Search

The article focuses on the public's perception of higher education in the United States, highlighting their belief in the value of a college degree while expressing skepticism about the fulfillment of higher education's societal promises. Topics include the endorsement of college for personal gain but with reservations about its overall societal contributions, considerations of alternative paths such as trade schools, and concerns about the quality of education provided by colleges.

The article explores the varying degrees of detail in college presidents' biographies and how they often fail to provide a true sense of the individual behind the title. Topics discussed include the lack of personal insight in these profiles, the emphasis on accomplishments over character, and the challenge of portraying leadership qualities in brief summaries.

The article discusses the growing challenges facing higher education, particularly the skepticism surrounding the value of a college degree. Topics discussed include the financial concerns about college costs, the impact of public funding cuts, and the need for higher education institutions to advocate for their value through effective messaging and alumni stories.

The article focuses on the Democratic Party's evolving perspective on the necessity of a college degree for economic success and social mobility. Topics include changes in policy messaging around higher education, alternative pathways such as vocational training, and the role of government in supporting diverse educational options for the workforce.

The article focuses on the ongoing debate about whether a college education is worth the cost, particularly when student loans are involved. Topics include the varying opinions on the value of a four-year degree, the impact of student debt on perceptions of higher education, and the economic outcomes for young adults with different educational backgrounds.

The article explores the divide between those with and without college degrees in the U.S. and its implications for higher education. Topics discussed include the connection between education levels and political affiliation, the power of scholars and college faculty to change the political views of students, and U.S. President Donald Trump's attack on higher education and the highly educated.

This article discusses the difficulties faced by low income high school students when applying to colleges. The author comments on the common prevailing attitude that the next step after high school is obtaining a college degree and describes the increasing sentiment that college is not appropriate for all. A heightened demand for workers in manufacturing industries has resulted in a greater emphasis on vocational training.

The author offers observation on the state of undergraduate education in the U.S. He reveals the complaints from both graduates and employers about bachelor's degree program. He mentions the remarks from Clark Kerr, former president of the University of California, about the college's curriculum, and increase in the number of academic majors, according to the U.S. Education Department.

The article discusses the challenges women face in obtaining a college degree while serving time in prison. It mentions that women in Texas, U.S., have significantly fewer options for college programs than men. It also mentions that male prisoners in Texas have access to a wider range of educational opportunities than female prisoners, including associate, welding, computer technology.

The author offers insights on the student loan-forgiveness plan to be launched by U.S. President Joe Biden's administration, which would forgive up to 20,000 U.S. dollars in federal student loans for individuals earning under 125,000 U.S. dollars annually. Topics discussed include Biden's statements about the burden being experienced by college graduates as a result of their student loan, the importance of a college degree to U.S. citizens, and conservatives' criticism of Biden's plan.

Several charts are presented with data on topics such as U.S. colleges with the largest enrollments for Fall 2012, the fastest growing colleges between 2002-2012, and number of degrees conferred by level and discipline in 2011-2012.

The article reports that a federal data show that over a three-decade period, a growing number of people with doctoral degrees are finding work in other sectors. It mentions that of the Ph.D. recipients who reported having post-graduation commitments, 70 percent had definite employment or postdoctoral study plans in 2020.

The article examines the results of a February 2013 survey conducted by the publication which asked college professors to reflect on their experiences teaching massive open online courses (MOOCs) and the effectiveness of such online education. It states that a majority of professors approve of the courses, which are free to anyone with Internet access. Attitudes towards integrating MOOCs into traditional credit and degree programs are covered, as well as how increasing access to higher education provided a motivating factor for the professors to engage in web-based instruction. Professors' workloads and college costs are also discussed.

The article refutes the notion that education can act as a remedy for economic injustice and poverty in the U.S. The author describes his experience teaching a humanities course for poor adults called the Odyssey Project. He cites the increased income gap between the rich and poor in the U.S. as an example of education's inability to cure social problems, noting that one's educational level does not always influence earnings. The effects of obtaining a college degree on one's salary are explained.

The article presents several charts, broken down for each U.S. state, which show demographic data on topics including the educational attainment of adults, the type of academic degrees awarded, and the average salaries of professors.

