Last month, I posted an article about APUS’ groundbreaking ceremony at the site on which we will build a Leadership in Energy and Environmental Design (LEED) Gold certified building.  Wes Holmes, an APUS student pursuing a Masters of Environmental Policy and Management, requested to do a project to document the construction of the building.  To that end, he has established a blog under the guidance of his Program Director, Dr. Carol Pollio. 

Mr. Holmes’ blog will provide a forum in which he can share the information related to the construction of the building, the LEED elements of the building, and will even include a webcam to show real-time construction development.  In documenting the progress of this construction, Mr. Holmes will touch on issues related to “environmental policy; sustainable development; natural resource utilization; and responsible, community-oriented growth.”

APUS is a charter signatory to the American College and University Presidents Climate Commitment (ACUPCC) and has committed itself to “greening” our operations and helping develop the leaders this country will need to evaluate the many complex issues regarding the environment.  As institutions of higher education begin to realize the need for educating tomorrow’s leaders about environmental issues, many have begun incorporating sustainability into their curriculums in a variety of ways.  I was impressed when Dr. Pollio discussed Mr. Holmes’ concepts for this project, and I believe it will be the first of many ways in which APUS’s faculty and students will integrate issues of sustainability into the curriculum. 

I encourage you to follow Mr. Holmes’ blog as he documents the construction of APUS’ LEED building.  I am sure that he will welcome suggestions as well.

The 20th anniversary of the fall of the Berlin Wall was a week ago on November 9.  I remember it well.  CNN was still in its infancy and yet its coverage of the emotion of the crowd was worth watching long into the night.

Precedents for the fall of the wall were the discussions between the West and Mikhail Gorbachev.  Because of those discussions, President Reagan made one of the most famous speeches of the time at the Brandenburg Gate on June 12, 1987.   The most famous line of President Reagan’s speech was:  “Mr. Gorbachev, tear down this wall.”

I grew up during the Cold War.  In the 1960’s and 1970’s, all public schools held Air Raid drills.  We were taught where the fallout shelters were.  Our enemies were the Russians and Chinese.  As an undergraduate at Duke University, I was fascinated with American diplomacy and followed the policy of containment favored by George Kennan and the policy of arms superiority favored by Paul Nitze.  In the end, Kennan’s policy worked because of Nitze’s interpretation that the Soviets would only respect strength.

Twenty years after the fall of the wall, there’s now a generation of Americans who were born after the end of the Cold War.  Unfortunately, the world is not at peace.  The same technologies that have “flattened” the world (according to author Tom Friedman) have also provided terror groups with access to like-minded members around the world.  Fighting these groups will require a sophisticated alignment between domestic and international intelligence agencies as well as state and local law enforcement departments.  While this is not my area of expertise, I sense that this effort will require unprecedented cooperation and that some of the cooperation will be encumbered with political roadblocks.  Academic institutions can do our part by providing relevant courses and programs ranging from National Security and Diplomacy to Strategic Intelligence and Homeland Security.  I hope the era of terrorism falls sooner than it took for the wall to fall.

An August 11th article in The New York Times caught my attention.  Written by Tamar Lewin, the article describes a policy brief released by the College Board which concludes that for the most part, recent graduates are carrying “manageable” debt loads.  Using data published in the Department of Education’s National Postsecondary Student Aid Study, the policy brief notes that while the number of students using loans to pay for their post-secondary educations has increased in the last five years, the volume of students who carry overly burdensome levels of debt upon graduation remains small in comparison.

According to the policy brief, of the students who earned a degree or certificate program during the 2007-2008 academic year, some 41 percent graduated with no debt whatsoever.  Those students borrowing more than $40,000 to pay for their educations represented only six percent of total student borrowing.  Students borrowing money to pay for a certificate program carried substantially less debt overall than those borrowing money to pay for an associate or bachelors degree.  A meager one percent of those borrowing money for a certificate program found themselves $40,000 or more in debt upon graduation while ten percent of those borrowing to complete a bachelors degree carried that level of debt or more upon graduation.  The above statistics found in the College Board’s policy brief are logical when one considers the number of credits required to complete each of the three degree types compared above.  What’s not logical is the $40,000 threshold selected to evaluate reasonable debt loads.  Obtaining a $40,000 loan for a certificate program is almost certain to lead to a negative ROI unless the certificate is related to technical training in an extremely high paying profession.  Even then, it is a risky venture.  While borrowing $40,000 for a four year degree sounds better, it may not be relative to the average loan balance of graduating students.  The College Board briefing does not take into account the students who borrow money to attend college who don’t graduate at all, or the students who attend college until their money runs out.  Using limited outcomes with a broad brush to stimulate policy discussions can be misleading.  With approximately half of college freshmen graduating in six years, we shouldn’t ignore the half that don’t finish.

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Today is Veterans Day, a day on which we should all pause to consider the sacrifices made by those in our armed services. Last year I posted an article detailing the history of Veterans Day and I encourage you to take a look at that article to find that information.

This year, I thought it appropriate to take a somewhat different approach in writing about this holiday. As the wars in Iraq and Afghanistan rage on, we civilians rest peacefully each night knowing that we are safer because our military is engaged in containing the area of the world where Al Qaeda and other terrorist organizations can plan their attacks against people who believe in democracy, equality, and personal freedoms. Our founder, Jim Etter, served in the Marines for 27 years. Many of our faculty and staff served as well. In additionally, approximately 80 percent of our student population is active duty or veterans and we are proud to serve so many of our nation’s heroes.

