Salem State reopens exhibit that was shuttered based on student criticisms but places most controversial piece behind drapes. Maryland Institute College of Art involves students in displaying piece on the KKK.
Submitted by Paul Fain on December 1, 2016 - 3:00am
Colorado Heights University, a private nonprofit institution located in Denver, will shut down next year, The Denver Postreported. The small university enrolls mostly international students. University officials cited declining enrollment and the uncertain future of Colorado Heights' accreditor, the Accrediting Council for Independent Colleges and Schools, as reasons for the university's closure.
Submitted by Paul Fain on December 1, 2016 - 3:00am
The percentage of graduating high school seniors who completed the Free Application for Federal Student Aid in 2015 varied widely by city, according to a new analysis from the National College Access Network. The group looked at numbers from 68 cities, finding that a high of 68 percent completed the FAFSA in Memphis, Tenn., compared to a low of 25 percent in North Las Vegas. The 68-city average was 48 percent, according to the group, which is close to the nationwide rate of 44 percent in 2014.
"Exemplar cities of all sizes show us that it is possible to have a high percentage of high school seniors complete the FAFSA," the report said.
The late Notre Dame University president Father Ted Hesburgh advocated for the values that animate liberal education: critical thinking, persuasive communication, insightful judgment, cultural competence. He saw these values as essential to liberate people from inchoate fear, prejudice and the sense of powerlessness that often accompanies social change.
Buoyed by the votes of millions of Americans who never went to college, the election of Donald J. Trump as president of the United States seems to be a failure for American higher education. President-elect Trump’s rhetoric articulates values that are the antithesis of the liberal education values that Father Hesburgh proclaimed.
How did higher education in one of the most educated nations in human history lose its narrative and become marginalized in the wave of fear and resentment that Trump rode to victory?
Hesburgh was at his peak in the late 1960s and early 1970s, and in some ways that social and cultural era has parallels today: widespread dissatisfaction with “the establishment,” a fear of America’s loss of international prestige because of being bogged down in an unwinnable war, alienated young people, racial strife and the emergence of a political demagogue with roots in the anti-intellectualism of the McCarthy era -- a man who harbored a long sense of grievance against college-educated elites. President Richard Nixon’s defeat of Hubert Humphrey and, later, George McGovern might now be seen as foreshadowing the pathway to President Trump.
Hesburgh locked arms with Dr. Martin Luther King Jr., staunchly advocating for civil and human rights; he defied President Nixon. There is no Ted Hesburgh today. There are certainly wise and courageous presidents speaking out here and there, but there is no singular great voice strengthening the backbone of American higher education and daring to stand in the bully pulpit of reasoned opposition to expressions of hatred and threatened repression. We have no prominent moral and intellectual leader asserting the role of higher education as the central pillar of principled debate about the means and ends of government.
Instead, for quite a long while, American higher education has been adrift in a devolving eddy of self-pity, whining about overregulation while obsessing about bracket placements and rankings, pandering to political and philanthropic overlords while remaining largely silent on the great social issues of our times. We have lost the great narrative of American higher education as the counterweight to government excess, as the bastion of free thought and speech, as the public intellectual voice of the society.
We have allowed the story of higher education today to become one about value, to be sure -- monetary value, dollars and cents as surrogates for quality and more important moral values. It’s not just about the incredible wealth of some universities, although that is part of the perceived value today, at least in rankings. Even more, it’s all about the economics for the consumers: whether the student finds the experience of higher education to be valuable not in terms of the person we help him or her to become, but rather, whether the graduate gets a well-paying job. PayScale has shoved aside the philosopher king as the arbiter of the worth of college.
Higher education needs a deep and pervasive transformation of its value proposition for the American public and the global society we serve. And this value proposition should be, unabashedly, about real civic, social and moral values -- a concept that Hesburgh warned was on the wane in his time, whose weakness has led to our marginalization in the national conversation about the kind of society America wants to be. In a broadly collaborative effort among all types of institutions, we must find solutions to these issues:
Expanding access to college. The election exposed the fault line that runs deep between college-educated Americans and those who have not gone to college, a sort of Starbucks v. speedway divide. There’s a tremendous irony right now in that many, if not most, colleges and universities are struggling to fill seats, and yet millions of Americans remain outside higher education.
