It's an gross understatement to say that the tribe to which Lisa, Paula, Karen, and Donna belong has seen dark days. The Menominee, also known as the Wild Rice people, are the oldest continuous residents of Wisconsin and they once occupied and benefitted from over 10 million acres of land. As Karen shared with us, the U.S. government took most of that land from them, often with force, and kidnapped their children, sending them to <a href="http://www.npr.org/templates/story/story.php?storyId=16516865">Indian Boarding Schools</a> purportedly in an effort to "save them" through forced assimilation. The government said it was "helping" by exerting non-Native norms of competition and individualism on people who valued, above all else, community and cooperation. Then, in the early 1960s national "leaders" attempted to terminate the tribe, singling it out because of its progressive vision, and all land and assets were stripped from the Menominee people, leaving them in utter poverty. It wasn't until the mid-1970s when President Richard Nixon intervened to reverse termination, and allow the tribe to begin to attempt restoration-- a herculean task.</div><div style="text-align: -webkit-auto;"><br /></div><div style="text-align: -webkit-auto;">So the Menominee know quite a bit about being derided, misunderstood, defunded, ignored, belittled, and impoverished--far more so than we in UW System ever will. All but destroyed forty years ago, the Menominee tribe we met this week remains intensely under-resourced yet its people are not defeated. <a href="http://www.menominee-nsn.gov/MITW/pdf/Facts%20Figures%20with%20Supplement.pdf"> Now occupying just 235,000 acres, far from the economic activities of Madison and Milwaukee, the number of people living on the reservation is small (under 5,000) but growing. The median age is just 27, compared to a statewide average of 36 -- the tribe is full of young people, most of whom cannot speak or understand the Menominee language. There are few employment opportunities, and the median family income is under $27,000 (for the state it's almost $44,000). About 1 out of every 2 children under 6 lives in poverty</a>. </div><div style="text-align: -webkit-auto;"><br /></div><div style="text-align: -webkit-auto;">This hardly seems like an environment in which you'd expect to see a growth in language and culture immersion programs and opportunities, and a vibrant, accessible and affordable college. But that's exactly what Menominee leaders have built. Their success lies in an outright audacity of hope and willingness to question and rethink things that most of Wisconsin simply accepts as normal and takes for granted. For example, when told that only a tiny minority among us possess a skill like speaking Menominee, most of us would say "well, then the language is dead." We'd give up. But not Paula: there are only nine Menominee fluent on the reservation now, yet every day she's helping people young and old strive to learn the language and keep it alive. "Not possible" isn't an answer she'll accept. As Lisa told us, "We do not cave in." Even when people chastise their children for it, as a white teacher recently did to Karen's niece.</div><div style="text-align: -webkit-auto;"><br /></div><div style="text-align: -webkit-auto;">The approach taken by nearly all of Wisconsin's universities and colleges is a highly individualistic one, emphasizing the future private value of higher education, encouraging students to act aggressively to corner the market on a lucrative major, prioritizing their own needs in a competitive world. Not so at <a href="http://www.menominee.edu/">College of Menominee Nation,</a> where more traditional values hold forth over those other urban industrial values. In her psychology classes, Donna emphasizes the group, fostering understanding and cooperation in the process of learning. In much of Wisconsin higher education, administrators distinguish between the deserving and undeserving-- at Madison we are rejecting more students than we admit. The Menominee take the opposite approach, for as Lisa put it, "teachers have lightening in a bottle-- you never know who your students can become." The College knows that many students make decisions now--not in the future--as they live their living as a process of giving and sharing with family and friends in the here and now. So they are not asked to mortgage their future with student loans, and instead asked to be happy with strong communal learning environments that aren't fancy or high-tech, but are led by committed teachers rather than high-paid researchers. Donna practices patience with her students as they move through the challenges of higher education, focusing on achieving meaningful success with them, not merely sheepskin diplomas. She does not wait for them to show up to office hours but rather reaches out, practicing what the rest of higher education has sadly termed "intrusive" advising.</div><div style="text-align: -webkit-auto;"><span style="text-align: left;"><br /></span></div><div style="text-align: -webkit-auto;"><span style="text-align: left;">Real progress in UW System will come when we provide the space for people all over Wisconsin to tell us -- and show us -- what a relevant postsecondary education looks and feels like, and we stop, take note, rethink, and adjust accordingly. As I learned this week, within the chaos of today's situation lies harmony, and within harmony, our heart. The seeds for future growth lie not in ideas of our current leaders, but in those whom we have never really allowed to lead -- the regular folks around the state who milk the cows, process sauerkraut, run the family business, labor in the fields, teach in our schools, nanny for our children, and yes, live on our reservations. </span></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Without constant conversation with the people of Wisconsin, the research and teaching we do in our universities and colleges fails to achieve its full potential--it is incomplete, insufficiently creative, and quite possibly misinformed lacking the understandings and ideas that are earned by interacting with the daily experiences, perspectives, and values outside of the academy. And, it fails to secure the respect of taxpayers, generating long-term consequences for UW's political support and funding, as well as for the citizens themselves, who lose access to the talents of academics capable of rethinking and finding answers to the questions that plague us. Public higher education is beholden to the public, to the great benefit of those who fund it and those who work in it.