The article presents several charts on international higher education topics including college student enrollment figures in countries such as Argentina, Bulgaria, and Romania, the percentage of adults with college degrees, and the amount of foreign students at U.S. universities.

The article profiles the efforts of the U.S. Lumina Foundation for Education to establish a system that clearly defines the skills and knowledge that are involved in achieving an academic degree in the U.S. It focuses on the details of this project, which hopes to implement statewide learning objectives for several academic subjects, and analyzes the use of rubrics to measure student achievement by members of the history department at Utah State University. It discusses several topics related to the project including educational quality, academic mastery of content, and educational accountability. Comments from Utah State professor Christopher A. Conte and several Utah State seniors, including Aurora Wallis Durfee, Ian Graham, and Casey Thacker, are also presented.

The article presents the opinions of several professionals in higher education regarding their thoughts on the quality of online learning. Alexander C. McCormick, professor at Indiana University, questions the definition of a bachelor's degree. Robert W. Mendenhall, president of Western Governors University, discusses the benefits of using technology to present class content. Janet Salmons, faculty member at Capella University, comments on active learning in online courses.

The article discusses the impact of the Bill and Melinda Gates Foundation on higher education in the U.S. Studies funded by the Gates Foundation have shown that too few students are completing their college degrees and that college dropouts are a problem. The critics and proponents of the Gates Foundation are discussed, including author Diane Ravitch and Hilary Pennington, who is the director of education, postsecondary success, and special initiatives at the foundation. The foundation's efforts to reform higher education and give all students, including minorities and low-income people, better access to college and college choice are discussed. Highline Community College in Washington state has received grant money from the Foundation to change its remedial math program.

The article discusses conditions of colleges and universities in the midwestern states of the U.S. in the wake of the global financial crisis of 2008-2009. Community colleges, it notes, emerged to collaborate with policy makers to retrain workers and remake state economies. An example cited is Macomb Community College near Detroit, Michigan, which shifted from preparing workers for the automotive industry to non-for-credit vocational programs preparing nursing home aids and administrative assistants as well as advanced manufacturing, automated systems and graphic design.It has also linked with universities to offer bachelor's degrees. Strategies in other states including Ohio, Wisconsin and North Dakota are discussed.

The article offers information related to those 39 million Americans who have not earned their degree despite attended the college. Topic discussed includes National Student Clearing house Research Center, which estimated this report as of July 2020. The critical nexus for this part of the population such as Community colleges.

The author opposes the doctoral-reformer movement's call for shortening time to degree, and emphasizes the need to enact flexible policies that approach failure with openness, creativity and hope. She argues that time-shortened degree in humanities will not only harm individual students but also threaten the core missions of the contemporary humanities. She also discusses how decreased time to degree increases the destructive potential of failure while limiting its productive possibilities.

The article discusses liberals who claim that a college education may no longer be a path to equal opportunity, a claim that denies decades of evidence that suggests the contrary. Those denying the benefits of higher education include Princeton University professor Paul Krugman and Economic Policy Institute president Lawrence Mishel.

The article examines reasons for which colleges in the U.S. are rushing to open degree programs overseas. In 2003, the State University of New York at Buffalo, opened a branch campus in Singapore, where 250 students are enrolled in bachelor's and master's programs in business and communications. Last month the university signed an agreement with an institution in Bangalore, India, to run two master's programs in information technology there. While a few American institutions have maintained small overseas campuses for decades, often as study-abroad locations for their students back home, the growth of overseas programs for foreign students has taken off only in the past decade. Foreign branch campuses also provide trouble-free destinations for American students. The Georgia Institute of Technology, which has degree programs in France and Singapore and one opening this fall in China, is discussing possible programs with authorities in two Indian states.

This article reports that the past few years have seen explosive growth in the number of foreign colleges and universities that have poured into China. The country first opened its doors to such ventures in 1995. Today more than 700 foreign academic programs operate here, according to the International Finance Corp., an arm of the World Bank. American institutions, ranging from large publics such as the University of Maryland to smaller private colleges such as Lakeland College, in Sheboygan, Wisconsin, are leading the charge, with more than 150 programs. The Chinese government, too, has become more cautious. Burned by some questionable foreign partners, they are now evaluating all existing foreign degree programs, and are reviewing new applications more carefully.

