Friday, May 17, 2013

Pension News



Illinois Speaker of the House, Michael Madigan presided over a House Pension Committee meeting that began at 1:00 PM Thursday (5/16/2013) afternoon. The Speaker called the special meeting to work with community colleges and universities to advance a plan to shift the employer costs of pensions from the state to the employer universities and community colleges.

The hour long meeting featured testimony from community college and university representatives. Testifying for community colleges were Tom Ryder (ICCTA Legislative Counsel), Charlotte Warren (President, Lincoln Land Community College) and Laurent Pernot (Vice Chancellor, City Colleges of Chicago). Testifying for universities were Bob Easter, (President, University of Illinois) and Glen Poshard (President, Southern Illinois University). School district representatives did not participate in this meeting.

The testimony centered on a recent cost shifting proposal from the Speaker. That proposal provides that community colleges and universities will shift the employer cost of pensions from the state to universities and community colleges at the rate of 0.5% of pensionable payroll per year until the entire amount is shifted. This is similar to the ICCTA proposal and is estimated to take 13 years to shift the pension costs. Complicated cost control measures are in place to protect the community colleges and universities from future unfunded liabilities or pension enhancements that the General Assembly may be tempted to provide.

The proposal also requires that both the local community college or university board and the SURS Board approve of any new pension enhancements approved by the General Assembly. Under this provision it is entirely possible that Community College A would approve a benefit enhancement and Community College B would not approve. After a period of years it is possible that the pension plan could differ from one community college to another. The normal cost amount that each community college and university is paying would be adjusted as each may choose to enhance benefits or reject the enhancements.

The Speaker’s pension cost shifting proposal also provides for reconstituting the State Universities Retirement System Board in such a way that there would be three board members from the community college system and three board members from the university system serving on the new board. The chair would be selected from among the membership.

Currently there is no guaranteed representation from the community college system.
All of the presenters indicated that cost shifting will be difficult to achieve but is necessary to stabilize the pension funds and the state’s budget situation. The presenters were generally favorable toward the Speaker’s proposal. Community college testimony detailed the need to address remedies in the following areas of interest: 1) Improve the Tier II pension plan; 2) remove pensionable salary caps; 3) revise the “6% Rule”; 4) provide level state funding; 5) reduce age 67 retirement; and 6) several other suggestions were made.

Members of the Pension Committee asked questions about the proposal. No vote was taken on the measure and the Speaker announced that there would be another meeting next week to continue the dialogue.

Michael Monaghan
Executive Director
Illinois Community College Trustees Association

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Tuesday, May 14, 2013

academic expectations


What do we think about this? Wait...before you respond, take a look at this paper, authored by Parkland Professor Erin Wilding-Martin: 


Now, the article:


May 7, 2013
High Schools Set Up Community-College Students to Fail, Report Says
By Katherine Mangan

Community colleges' academic expectations are "shockingly low," but students still struggle to meet them, in part because high-school graduation standards are too lax in English and too rigid in mathematics, according to a study released on Tuesday by the National Center on Education and the Economy.

Students entering community colleges have poor reading and writing skills and a shaky grasp of advanced math concepts that most of them will never need, the study found.

The center, a nonprofit organization dedicated to college readiness, examined the math and English skills needed to succeed in first-year community-college courses. In a report on the study, the authors acknowledge that their findings are controversial, especially their conclusion that not all students need a second year of algebra.


A typical high-school math sequence includes geometry, a second year of algebra, precalculus, and calculus, the authors note. They say that less than 5 percent of American workers need calculus and that high schools should offer alternative pathways including options like statistics, data analysis, and applied geometry.

In math, students are rushed through middle-school courses without fully grasping the concepts in order to get to more-advanced material, the study concludes.

"It's kind of like saying the League of Nations is more important to study than the Constitution and the Declaration of Independence because it comes later," Phil Daro, co-chair of the study's mathematics panel, said on Tuesday during a daylong discussion of the findings.

What students need to succeed in entry-level college classes is middle-school math, especially arithmetic, ratio, proportion, expressions, and simple equations, the report says.

The authors insist that they aren't calling for weaker standards, but simply more flexibility, so that students who are interested in vocational fields can take applied math that would be more useful to them.

The entire sequence, from secondary education through college, needs to be better aligned, they say.

"You think of community colleges as Grade 13, and that kids go through a progression with each year building on the previous year," said Marc S. Tucker, president of the national center. "What I see is kids leaving the 12th grade, going to community college, and beginning back in middle school. That's not a progression. That's going backwards."

A Retreat to Tracking?
The study focused on community colleges because they offer a gateway to four-year colleges for a large and increasing proportion of students, and provide the bulk of vocational and technical education offered in the United States. About 45 percent of American college students are enrolled in such colleges.

The study was guided by panels of experts in the subject matter, and was overseen by an advisory committee that included leading psychometricians, cognitive scientists, and curriculum experts. The project was supported by the Bill & Melinda Gates Foundation.