Too many institutions, particularly wealthy private and flagship state institutions, claim a desire to welcome more low-income students of color yet fail to change the interior circumstances of costs, culture, educational programs and pathways that would enlarge the pipeline and ensure success for those students. Meanwhile, other significantly less wealthy institutions -- community colleges, open-access public institutions, smaller nonelite private colleges -- dare to enroll large numbers of low-income students and those of color. But we wind up being roundly criticized by media and policy makers because these students do not progress through college according to traditional measures of persistence and completion.
While we spend a lot of time worrying about the shrinking demographic of immediate high school graduates, in fact, the problem is not too few students, but rather, not enough seats configured in the right way to get more Americans into and successfully through the college maze. To achieve transformation, we must consider deep changes in degree requirements, curricula and programs, delivery systems, and cocurricular services. We need more focus on students and less on institutions. We must have deeper understanding of the 75 percent of students with “nontraditional” characteristics such as work, parenting and other family responsibilities while attending college.
We must end the obsessive inter-institutional competitiveness that drives up costs while keeping too many students out, replacing competition with a more open collaboration that recognizes and makes good use of the different characteristics of the spectrum of institutions to support student needs at each stage of the academic life cycle.
We should, collectively, reconsider the fundamental principles of general education, majors and electives, as well as the amount of credit required to earn degrees. What is the magic of the 120-credit baccalaureate degree? Is there a different way to achieve the same learning outcomes in a shorter, more efficient way?
Barriers to access also exist in the inhospitable corners of campus cultures that foster cruel exclusions (e.g., Greek houses), spawn attitudes where sexual abuse and assault thrive, or give life to racial, ethnic or religious bigotry. All those behaviors drive students who are “other” away, contribute to diminished academic performance and degrade the values of the academy. We can hardly exert moral leadership for the larger society if we continue to tolerate discriminatory, abusive behaviors on our own campuses.
Reforming the cost/price structure. No programmatic changes will amount to anything unless and until we reform the cost/price structure. College has become entirely too expensive for most people to bear, even with generous financial aid. Debt burdens are impossibly heavy, and tuition discounting has become overwhelming and harmful for many private colleges. We are sinking under the weight of an enterprise that has become too costly to sustain.
While many costs are fixed and hard to reduce, every budget has, in fact, opportunities for expense reformation that can control costs more effectively. We have to reconsider how much we spend on facilities, executive compensation and technology investments that quickly become obsolete. We need to do a better job reducing expenses for activities that are ancillary to the purpose of the university -- dare I mention athletics?
Universities with great wealth have a great opportunity right now. Rather than waiting for the new administration to act, perhaps the wealthiest universities could collaborate in a way that would help all students by pooling some percentage of their earnings to create a new foundation for college access that could benefit students broadly throughout higher education.
Reclaiming our public intellectual voice. A journalist recently asked me why college presidents are so darned reluctant to have anything to say about the important issues of our times. Some presidents say that they feel constrained by their boards or their political situations, particularly in state institutions. Others say they don’t feel a president should express opinions on public issues because that would be interpreted as intimidating those who disagree.
Father Hesburgh wrote in 1976 that the best gift a president can give to students is the gift of a good example. He wrote, “There are great moral issues facing young and old alike today … the young [should] perceive clearly where we elders stand on issues like human rights, world poverty and hunger, good government, preserving the fragile ecosphere …” Today, I would add where we stand on issues like Black Lives Matter, the deportation of undocumented children, religious bigotry and repression of religious expression, objectification and degradation of women, and freedom of speech and the press.
While respecting individual campus challenges, I disagree with those presidents who advocate silence as a form of some sort of politesse, a discretion that makes sure everyone remains comfortable. That, to me, is the height of political correctness. We need to risk being politically incorrect at times, in the best possible ways. We must roust our faculty members and students out of their comfort zones, to give voice to the values that our mission statements and vision documents claim as our entire reason for being.