Uncovers some professors at U.S. colleges and universities that have acquired their degrees through diploma mills. Examples of professors with dubious academic degrees; Unaccredited university owned by Donald Grunewald, a business professor at Iona College, New York; Reasons that some professors do not attend one of the accredited U.S. colleges and universities. INSET: What's a Diploma Mill?.

The article discusses the unbundling of credentials offered by higher education institutions. Topics include the use of massive open online courses (MOOCs), the book "College Disrupted: The Great Unbundling of Higher Education," by Ryan Craig, and the creation of microdegrees for adult learners to gain job skills through MOOCs.

Provides information on college students in the United States. Inclusion of average Scholastic Aptitude Test (SAT) scores by sex and racial and ethnic group in 1990; Educational attainment of 1980 high school seniors by 1986; Attitudes and characteristics of freshmen as of fall 1989; Projections of college enrollment, 1990-2000; Degrees conferred by racial and ethnic group, 1986-87; Characteristics of recipients of doctorates in 1988.

The article presents a calendar of events related to education in the U.S. The University of Illinois College of Medicine and American Medical Association will be having a conference on September 17-18, 1986. "The Nature and Meaning of a Graduate Degree in History" regional workshop will be conducted by the Appalachian State University on September 27. A seminar on "Building Better State Relations" is set by the Council for Advancement and Support of Education on September 29 to October 1.

The article focuses on the declining standard of higher education in the U.S. One of the reasons for the downfall of the U.S. education system is the deterioration of college curriculum. Universities and colleges do not have well-defined educational objectives. The decline of undergraduate degrees has led to widespread criticism about the quality of education. College teachers should make efforts to solve problems related to education.

The article reports on certain recommendations that encourage college students to develop the skill of realizing high expectations. Educators must determine the knowledge, capacities, and skills required by students prior to graduation. The recipients of the bachelor's degree should possess a minimum of two full years of liberal education. Remedial courses and programs should be offered by institutions to the students which subsequently helps them in college-level courses.

An interview is presented with Bill Gates, the founder of Microsoft computer company and education philanthropist. Topics include Gates' views about the role of technology in higher education and online courses in particular, the value of obtaining higher education degrees or certificates, as well as the role of computers in the classroom. Also discussed are cost management and increased time-to-degree strategies.

The article discusses a movement by universities and colleges in the U.S. to contact students who had previously dropped out to encourage them to graduate. It focuses on the Project Win-Win program, a partnership between the Institute for Higher Education Policy, the Lumina Foundation for Education, and the State Higher Education Executive Officers, to either award associate degrees retroactively if students have completed enough credits or to recruit possible degree recipients interested in reenrolling. Other topics include U.S. President Barack Obama's push to increase the college-completion percentage in the country, difficulties and successes at several universities to contact potential degree candidates, and the Graduation Project at the University of New Mexico.

The article discusses customization in curricula at law schools. The author notes that many law schools offer students a variety of choices in degrees, allowing them to specialize in legal areas such as environmental law or in other disciplines such as psychology or business. The educational organization Carnegie Foundation for the Advancement of Teaching published a report that concluded a majority of law students are receiving an inadequate education, leading many to support specialized curricula. Law professor Judith Welch Wegner suggests specialization will not improve law students' chances of being hired by a law firm. The University of Nebraska College of Law offers a program focusing on telecommunications and space law.

The author comments on the perceptions of higher education becoming a partisan issue in the U.S. He cites the stand of U.S. President Donald Trump with the academy as a political candidate. He mentions how the college degree has created a dividing line in U.S. politics and expects that the trend will continue in 2020 based on pre-election polls. He notes the belief among Republicans and right-leaning independents that higher education has a negative effect on the country.

The article deals with the importance of geography or location in earning a college degree in the U.S. Several charts and graphs are presented that show average student loan debt by state, public flagships with share of out-of-state students above 50 percent, and the percentage of students from rural counties who are enrolled in research universities, state universities, comprehensive universities, and state colleges.