The authors selected seven diverse states and randomly chose a community college in each one, focusing on eight popular programs preparing students for careers and for transfer to four-year colleges. They examined textbooks, assigned work, tests, and grades.

The argument that high-school math requirements are too rigid has prompted lawmakers in some states to recommend making it easier for students to pursue vocational paths. In Texas, for instance, lawmakers are debating proposals that would allow some students to graduate without completing a second year of algebra.

The changes are supported by industry and trade groups that are having trouble finding enough skilled workers but are opposed by those who worry about a return to the days when low-income and minority students were routinely tracked into vocational careers. Loosening graduation requirements would mark a retreat, they argue, from the decades-long national push toward tougher graduation requirements at high schools.

Turning to English, the study found that instructors often assume that students can't understand their textbooks, even though they're written at an 11th- or 12th-grade level. They compensate by using videos, flash cards, and PowerPoint presentations to summarize the material.

Most introductory college classes demand little writing, and when it is required, "instructors tend to have very low expectations for grammatical accuracy, appropriate diction, clarity of expression, reasoning, and the ability to present a logical argument or offer evidence in support of claims."

Across the curriculum, "the default is short-form assignments that require neither breadth nor depth of knowledge," the report says. The exception was in English-composition classes, where students were typically challenged.

Raising the bar too quickly for college classes would be a mistake, according to the study, because so many students are unable to handle current course levels and end up in remedial classes.

Ill Prepared for College
Walter G. Bumphus, president of the American Association of Community Colleges, said the report underscores issues that are already being dealt with by the association's 21st-Century Commission on the Future of Community Colleges, including the problem that "far too many students are coming to community colleges ill prepared to do college-level work, especially in foundational math and English."

The president of a nonprofit group that is working to raise academic standards said the report reinforces the importance of Common Core State Standards that have been approved by 45 states and the District of Columbia.

The revamped version of second-year algebra in those standards includes more emphasis on modeling and drawing inferences and conclusions from data—skills that are relevant to all students, said Michael Cohen, president of Achieve.

Scrapping the course requirement altogether could hurt low-income and minority students who would be more likely to opt out and thus be less prepared for college, he said. "We don't really want to set the expectations for high-school students at a level that reflects what community colleges currently demand," he added. "That's not setting the bar very high."




This news article is reprinted from The Chronicle of Higher Education at:


# # # # # #

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Wednesday, May 8, 2013

ICCB Spring Enrollment Report and Parkland persistence data - 2011 to 2012



Illinois Community College Board 

FISCAL YEAR 2012 SPRING ENROLLMENT REPORT 
Headcount and Full-time Equivalent (FTE) Both Down from Last Year. 
Enrollments Remain Strong by Historical Standards. 

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2012 semester B usually the 10th day of the term. 

Overall, short term statewide results of the fiscal year 2012 Spring enrollment survey show decreases from last year. Compared to the same term one year ago, statewide Spring 2012 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. FTE figures reflect the total number of credit hours being taken by students divided by 15 – the number of semester hours traditionally considered a full-time class load. The Spring 2012 semester headcount was 370,816 compared to 381,582 last year (a headcount decrease of 10,766 or -2.8 percent). The latest FTE count was 209,966 compared with 219,752 a year ago (an FTE decrease of 9,786 or -4.5 percent). 

Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. The latest Spring enrollments remain strong by historical standards. While down from recent record levels, Spring 2012 headcount and FTE enrollments are at the third highest level in the thirty-eight years that a separate Spring opening enrollment survey has been collected. Figure 1 on the next page illustrates a comparison of headcount and FTE trends from 2008 - 2012. 

SUMMARY OF OPENING SPRING ENROLLMENTS IN 
ILLINOIS PUBLIC COMMUNITY COLLEGES FROM 2008 TO 2012






Spring 2008  Spring 2009  Spring 2010  Spring 2011  Spring 2012 
Headcount  351,777  361,837  389,432*  381,582  370,816 
Percent Change  -0.6%  2.9%  7.6%  -2.0%  -2.8% 
FTE  193,874  202,804  224,076  219,752  209,966 
Percent Change  1.0%  4.6%  10.5%  -1.9%  -4.5% 



Parkland College Persistence Data





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Tuesday, May 7, 2013

Low Bar, High Failure


Reinforcing the value of articulation and academic assessment...




The following news article is reprinted from Inside Higher Ed at:



Low Bar, High Failure
May 7, 2013 - 3:00am
By Paul Fain

Community colleges set a low bar for students during their first year of enrollment, with lax academic standards in literacy and mathematics, according to a new study from the National Center on Education and the Economy. And many students fail to meet even those minimal expectations.

The study released today uncovered “disturbingly low standards among community college instructors,” said Marc S. Tucker, president of the center, a nonprofit group that focuses on academic assessment and standards across systems of education. “It’s clear that we’re cheating our students.”