</div><div class="MsoNormal"><br />These days, when the government defunds our public institutions, passes laws to strip workers of their rights, and even attacks with tear gas and other weapons, too many among us simply throw up our hands and say "Let's face facts. This is the new normal. It's time to adapt." These are not the Americans you want to follow. Instead, look to the Menominee and others like them who refuse to give up. They say this: "If you need to ask a question, ask it. If you need to say something, say it. Always move forward, otherwise nothing will change." Following their example of persistent questioning, what UW calls <i>sifting and winnowing,</i> we can together fight for a new, far more powerful existence for our kids.<br /><br />Public education is facing the threat of termination as we speak. It occupies and represents space and resources that others want to control. Will people who believe in public education advocate for assimilation to a "new normal" of no resources, reliance on those whose values don't reflect our own, all in the name of pragmatism? Or will they fight for restoration? Thankfully, our Wisconsin Idea Seminar with the people of Menominee Nation reminded me that optimism is not futile, naive, or unwise. Far from it. It's what plants the seeds of our future.<br /><br /><br /></div><div class="MsoNormal"><o:p></o:p></div>Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.comtag:blogger.com,1999:blog-8546212078191799367.post-22208085676361742292012-05-10T05:07:00.000-07:002012-07-11T00:50:24.317-07:00Straight Up ... Or On The Rocks?<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtfhQw_9YUnfNchP4_IUWq_QadUMFkkEcK-PKIkBFnu3vKMw3liKloeeJGZevaxkA9XSwJf1P4RbCWHtzs5KjBgcGg-VA9izh-ronTc47YAnDttOI2AbGmn78b94_MIZ8jE6s4RJ4geL0/s1600/straight+up.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtfhQw_9YUnfNchP4_IUWq_QadUMFkkEcK-PKIkBFnu3vKMw3liKloeeJGZevaxkA9XSwJf1P4RbCWHtzs5KjBgcGg-VA9izh-ronTc47YAnDttOI2AbGmn78b94_MIZ8jE6s4RJ4geL0/s200/straight+up.jpg" width="200" /></a></div>In his <i>Education Week</i> blog "Straight Up", Rick Hess <a href="http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/05/the_ches_craven_blow_against_honest_speech.html">comes to the defense</a> of fellow traveler <a href="http://naomiriley.com/about">Naomi Schaefer Riley</a> following her dismissal as a <i>Chronicle of Higher Education</i> blogger. The <a href="http://chronicle.com/blogs/brainstorm/a-note-to-readers/46608">boom was lowered</a> as a result of NSR's <a href="http://chronicle.com/blogs/brainstorm/the-most-persuasive-case-for-eliminating-black-studies-just-read-the-dissertations/46346">hatchet job</a>, published on the <i>Chronicle</i>'s "Brainstorm" blog, of three up-and-coming black-studies scholars. She paints their unpublished dissertations broadly as "left-wing victimization claptrap."<br /><br />Hess's mounting of the barricades is no surprise as the Right is framing this as a crucifixion driven by political correctness. Ms. Riley's husband, <i>Wall Street Journal</i> editorial writer Jason Riley, is quoted by Hess as saying of his wife's sacking, "The mob rules." Well, there's an independent source. (Also see <a href="http://www.nationalreview.com/corner/299445/waiting-liberals-defend-naomi-schaefer-riley-mona-charen">Mona Charen</a> and <a href="http://www.edexcellence.net/commentary/education-gadfly-daily/flypaper/2012/political-correctness-triumphs-again.html">Checker Finn</a> for similar takes.)<br /><br />Sara, my wife, a former <i>Chronicle</i> blogger herself, <a href="http://eduoptimists.blogspot.com/2012/05/why-chronicle-should-fire-riley.html">called for</a> NSR's firing on this very blog. She described NSR's piece as "emotion-laden spewing, a venomous disdainful piece directed at young women scholars of color." Indeed. As a non-higher education expert and non-journalist, but amateur blogger, I perceived NSR's blog post as a screed better suited for a stream-of-consciousness, verbal diatribe on right-wing talk radio or the Sean Hannity show than the virtual pages of <i>The Chronicle</i>.<br /><br />Hess's defense of NSR is wobbly, or "on the rocks," if you will. First, Hess equates NSR's attacks on junior academics with political protests against an elected official -- Wisconsin Governor Scott Walker. Second, Hess conflates NSR's blog post with scholarly work protected by academic freedom. There is a critical difference between rhetorical flourishes directed at public figures and similar ones directed at private citizens. Such instances are, in fact, treated differently in libel case law, with public figures having a greater burden of proof. "Scholarly concerns for academic freedom" are not incompatible, as Hess suggests, with an opinion that a scathing, personal critique such as NSR's doesn't belong on the pages of a respected media-sponsored blog. Agreeing or disagreeing with her isn't relevant. As the <i>Chronicle</i> editors noted, her post simply did not conform to "journalistic standards and civil tone." Academic freedom, freedom of speech, and the right or privilege to publish a blog or column on a given web site or publication are each very different things.<br /><br />Conservative blogger and UW-Madison law school professor Ann Althouse <a href="http://althouse.blogspot.com/2012/05/chronicle-of-higher-education-blogger.html">offers</a> a refreshingly nuanced take on the NSR affair. She points out that NSR "mocked <i>individual graduate students.... </i>[C]ombining that blogging style with an attack on named, individual students, where you are speaking from a high platform in the established media... that's the problem, and I don't see Riley stepping up and acknowledging it."<br /><br />That's right. This dust-up isn't much about ideas at all, or freedom of speech, as some have contended. The dispute is fundamentally about journalistic standards in the realm of social media and about the specific personal attacks lobbed by NSR through the Brainstorm blog. <i>The Chronicle</i> and other media outlets <i>should</i> have a higher standard for such blogs -- and if commentators like NSR can't or refuse to meet that standard, they should be replaced by someone that can. If political or philosophic balance is of concern, there are plenty of conservative scholars and thinkers, Hess included, that even on a bad day could more than fill the <i></i>vacancy created by NSR.Anonymoushttp://www.blogger.com/profile/09991068220074279397noreply@blogger.com