The article addresses the impact of a renewed interest in nuclear power on universities and colleges. It is asserted that industry experts say nuclear power's comeback is inevitable, and the speculation is made that universities will be the industry's fuel. According to the article, the revival of nuclear studies at universities will not necessarily resemble the first programs of the 1970s. Many campuses plan to cut out teaching tools like campus reactors, and programs will allow students to earn certificates by training at multiple universities with different strengths. The role of universities in this transition is explored along with the issue of there being only a few university-based reactors in the U.S. Institutions that are either starting or developing their programs are presented.

The article discusses a U.S. Senate bill related to illegal immigrants students in the U.S. According to estimates from the National Immigration Law Center, an advocacy group for immigrants, some 65,000 undocumented students will graduate from American high schools, and 10 to 15 percent of them will go onto attend colleges in the U.S. The Senate bill, which was being considered on the Senate floor will create a separate path to legalization for undocumented students who came to the U.S. before their 16th birthdays and have lived in the country for more than five years. It would allow them to become temporary residents upon graduation from high school. After six years, they would be eligible to become permanent residents if they had completed at least two years of a bachelor's-degree program or served for at least two years in the U.S. military. The provision, which was taken from the Development, Relief, and Education for Alien Minors Act, known as the Dream Act, would also repeal a section of federal law that requires any state that offers in-state tuition to illegal immigrants to provide the in-state rate to all out-of-state students. Since the House passed its bill containing strong penalties for illegal immigrants, sporadic protests and rallies have cropped up on college campuses across the country. College students have also turned out for citywide protests in New York, Los Angeles, and Washington. INSET: At CUNY, an Immigration Hot Line Heats Up.

The article reports that Haiti's main university faces poverty, violence and a long line of students eager to attend. With an annual per capita income of just $425, Haiti is by far the poorest nation in the Western Hemisphere. More than two-thirds of adults lack steady employment. Life expectancy is 49 years. Half of this Caribbean country's eight million people are illiterate. A college degree is a prerequisite for government jobs, usually the only professional positions available to poor Haitians. The campuses are also a bastion of political activism.

Focuses on the efforts of several U.S. states to encourage students to enroll in high-demand majors. Need for the documentation of industry demand and student interest for financial grants in Washington universities and colleges; Allocation of grants in the technical-and professional-writing program of Western Washington University in Bellingham; Amount of money awarded by the New Jersey Commission on Higher Education to its local degree programs in 2000 and 2001.

Focuses on the findings of a report on graduation rates among scholarship athletes released by the National Collegiate Athletic Association in the U.S. Comparison of graduation rates between African American and American athletes; Percentage of male and female athletes who graduated within six years; Advantages of athletes over other students in earning college degrees.

Investigates the University Degree Program, an international diploma mill company owned by U.S. couple Jason and Caroline Abraham. Criminal methods used; Academic degrees sold; Customers. INSET: 'Let Me Be Honest With You...'.

Presents letters to the editor referencing articles and topics discussed in previous issues of "The Chronicle of Higher Education." "Doctor Dropout," which focused on the nature of doctoral degree; "How to Write a Computer Virus, For College Credit," which proposed a course about writing computer viruses; "How (Not) to Treat Job Candidates," which discussed the failure to bring closure to job searches.

Reports on the plan of European colleges to standardize academic degrees and course credits, as of September 2003. Benefits of the reform; Countries supporting the changes; Opposition from students and faculty members.

Focuses on difficulties encountered by students during ABD, which technically means `all but dissertation,' the uneasy period in between finishing their course work and finally being handed their doctoral degree. Factors that contributed to the difficulty of writing a dissertation; Efforts of universities and foundations to help doctoral candidates finish their dissertations. INSET: Books for the struggling dissertation writer..

Reports on the academic degree program delivered by Mind Extension University, a cable network devoted to education. Design and features of the program; Prime candidates for undergraduate degree programs on television; Universities affiliated with the network; Application and admission process for the program.

Focuses on postdoctoral fellowships in the sciences, as a terminal academic credential for a research career. What a postdoctoral fellowship entails; The hopes that institutions will begin to set uniform policies to guide how postdocs are compensated; The belief that many postdocs are underpaid and mistreated; Comments from current and former postdoctoral scientists.