Inadequate standards hurt students’ chances of succeeding in the job market, according to the report. But there are no simple fixes for this problem, the study said. That’s because community colleges likely are reacting to the inadequate academic preparation of incoming students, a majority of whom require remedial coursework in college.

“To raise the standards in our community colleges without concurrently doing what is necessary to enable our graduating high school students to meet the minimal standards currently in place would be irresponsible,” the report said. “Such a policy stance will only make a tough situation worse. So action on both fronts is clearly urgent.”

The research gives a particularly in-depth view of academic expectations, according the center. That’s because it drew from a wide review of syllabuses, textbooks, tests and graded assignments from seven community colleges located in seven different states. Researchers picked the colleges to represent a broad swath of the sector. The sample colleges enroll students from urban, rural and suburban areas, with enrollments ranging from 3,000 to 30,000 students.

Other studies of academic standards at community colleges were based on surveys and focus groups with faculty members, which are “notoriously faulty” methods, officials from the center said.

The new research looked at academic requirements of credit-bearing courses in eight of the most popular programs at the colleges, including accounting, automotive technology, computer programming and a general studies track, among others. The courses were aimed at first-year students.

The reading and writing skills students must demonstrate are not very complex or cognitively demanding, the study found. The reading complexity of the college texts scrutinized by researchers was usually at the 11th -or 12th-grade level. Instructors generally made limited use of those texts and rely heavily on aids such as PowerPoint presentations and videos to help students understand key points.

Testing was similarly light, according to the research.

“We found that most assessments in community colleges come in the form of multiple-choice questions that demand very little in the way of complex reading skills and no writing,” the study found.

Bridging the Gap
Mathematics standards are a slightly different story. Most entering community college students need to have a good grasp on math concepts from middle school, particularly arithmetic, ratios and expressions.

Students do not have those concepts down, given math course completion rates at community colleges. However, the study found that common high school math tracks, like Algebra II, are of limited value to most community college students (with the exception being the relatively small number who take calculus and work in STEM field jobs).

The bottom line is that high schools aren’t teaching the right math for the two-year path, Tucker said, and are failing to help students master the math they need to succeed in community college.

That’s a large and growing problem, as community colleges enroll almost half of the nation’s undergraduates. And the math disconnect between K-12 and community colleges just one of several standards gaps the study argues should be closed.

The cycle of blame for sagging academic achievement typically flows downward, said Tucker. Community colleges blame high schools for the academic shortcomings of their incoming students. High schools blame middle schools and so on, he said. And they all have valid arguments. He said even critics who say teacher preparation programs are lacking probably have a point.

“Each one of these actors basically seems helpless,” said Tucker.

The Common Core State Standards Initiative could help better align standards between community colleges and high schools, according to the report. But Tucker said the solution to inadequate college and job readiness will need to be ambitious, and involve deeper coordination of educators who work on all stages of students' path from grade school to college.

“Who has to do something here?” Tucker said. “The answer is all those people.”

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Monday, May 6, 2013

The economic case for preschool


Why should I pay to support someone else's child in and Early Childhood program?

What is the return on investment?

Why are certain communities growing and others are not?

What determines an individual's wages?

Timothy Bartik makes the macro-economic case for preschool education -- and explains why you should be happy to invest in it, even if you don't have kids that age (or kids at all). The economic benefits of well-educated kids, it turns out, go well beyond the altruistic.




http://www.ted.com/talks/timothy_bartik_the_economic_case_for_preschool.html

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Friday, May 3, 2013

10 Things Most Americans Don’t Know About America


Warning: Profane language and uncomfortable concepts follow.
10 Things Most Americans Don’t Know About America