In the next four years, if not eight or more, this country and higher education could well be challenged in ways we’ve not seen since the McCarthy era to demonstrate courage and conviction on behalf of the fundamental values of our society: free speech, equality of educational and economic opportunity for all people, racial justice, the right to profess every religion without fear of reprisal, the right to enjoy the blessings of liberty for all.
We must be courageous advocates for our students who are at risk right now, particularly for our undocumented students and students of color who continue to suffer racial hatred. We must stand up for equal rights for women, starting at home on our college campuses. We can hardly be advocates for justice in the world if we ignore the shameful stain of sexual assault on campus.
The promise of America has always been grander than our reality, but we had hoped in the last half century to have moved past the racial, ethnic and religious bigotry that now runs rampant with the approval, role modeling and rhetoric of the next president of the United States. The election was a shocking result, but perhaps it’s a necessary one to force higher education to reclaim its public voice.
We have to teach our students that self-governance among citizens of a free society is not a zero-sum game; that in order to help those in need we do not have to take opportunities away from others; that we should take greater care in developing solutions that do not pit people against each other, breeding the anger and resentment that fueled the presidential campaign.
Ultimately, our job is to educate the citizen leaders who will build the future of civilization, and we must find a way to teach them how to be far more effective in constructing a truly good society than we have been able to create thus far.
We college presidents are not curators of museums to some glorious past for human history. We are stewards of humanity’s future, and the current circumstances require us to exert far more moral courage and intellectual scope than we have ever dared before.
For accreditation, 2016 will be remembered as an inflection point, a pivotal moment, a culmination of a multiyear revamping, which means this space is now dominated by two features.
The federal government, through the U.S. Department of Education, has consolidated its authority over accreditation. It is now the major actor directing and leading this work. Second, the public, whether members of the news media, consumer protection advocates, think tanks or employers, is now in agreement that the primary task of accreditation is public accountability. That means accredited status is supposed to be about protecting students -- to serve as a signal that what an institution or program says about itself is reliable, that there are reasonable chances of student success and that students will benefit economically in some way from the educational experience.
Both the strengthened federal oversight and expectations of public accountability have staying power. They are not temporary disruptions. They will remake accreditation for the foreseeable future.
At least some government authority over accreditation and public concern about the space and accountability are not new. What is new and what makes this moment pivotal is the extent to which there is agreement on both the expanded federal role and public accountability. And both are in significant contrast to longstanding practice of accrediting organizations as independent, nongovernmental bodies accustomed to setting their own direction and determining their own accountability.
This disruption can result in serious drawbacks for accreditation and higher education -- and students. Those drawbacks include a loss of responsible independence for both accreditation and the higher education institutions that are accredited. This independence has been essential to the growth and development of U.S. higher education as an outstanding enterprise both when it comes to quality and to access. There are concerns about maintaining academic freedom, so vital to high-quality teaching and research, in the absence of this independence. We have not, in this country, experimented with government and the public determining quality, absent academics themselves. Government calls for standardization in accreditation can, however unintentionally, undermine the valuable variation of types of colleges and universities, reducing options for students.
Consolidation of Federal Oversight
By way of background, “accreditation is broken” has been a federal government mantra for several years now. For the U.S. Congress, both Democrats and Republicans, as well as the executive branch, messages about perceived deficiencies of accreditation have been driving the push for greater government oversight, whether delivered from a secretary of education describing accreditors as “watchdogs that don’t bite” or an under secretary talking about how accreditors are “asleep at the switch” or a senator maintaining that “too often the accreditation means nothing” or a leading House representative saying accreditors may have to change how they operate in the changing landscape of higher education.