I recently read an article written by one of APUS’ alums, Brian Hawthorne, who is a veteran and currently a senior at George Washington University. The article details changes in the public’s attitude toward veterans as they returned home from various wars. Brian points out that after World War II, troops returned home to “yellow ribbons, a GI Bill of Rights and the open arms of their communities.” Perhaps due to the divisive nature of the Vietnam War, however, troops returned home from that war to a dramatically different reception. There were few to no yellow ribbons or parades and some returning troops met outright hostility.

Indeed, the current wars in Iraq and Afghanistan have created tension among the American public. In a room full of twenty people, one will likely encounter ten who support these efforts and ten who do not; without question, there will likely be twenty different opinions on the best way to move forward in those nations. Regardless of one’s political opinion regarding the current efforts in either nation, I hope that no one loses sight of the fact that those in our nation’s military and those who have served previously deserve our utmost respect and gratitude.

On this Veterans Day, I strongly encourage each of you to embrace our nation’s servicemembers and thank the veterans and those currently serving for their service to this great nation. They fight to preserve our safety and our freedoms. A thank you to these heroes is the least we can do.

On October 26, 2009, the National Institute for Learning Outcomes Assessment (NILOA) issued the results of its first annual survey of Provosts and Chief Academic Officers.  When I read the press release and skimmed through the survey, I asked Dr. Jennifer Stephens, our Associate Vice President and Dean of Assessment, to provide me with a guest article describing the survey and the significant findings.

For those of us working for regionally accredited, market-driven institutions, the survey confirms that we utilize assessment and assessment tools in many more ways than traditional research institutions.  I cannot speak for all for-profit institutions, but we embraced assessment as a tool when we realized its value in diagnosing what worked and what didn’t as the online learning field continued to evolve through improvements in pedagogy and technology.  A group of like-minded, for profit and non-profit institutions joined together to form Transparency by Design (TBD), an initiative to publish learning outcomes in a common reporting format.  As we continue to utilize assessment for quality improvement, our faculty will gain the knowledge of what works better for online teaching and our students will benefit through better designed and better instructed classes and programs.  Organizations like NILOA and TBD will share best practices with the goal of providing better outcomes for students.

I think you will enjoy reading the results of the survey as summarized by Dr. Stephens.   I look forward to seeing future surveys that indicate that progress in the utilization of assessment tools is being made by all institutions of higher education.

Over the past decade, calls for assessment and accountability have increased as the educational community has become more vocal about the need to be more systematic in assessing student performance.  This is evidenced by: 1) regional and national meetings that focus on assessment; 2) accountability initiatives such as the Voluntary System of Accountability (VSA), University and College Accountability Network (U-CAN), and Transparency by Design; and 3) the recent sharp increase of assessment tools and organizations that focus on the assessment of student learning outcomes.

To better understand the dynamics of student learning outcomes assessment in higher education institutions, the National Institute for Learning Outcomes Assessment (NILOA) was launched in 2008 to assist institutions and others in discovering and adopting promising practices in the assessment of college student learning outcomes. The vision of the NILOA is to discover and disseminate ways that schools can productively use assessment data internally to inform and strengthen undergraduate education, and externally to communicate with policy makers, families and other stakeholders.  The NILOA project is based at the University of Illinois and Indiana University. Stan Ikenberry and George Kuh serve as co-principal investigators, and Peter Ewell serves as a Senior Scholar. The initiative is guided by a National Advisory Panel and supported by foundations including Lumina Foundation for Education, the Carnegie Corporation of New York, and the Teagle Foundation.

To advance their mission and as their first big project, the NILOA surveyed provosts or chief academic officers at all regionally accredited, undergraduate-degree-granting, two and four year, public, private, and for-profit institutions in the U.S. about the assessment activities conducted at their institutions.  In the spring of 2009, the questionnaire was administered to 2809 institutions.  There was a 53% response rate with 1518 schools responding.  

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Charles Town, West Virginia, APUS’ headquarters, is replete with history.  As a history buff, I have found the history of this town fascinating.  For those of you who don’t know, Charles Town and Jefferson and Berkley County were part of the state of Virginia until 1863 when President Lincoln transferred them to West Virginia.  Some of the descendants of residents from the 1800’s still consider themselves Virginians.  During the War Between the States, the area was vital to both sides and the occupancy of the town changed hands numerous times.  Currently, the area is recognizing the 150th anniversary of John Brown’s raid on Harpers Ferry and his trial in Charles Town, Virginia.  Because these sesquicentennial events are occurring throughout 2009 and 2010, I thought I would provide a brief summary of John Brown, his life’s dedication to the abolition of slavery, the raid, and the trial. 

John Brown was an American abolitionist born in Connecticut.  After an unsuccessful attempt at becoming a Congregationalist minister, Brown married Dianthe Lusk and moved to New Richmond, Pennsylvania where he opened a tannery, a venture that became quite successful for the family.  In 1832, following complications from the birth of Brown’s seventh child, his wife, Dianthe, died.  Soon after, however, Brown married sixteen-year-old Mary Ann Day with whom he had an additional 13 children. 

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