http://bananenplanet.wordpress.com/2012/07/17/10-things-most-americans-dont-know-about-america/
Imagine you have a brother and he’s an alcoholic. He has his moments, but you keep your distance from him. You don’t mind him for the occasional family gathering or holiday. You still love him. But you don’t want to be around him. This is how I lovingly describe my current relationship with the United States. The United States is my alcoholic brother. And although I will always love him, I don’t want to be near him at the moment.
I know that’s harsh, but I really feel my home country is not in a good place these days. That’s not a socio-economic statement (although that’s on the decline as well), but rather a cultural one.
I realize it’s going to be impossible to write sentences like the ones above without coming across as a raging prick, so let me try to soften the blow to my American readers with an analogy:
You know when you move out of your parents’ house and live on your own, how you start hanging out with your friends’ families and you realize that actually, your family was a little screwed up? Stuff you always assumed was normal your entire childhood, it turns out was pretty weird and may have actually fucked you up a little bit. You know, dad thinking it was funny to wear a Santa Claus hat in his underwear every Christmas or the fact that you and your sister slept in the same bed until you were 22, or that your mother routinely cried over a bottle of wine while listening to Elton John.
The point is we don’t really get perspective on what’s close to us until we spend time away from it. Just like you didn’t realize the weird quirks and nuances of your family until you left and spent time with others, the same is true for country and culture. You often don’t see what’s messed up about your country and culture until you step outside of it.
And so even though this article is going to come across as fairly scathing, I want my American readers to know: some of the stuff we do, some of the stuff that we always assumed was normal, it’s kind of screwed up. And that’s OK. Because that’s true with every culture. It’s just easier to spot it in others (i.e., the French) so we don’t always notice it in ourselves.
So as you read this article, know that I’m saying everything with tough love, the same tough love with which I’d sit down and lecture an alcoholic family member. It doesn’t mean I don’t love you. It doesn’t mean there aren’t some awesome things about you (BRO, THAT’S AWESOME!!!). And it doesn’t mean I’m some saint either, because god knows I’m pretty screwed up (I’m American, after all). There are just a few things you need to hear. And as a friend, I’m going to tell them to you.
And to my foreign readers, get your necks ready, because this is going to be a nod-a-thon.
A Little “What The Hell Does This Guy Know?” Background: I’ve lived in different parts of the US, both the deep south and the northeast. I have visited most of the US’s 50 states. I’ve spent the past three years living almost entirely outside of the United States. I’ve lived in multiple countries in Europe, Asia and South America. I’ve visited over 40 countries in all and have spent far more time with non-Americans than with Americans during this period. I speak multiple languages. I’m not a tourist. I don’t stay in resorts and rarely stay in hostels. I rent apartments and try to integrate myself into each country I visit as much as possible. So there.
(Note: I realize these are generalizations and I realize there are always exceptions. I get it. You don’t have to post 55 comments telling me that you and your best friend are exceptions. If you really get that offended from some guy’s blog post, you may want to double-check your life priorities.)
OK, we’re ready now. 10 things Americans don’t know about America.
1. Few People Are Impressed By Us
Unless you’re speaking with a real estate agent or a prostitute, chances are they’re not going to be excited that you’re American. It’s not some badge of honor we get to parade around. Yes, we had Steve Jobs and Thomas Edison, but unless you actually are Steve Jobs or Thomas Edison (which is unlikely) then most people around the world are simply not going to care. There are exceptions of course. And those exceptions are called English and Australian people. Whoopdie-fucking-doo.
As Americans, we’re brought up our entire lives being taught that we’re the best, we did everything first and that the rest of the world follows our lead. Not only is this not true, but people get irritated when you bring it to their country with you. So don’t.
2. Few People Hate Us
Despite the occasional eye-rolling, and complete inability to understand why anyone would vote for George W. Bush, people from other countries don’t hate us either. In fact — and I know this is a really sobering realization for us — most people in the world don’t really think about us or care about us. I know, that sounds absurd, especially with CNN and Fox News showing the same 20 angry Arab men on repeat for ten years straight. But unless we’re invading someone’s country or threatening to invade someone’s country (which is likely), then there’s a 99.99% chance they don’t care about us. Just like we rarely think about the people in Bolivia or Mongolia, most people don’t think about us much. They have jobs, kids, house payments — you know, those things called lives — to worry about. Kind of like us.
Americans tend to assume that the rest of the world either loves us or hates us (this is actually a good litmus test to tell if someone is conservative or liberal). The fact is, most people feel neither. Most people don’t think much about us.
Remember that immature girl in high school, who every little thing that happened to her meant that someone either hated her or was obsessed with her; who thought every teacher who ever gave her a bad grade was being totally unfair and everything good that happened to her was because of how amazing she was? Yeah, we’re that immature high school girl.
3. We Know Nothing About The Rest Of The World
For all of our talk about being global leaders and how everyone follows us, we don’t seem to know much about our supposed “followers.” They often have completely different takes on history than we do. Here were some brain-stumpers for me: the Vietnamese believe the Vietnam War was about China (not us), Hitler was primarily defeated by Russia (not us), Native Americans were wiped out largely disease and plague (not us), and the American Revolution was “won” because the British cared more about beating France (not us). Notice a running theme here?
