The latest research report from Georgetown University’s Center on Education and the Workforce, Buyer Beware – First-Year Earnings and Debt for 37,000 College Majors at 4,400 Institutions was issued this week. Authors and researchers Anthony P. Carnevale, Ban Cheah, Martin Van Der Werf, and Artem Gulish continue their analysis of the continually expanding data provided by the U.S. Department of Education’s College Scorecard that arguable began with their 2019 report, A First Try at ROI: Ranking 4,500 Colleges.
Georgetown’s Center on Education and the Workforce released a report yesterday, examining various proposals for free college, including one proposal from presidential candidate Joe Biden. The report’s authors — Anthony Carnevale, Jenna Sablan, Artem Gulish, Michael Quinn, and Gayle Cinquegrani — provide a brief history of the various free college proposals adopted in some form by at least 15 states over the past few years.
Somehow, I missed The Chronicle of Higher Education article titled “A Crusade Against Terrible Advising” when it was published on August 4. According to Scott Carlson, senior reporter, the genesis of the article stemmed from several emails that he received from Dr. Ned Laff, a retired academic advisor whose advising experience included stints at nine different colleges and universities.
Over the weekend, I watched college and NFL football. The scenes of fans in the stands for Saturday’s televised college football games were as interesting as the scenes from the field. While it was clear that social distancing and masks had been mandated, it was also clear that more than a few did not take it seriously.
In the recent issue of Washington Monthly, Kevin Carey recommends a different policy architecture for American higher education. He writes that the best time to build it is now.
The coronavirus pandemic has impacted the finances of colleges and universities globally. With many colleges and universities in the U.S. reversing course and going online, some families are asking for tuition discounts. It’s too soon for final reports on enrollments, even as some universities report unprecedented numbers of incoming freshmen who requested an enrollment deferral (also called a gap year). There have been more than a few articles written about the financial impact of COVID-19, and a few more have attempted to rate or rank the financial risk of institutions based on publicly available data. Recently, I read an article written by a professor who argued that institutions should increase financial aid in a situation like this rather than discount tuition.
Recently, I was interviewed by Dr. Bjorn Mercer, Program Director for Communication, Philosophy, Religion, World Languages and the Arts, in the School of Arts and Humanities. In a podcast that appeared on the university blog “Online Learning Tips,” we discussed COVID-19’s health risks to students, faculty, and staff; the economic impact of COVID-19 on institutions of higher learning; and why so many colleges and universities are at great risk of closing.
Paraphrasing from political strategist James Carville’s famous line, “It’s the economy, stupid!”, I thought it would be appropriate to explain the reason that a significant number of traditional colleges and universities announced plans to return to campus this fall, instead of continuing with online courses for at least another semester or two.
In April, I published a two-part interview with Father Malachi Van Tassell, T.O.R., President of Saint Francis University, and Dr. Karan Powell, Vice President of Academic Affairs at Saint Francis University. Like many colleges and universities, Saint Francis had cancelled its on-campus classes and converted to online classes for the rest of the semester (read Part I and Part II of the series). Dr. Powell and I spoke recently, and I discovered that Saint Francis elected to return to on-campus courses this semester. I asked her if she and Father Malachi would be willing to update me regarding their preparations for the fall.
Shortly after EDUCAUSE conducted its survey of higher ed presidents, provosts, Chief Information Officers (CIOs), and Chief Technology Officers (CTOs) but before it published Grajek and Brooks’ Grand Challenges, the COVID-19 pandemic hit. The pandemic caused the closure of most campuses, required students and faculty to learn and teach from home, and impacted the revenue and expense stream of most colleges and universities.