Both Congress and the department are pushing accreditation to focus more intently on both the performance of institutions and the achievement of students. From a federal perspective, “quality” is now about higher graduation rates, less student debt and default, better jobs, and decent earnings. The Education Department’s Transparency Agenda, announced last fall, has become a major vehicle to assert this federal authority. The Agenda ties judgment about whether accreditation is effective to graduation and default information, with the department, for the first time, publishing such data arrayed by accreditors and publishing accreditors’ student achievement standards -- or identifying the absence of such standards. The department also is taking steps to move accreditors toward standardizing the language of accreditation, toward more emphasis on quantitative standards and toward greater transparency about accreditation decisions.
Consistent with the Agenda, the National Advisory Committee on Institutional Quality and Integrity (NACIQI), the federal body tasked with recommending to the secretary of education whether accrediting organizations are to be federally recognized, is now including attention to graduation and default rates as part of its periodic recognition reviews. Committee meetings involve more and more calls for judging accrediting organizations’ fitness for federal recognition based less on how these organizations operate and more on how well their accredited institutions and programs are doing when it comes to graduation and debt. And NACIQI has been clear that, because of the importance to the public and to protecting students, all activities of accrediting organizations now need to be part of the committee’s purview.
Most recently, Democratic Senators Elizabeth Warren, Dick Durbin and Brian Schatz introduced a bill on accreditation that would upend the process. The bill captures the major issues and concerns that have been raised by Congress and the department during the past few years, offering remedies driven by expanding federal authority over accreditors and institutions: federally imposed student achievement standards, a federal definition of quality, federal design of how accreditation is to operate and federal requirements that accrediting organizations include considerations of debt, default, affordability and success with Pell Grants as part of their standards. While it is unlikely that anything will happen with this bill during the remainder of the year, it provides a blueprint for change in accreditation for the next Congress and perhaps the foundation for the future reauthorization the Higher Education Act itself.
Moreover, as government plays a more prominent role in accreditation, the process has become important enough to be political. Lawmakers sometimes press individual accrediting organizations to act against specific institutions or to protect certain institutions. Across both the for-profit and nonprofit sectors, lawmakers make their own judgments and are public about whether individual institutions are to have accredited status and how well individual accrediting organizations do their jobs. Now, when accrediting organizations go before NACIQI, not only are they concerned about meeting federal law and regulation, but they are also focused on the politics around any of their institutions or programs.
In short, the shift in Washington -- defining quality expectations for accreditors in contrast to accepting how accreditors define quality, intensive and extensive managing of how accreditors are carrying out their work in contrast to leaving this management to the accreditors, seeking to standardize accreditation practice in contrast to the variation in practice that comes with a decentralized accreditation world of 85 different accrediting organizations -- has placed the federal government in a strong oversight role. There is bipartisan support in Congress and across branches of government for this rearrangement of the accreditation space. It is difficult to imagine that the extent to which the federal government influences the activity and direction of accreditation will diminish any time soon, if at all.
Consolidation of Public Expectations
The pressure on accreditation for public accountability has significant staying power in a climate where higher education is both essential and, for many, expensive, even with federal and state assistance. There is a sense of urgency surrounding the need for at least some higher education for individual economic and social well-being as well as the future competitiveness and capacity of society. At the same time, disturbingly, student loan debt now totals more than $1.3 trillion, and in 2016 the average graduate who took out loans to complete a bachelor’s degree owed more than $37,000. In this environment, the public wants accreditation to focus on students gaining a quality education at a manageable financial level.
Accreditation is now the public’s business. On a weekly basis, multiple articles on accreditation appear in the news media, nationally and internationally. Social media reflect this as well, with any article about accreditation, but especially negative news, engaging large numbers of people in a very short period of time. Think tank reports on accreditation are increasing in number, mostly focused on how it needs to change.
From all sources, the focus is on accreditation and whether it is a reliable source of public accountability. Media attention is on default rates as too high and graduation rates as too low, on repeated expressions of employer dissatisfaction with employees’ skills and whether accredited institutions do a good job of preparing workers. In the face of a constant stream of articles highlighting these concerns, the public increasingly questions what accreditation accomplishes and, in particular, whether it is publicly accountable.