(Hint: It’s not all about us.)
We did not invent democracy. We didn’t even invent modern democracy. There were parliamentary systems in England and other parts of Europe over a hundred years before we created government. In a recent survey of young Americans , 63% could not find Iraq on a map (despite being at war with them), and 54% did not know Sudan was a country in Africa. Yet, somehow we’re positive that everyone else looks up to us.
4. We Are Poor At Expressing Gratitude And Affection
There’s a saying about English-speakers. We say “Go fuck yourself,” when we really mean “I like you,” and we say “I like you,” when we really mean “Go fuck yourself.”
Outside of getting shit-housed drunk and screaming “I LOVE YOU, MAN!”, open displays of affection in American culture are tepid and rare. Latin and some European cultures describe us as “cold” and “passionless” and for good reason. In our social lives we don’t say what we mean and we don’t mean what we say.
In our culture, appreciation and affection are implied rather than spoken outright. Two guy friends call each other names to reinforce their friendship; men and women tease and make fun of each other to imply interest. Feelings are almost never shared openly and freely. Consumer culture has cheapened our language of gratitude. Something like, “It’s so good to see you” is empty now because it’s expected and heard from everybody.
In dating, when I find a woman attractive, I almost always walk right up to her and tell her that a) I wanted to meet her, and b) she’s beautiful. In America, women usually get incredibly nervous and confused when I do this. They’ll make jokes to defuse the situation or sometimes ask me if I’m part of a TV show or something playing a prank. Even when they’re interested and go on dates with me, they get a bit disoriented when I’m so blunt with my interest. Whereas, in almost every other culture approaching women this way is met with a confident smile and a “Thank you.”
5. The Quality of Life For The Average American Is Not That Great
If you’re extremely talented or intelligent, the US is probably the best place in the world to live. The system is stacked heavily to allow people of talent and advantage to rise to the top quickly.
The problem with the US is that everyone thinks they are of talent and advantage. As John Steinbeck famously said, the problem with poor Americans is that “they don’t believe they’re poor, but rather temporarily embarrassed millionaires.” It’s this culture of self-delusion that allows America to continue to innovate and churn out new industry more than anyone else in the world. But this shared delusion also unfortunately keeps perpetuating large social inequalities and the quality of life for the average citizen lower than most other developed countries. It’s the price we pay to maintain our growth and economic dominance.
In my Guide to Wealth, I defined being wealthy as, “Having the freedom to maximize one’s life experiences.” In those terms, despite the average American having more material wealth than citizens of most other countries (more cars, bigger houses, nicer televisions), their overall quality of life suffers in my opinion. American people on average work more hours with less vacation, spend more time commuting every day, and are saddled with over $10,000 of debt. That’s a lot of time spent working and buying crap and little time or disposable income for relationships, activities or new experiences.
6. The Rest Of The World Is Not A Slum-Ridden Shithole Compared To Us
In 2010, I got into a taxi in Bangkok to take me to a new six-story cineplex. It was accessible by metro, but I chose a taxi instead. On the seat in front of me was a sign with a wifi password. Wait, what? I asked the driver if he had wifi in his taxi. He flashed a huge smile. The squat Thai man, with his pidgin English, explained that he had installed it himself. He then turned on his new sound system and disco lights. His taxi instantly became a cheesy nightclub on wheels… with free wifi.
If there’s one constant in my travels over the past three years, it has been that almost every place I’ve visited (especially in Asia and South America) is much nicer and safer than I expected it to be. Singapore is pristine. Hong Kong makes Manhattan look like a suburb. My neighborhood in Colombia is nicer than the one I lived in in Boston (and cheaper).
As Americans, we have this naïve assumption that people all over the world are struggling and way behind us. They’re not. Sweden and South Korea have more advanced high speed internet networks. Japan has the most advanced trains and transportation systems. Norwegians make more money. The biggest and most advanced plane in the world is flown out of Singapore. The tallest buildings in the world are now in Dubai and Shanghai. Meanwhile, the US has the highest incarceration rate in the world.
What’s so surprising about the world is how unsurprising most of it is. I spent a week with some local guys in Cambodia. You know what their biggest concerns were? Paying for school, getting to work on time, and what their friends were saying about them. In Brazil, people have debt problems, hate getting stuck in traffic and complain about their overbearing mothers. Every country thinks they have the worst drivers. Every country thinks their weather is unpredictable. The world becomes, err… predictable.
7. We’re Paranoid
Not only are we emotionally insecure as a culture, but I’ve come to realize how paranoid we are about our physical security. You don’t have to watch Fox News or CNN for more than 10 minutes to hear about how our drinking water is going to kill us, our neighbor is going to rape our children, some terrorist in Yemen is going to kill us because we didn’t torture him, Mexicans are going to kill us, or some virus from a bird is going to kill us. There’s a reason we have more guns than people.
In the US, security trumps everything, even liberty. We’re paranoid.
I’ve probably been to 10 countries now that friends and family back home told me explicitly not to go because someone was going to kill me, kidnap me, stab me, rob me, rape me, sell me into sex trade, give me HIV, or whatever else. None of that has happened. I’ve never been robbed and I’ve walked through some of the shittiest parts of Asia, Latin America and Eastern Europe.
In fact, the experience has been the opposite. In countries like Russia, Colombia or Guatemala, people were so friendly it actually scared me. Some stranger in a bar would invite me to his house for a bar-b-que with his family, a random person on the street would offer to show me around and give me directions to a store I was trying to find. My American instincts were always that, “Wait, this guy is going to try to rob me or kill me,” but they never did. They were just insanely friendly.
8. We’re Status-Obsessed And Seek Attention
I’ve noticed that the way we Americans communicate is usually designed to create a lot of attention and hype. Again, I think this is a product of our consumer culture: the belief that something isn’t worthwhile or important unless it’s perceived to be the best (BEST EVER!!!) or unless it gets a lot of attention (see: every reality-television show ever made).
This is why Americans have a peculiar habit of thinking everything is “totally awesome,” and even the most mundane activities were “the best thing ever!” It’s the unconscious drive we share for importance and significance, this unmentioned belief, socially beaten into us since birth that if we’re not the best at something, then we don’t matter.
We’re status-obsessed. Our culture is built around achievement, production and being exceptional. Therefore comparing ourselves and attempting to out-do one another has infiltrated our social relationships as well. Who can slam the most beers first? Who can get reservations at the best restaurant? Who knows the promoter to the club? Who dated a girl on the cheerleading squad? Socializing becomes objectified and turned into a competition. And if you’re not winning, the implication is that you are not important and no one will like you.
9. We Are Very Unhealthy
Unless you have cancer or something equally dire, the health care system in the US sucks. The World Health Organization ranked the US 37th in the world for health care, despite the fact that we spend the most per capita by a large margin.
The hospitals are nicer in Asia (with European-educated doctors and nurses) and cost a tenth as much. Something as routine as a vaccination costs multiple hundreds of dollars in the US and less than $10 in Colombia. And before you make fun of Colombian hospitals, Colombia is 28th in the world on that WHO list, nine spots higher than us.
A routine STD test that can run you over $200 in the US is free in many countries to anyone, citizen or not. My health insurance the past year? $65 a month. Why? Because I live outside of the US. An American guy I met living in Buenos Aires got knee surgery on his ACL that would have cost $10,000 in the US… for free.
But this isn’t really getting into the real problems of our health. Our food is killing us. I’m not going to go crazy with the details, but we eat chemically-laced crap because it’s cheaper and tastes better (profit, profit). Our portion sizes are absurd (more profit). And we’re by far the most prescribed nation in the world AND our drugs cost five to ten times more than they do even in Canada (ohhhhhhh, profit, you sexy bitch).
In terms of life expectancy , despite being the richest country in the world, we come in a paltry 38th. Right behind Cuba, Malta and the United Arab Emirates, and slightly ahead of Slovenia, Kuwait and Uruguay. Enjoy your Big Mac.
10. We Mistake Comfort For Happiness
The United States is a country built on the exaltation of economic growth and personal ingenuity. Small businesses and constant growth are celebrated and supported above all else — above affordable health care, above respectable education, above everything. Americans believe it’s your responsibility to take care of yourself and make something of yourself, not the state’s, not your community’s, not even your friend’s or family’s in some instances.
Comfort sells easier than happiness. Comfort is easy. It requires no effort and no work. Happiness takes effort. It requires being proactive, confronting fears, facing difficult situations, and having unpleasant conversations.
Comfort equals sales. We’ve been sold comfort for generations and for generations we bought: bigger houses, separated further and further out into the suburbs; bigger TV’s, more movies, and take-out. The American public is becoming docile and complacent. We’re obese and entitled. When we travel, we look for giant hotels that will insulate us and pamper us rather than for legitimate cultural experiences that may challenge our perspectives or help us grow as individuals.
Depression and anxiety disorders are soaring within the US. Our inability to confront anything unpleasant around us has not only created a national sense of entitlement, but it’s disconnected us from what actually drives happiness: relationships, unique experiences, feeling self-validated, achieving personal goals. It’s easier to watch a NASCAR race on television and tweet about it than to actually get out and try something new with a friend.
Unfortunately, a by-product of our massive commercial success is that we’re able to avoid the necessary emotional struggles of life in lieu of easy superficial pleasures.
Throughout history, every dominant civilization eventually collapsed because it became TOO successful. What made it powerful and unique grows out of proportion and consumes its society. I think this is true for American society. We’re complacent, entitled and unhealthy. My generation is the first generation of Americans who will be worse off than their parents, economically, physically and emotionally. And this is not due to a lack of resources, to a lack of education or to a lack of ingenuity. It’s corruption and complacency. The corruption from the massive industries that control our government’s policies, and the fat complacency of the people to sit around and let it happen.
There are things I love about my country. I don’t hate the US and I still return to it a few times a year. But I think the greatest flaw of American culture is our blind self-absorption. In the past it only hurt other countries. But now it’s starting to hurt ourselves.
So this is my lecture to my alcoholic brother — my own flavor of arrogance and self-absorption, even if slightly more informed — in hopes he’ll give up his wayward ways. I imagine it’ll fall on deaf ears, but it’s the most I can do for now.