Moreover, where judgments about academic quality were once left to accreditors and institutions, technology now enables the news media and the public to make such judgments on their own. Enormous amounts of data on colleges and universities are readily available, from graduation rates to attrition, retention and transfer rates. Multiple data sources such as the federal government’s College Scorecard, College Navigator and Education Trust’s College Results Online are now available to be used by students, families, employers and journalists. Urgency, concern and widespread opportunity to make one’s own judgment about quality have all coalesced to raise questions about why any reliance on accreditation is needed, unless accreditation carries out this public accountability role. Perhaps the most striking example of this development is Google’s recent announcement that it is working with the College Scorecard to present Scorecard data (e.g., graduation rates, earnings, tuition) as part of a display when people search for a particular college or university.
This, then, is the revamped accreditation space, with the federal government determining the direction of accreditation and a public that is driving accreditation into a predominantly public accountability role.
Will this revamping be successful? Will students be better served? Only if government, the public, higher education and accreditation can strike a balance. Expanded government oversight should be accompanied by acknowledging and respecting the independence, academic judgment and academic leadership long provided by colleges and universities and central to effective higher education and accreditation. Emphasis on public accountability should be accompanied by valuing the role of academics in determining quality. By and large, this has been accomplished through the relationship between accreditation, higher education and government until recently. The way forward needs this same balance.
Judith S. Eaton is president of the Council for Higher Education Accreditation, a membership association of 3,000 degree-granting colleges and universities.
Jay Hershenson, senior vice chancellor of the City University of New York, will be leaving the system offices at the end of the year to return to Queens College, a CUNY division that is his alma mater. There he will become vice president for communications and marketing and senior adviser to the president. He is leaving at a time when Governor Andrew Cuomo is pushing for major changes in the CUNY system.
Hershenson has been a vice chancellor of the CUNY system for the last 32 years, serving under eight different CUNY chancellors. During that time, he has won numerous awards, many of them for his efforts on behalf of minority and disadvantaged students. Many of his counterparts nationally have said that it is unheard-of for someone to remain so long in such a highly visible senior position at a university system that faces its share of controversies and political challenges. In 2009, he received a joint award for his service to CUNY and state government relations from the Association of Public and Land-grant Universities, the Council for Advancement and Support of Education, the American Association for State Colleges and Universities, and the American Association of Community Colleges. A tribute video released by CUNY at the time is below.
Submitted by Paul Fain on November 30, 2016 - 3:00am
After reaching a peak of 14 percent in 2008, the number of undergraduates nationwide who used private student loans declined by roughly half by 2012, to 6 percent, according to a new data report from the U.S. Department of Education's National Center for Education Statistics. During the same time period, the percentage of undergraduates borrowing from the federal government through the Stafford Loan program increased to 40 percent from 35 percent.
"The decline in private education borrowing could potentially be attributed to a number of factors that include a tightening of lending standards; increases in the annual and aggregate unsubsidized Stafford Loan limits; a reduction in the number of private lenders in the education loan market; and the elimination of the Federal Family Education Loan Program, which made private lenders ineligible to make federal loans," the report said.
Calling the student "a soldier" of ISIS, the group said that he "carried out the operation in response to calls to target citizens of international coalition countries." The organization, which released the statement through its news service, did not claim to have advance knowledge of the student's actions, though it has repeatedly called on its followers to conduct independent "lone wolf" attacks similar to what took place at Ohio State. The student, Abdul Razak Ali Artan, had posted a message on Facebook prior to the attack, urging the United States "to make peace with 'dawla in al sham,'" referring to the territories controlled by ISIS.
U.S. officials have not confirmed Artan's motive, but Josh Earnest, White House press secretary, said Tuesday that the student “may have been motivated by extremism and may have been motivated by a desire to carry out an act of terrorism.”
Artan injured 11 people on Monday before being shot and killed by an Ohio State police officer. The injuries suffered by the victims -- who included undergraduate and graduate students and at least one university staff member -- are believed to not be life threatening, university officials said.