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Thursday, May 2, 2013

Gallup's Survey on MOOC's and Higher Education Generally


GALLUPS COLLEGE AND UNIVERSITY PRESIDENTSPANEL INAUGURAL SURVEY FINDINGS
PRESIDENTS BULLISH ON THEIR INSTITUTIONS FUTURE, BUT NOT ON MASSIVE OPEN ONLINE COURSES AND HIGHER EDUCATION GENERALLY



MAY 2, 2013


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For more information, visit education.gallup.com, follow @GallupEducation, or contact Education@gallup.com.



ABOUT GALLUP


Gallup delivers forward-thinking research, analytics, and advice to help leaders solve their most pressing problems. Combining more than 75 years of experience with its global reach, Gallup knows more about the attitudes and behaviors of the worlds constituents, employees, and customers than any other organization. Gallup consultants help private and public sector organizations boost organic growth through measurement tools, strategic advice, and education. Gallups 2,000 professionals deliver services at client organizations, through the Web, and in nearly 40 offices around the world. Gallup News reports empirical evidence about the worlds 7 billion citizens based on Gallups continuous polling in 160 countries. The Gallup Business Journal provides hard-hitting articles and insights aimed at helping executives improve business outcomes based on Gallups experience boosting companies performance. Gallup also offers books with groundbreaking research on business, leadership, wellbeing, and politics, as well as coursework on the factors that drive individual and organizational performance.


EXECUTIVE SUMMARY


Gallup has launched a panel focused on U.S. college and university presidents to track and understand their opinions on important topics and issues facing higher education. Gallup surveys these leaders every quarter on an annual basis. The key findings from the inaugural study include:

THE FUTURE OF HIGHER EDUCATION
Despite not being excited about the future of higher education in general, the majority of university presidents are excited about the future of their institution, many suggest enrollment will increase in the near future and that graduation rates will increase in the distant future.

•   A large number of college and university presidents 62% say they are excited about the future of their institution. In contrast, only two in 10 (20%) are excited about the future of higher education.

MOOCs (MASSIVE OPEN ONLINE COURSES)
Even with the growth of online universities, presidents are not strong supporters of MOOCs when it comes to improving learning, solving financial challenges that colleges face, or reducing the cost of education for students.

•   Three percent (3%) of presidents strongly agree when asked if they consider MOOCs to be a solution to the following: Improving the learning of all students.

•   Only 2% of presidents strongly agree when asked if they consider MOOCs to be a solution to the following: Solving the financial challenges that colleges now face.

•   Eight percent (8%) of presidents strongly agree when asked if they consider MOOCs to be a solution to the following: Reducing the cost of education for students.

COST AND PREPARATION
Few presidents (5%) believe that higher education institutions are not adequately preparing students for success in a global economy. This finding suggests that the presidents believe strongly in the importance of graduating from college and the ability to obtain a good job.

•   Only 8% of presidents believe higher education is affordable to everyone who needs it.

•    When asked what percentage of students graduate from high school prepared to enter college, nearly five in 10 (47%)
say 25 to less than 50 percent are prepared to enter college.

•   Nearly seven in 10 (68%) say not being academically prepared is the biggest barrier for high school students in pursuing higher education.


METHODOLOGY


The sample consists of more than 4,500 colleges and universities across the United States. Using email and mail addresses, Gallup recruited leaders and built the sample. The sample is not nationally representative of U.S. colleges and universities.

Gallup conducted 889 Web surveys from March 8 to March 29, 2013. Gallup surveyed college and university presidents
representing public, private, two-year, four-year, community colleges, and for-profit institutions. The degree offerings include associates, bachelors, masters, and doctorate level.

For results based on this sample size of 889 total respondents, with about 95% confidence, the margin of error attributable to sampling error is ±3.3 percentage points. For the subgroups within this population, the margin of error may be greater due to small sample sizes.




DETAILED FINDINGS


THE FUTURE OF HIGHER EDUCATION
A large number of college and university presidents 62% say they are excited about the future of their institution. In contrast, only two in 10 (20%) are excited about the future of higher education.

On a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level  of agreement with each of the following statements.

%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
I am excited about the future of my institution.
1%
2%
7%
29%
62%
0%
I am excited about the future of higher education.
1%
8%
30%
42%
20%
0%


Nearly three in 10 (27%) college and university presidents believe that enrollment at their institution will increase in the
fall of 2013. More than four in 10 (45%) of college and university presidents say that graduation rates will increase by 2020. While only 23% believe they will continue to lead their college or university as president five years from today.

On a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level  of agreement with each of the following statements.

%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
Enrollment at my institution will increase in the fall of 2013.

7%

13%

22%

29%

27%

1%
Graduation rates at my institution will increase by
2020.

1%

1%

13%

38%

45%

3%
I will still be president of my college/university five years from now.

24%

11%

15%

21%

23%

6%


Two in 10 (20%) of college and university presidents say that if they had to select a successor, they are extremely confident
they have the necessary talent to fill the presidential role at their institution. And another 27% are confident they have the talent to fill the role.

If you had to select one  current member as  your successor, how  confident are you that you have  the talent necessary to fill the presidential role at your institution?
Not at all confident

2

3

4
Extremely
Confident

Don’t Know
15%
18%
18%
27%
20%
2%


MOOCs (MASSIVE OPEN ONLINE COURSES)
MOOCs are a growing trend and part of the evolution within higher education. Only 3% of college and university presidents say MOOCs are improving the learning of all students. Two percent (2%) of college and university presidents say MOOCs are solving the financial challenges that colleges now face.

In addition, only 7% believe that MOOCs are getting superior teachers in front of more students. More than one in 10 (11%) say MOOCs are fostering creative pedagogical strategies. Eight percent (8%) of college and university presidents think that MOOCs are increasing collaboration among colleges. Likewise, a small number (8%) say MOOCs are reducing the cost of education for students.

I consider Massive Open  Online  Courses (MOOCs) to be a solution to the following:

%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
Improving the learning of all students
28%
31%
24%
10%
3%
4%
Solving the financial challenges colleges now face
31%
33%
21%
9%
2%
4%
Getting superior teachers in front of more students
18%
22%
28%
22%
7%
3%
Fostering creative pedagogical strategies
10%
17%
27%
32%
11%
3%
Increasing collaboration among colleges
10%
19%
30%
29%
8%
5%
Reducing the cost of education for students
15%
23%
31%
20%
8%
4%



COST AND PREPARATION
A little more than two in 10 (22%) strongly agree that costs at their institution have risen partly because they must provide programs for students who are not adequately prepared for success in college.

Costs at my institution have  risen  partly because we must  provide  programs for students who  are not adequately prepared for success in college.
%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
10%
16%
19%
30%
22%
2%


When asked if shared governance is no longer respected by their Board of Trustees/Regents/Directors as it was in the past,
18% agree or strongly agree.

Shared governance is no longer respected by my Board  of Trustees/Regents/Directors as  it was  in the past.
%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
34%
27%
15%
14%
4%
6%


Only 4% say a college/university degree is becoming a privilege for the rich. A small fraction (5%) of college and university
presidents say higher education institutions are not adequately preparing students for success in a global economy. One in five (20%) strongly agree and 47% agree that the faculty at their institution continues to adopt better pedagogical strategies in their teaching.

On a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level  of agreement with each of the following statements.

%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
A college/university degree is becoming a privilege for the rich.

22%

32%

22%

19%

4%

0%
Higher education institutions are not adequately preparing students for success in a global economy.

13%

31%

29%

22%

5%

1%
The faculty at my institution continues to adopt better pedagogical strategies in their teaching.

1%

7%

24%

47%

20%

0%


Nearly all (97%) of college and university presidents believe that the percentage of graduates who are able to get a good job
is somewhat important or very important. The majority (95%) of college and university presidents say that the percentage of students who graduate from the college or university is somewhat important or very important. More than 75% of respondents say the price of the college or university degree is somewhat important or very important.

Please rate each of the following factors as  very important, somewhat  important, not very important, or not at all important to the overall  QUALITY of a college or university.

Not at all important
Not very important
Somewhat important
Very important
Don’t
Know
The percentage of graduates who are able to get a good job
0%
2%
32%
65%
1%
The percentage of students who graduate from the college or university

1%

4%

37%

58%

0%
The price of the college or university degree
5%
18%
37%
39%
1%


Ten in 10 college and university presidents say that it is somewhat important or very important for high schools to prepare
students for education beyond high school.

In your opinion, is it very important, somewhat  important, not very important, or not at all important that high schools prepare students for education beyond high school?
Not at all important
Not very important
Somewhat  important
Very important
Don’t Know
0%
0%
5%
95%
0%



About seven in 10 (68%) presidents say that not being academically prepared is the biggest barrier that high school students
face in pursuing higher education. Few respondents (14%) say that lack of social support is the biggest barrier.

In your opinion, other  than the cost, which  ONE of the following is the biggest barrier that high school students face in pursuing higher  education?
Not being academically prepared
68%
Lack of social support
14%
Lack of information
9%
Another barrier
6%
Don't know/Does not apply
3%


About five in 10 presidents believe that 25 to less than 50 percent of students graduate from high school prepared to
enter college.

In your opinion, what  percentage of students graduate from high school prepared to enter  college?
No high school graduates are prepared to enter college
0%
Less than 25 percent
11%
25 to less than 50 percent
47%
50 to less than 75 percent
33%
75 to less than 100 percent
4%
All high school graduates are prepared to enter college
1%
Don't know
5%


When asked if higher education is affordable for everyone who needs it, only 8% of presidents strongly agree.

Higher education is affordable for everyone who  needs it.
%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
16%
25%
26%
24%
8%
0%


Nearly five in 10 (49%) presidents say their institution forms partnerships with businesses to create internship opportunities
for their students.

My institution forms  partnerships with businesses to create internship opportunities for our students.
%1 Strongly
Disagree

%2

%3

%4
%5 Strongly
Agree

Don’t Know
1%
4%
12%
31%
49%
3%



For more information: Visit education.gallup.com Follow @GallupEducation Contact Education@gallup.com



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