Beyond the college degree, online educational badges— from the New York Times by Tamar Lewin

Excerpt:

With the advent of Massive Open Online Courses and other online programs offering informal credentials, the race is on for alternative forms of certification that would be widely accepted by employers.

By the end of this year, Mr. [David] Wiley predicted, it will become familiar to hear of people who earned alternative credentials online and got high-paying jobs at Google or other high-visibility companies.

 

College presidents say $10,000 degrees available now — from texastribune.org by Reeve Hamilton

Excerpt:

Called “The Evolving Role of University Systems in Higher Education,” today’s panel mostly focused on efforts to lower the cost of college. It was moderated by Texas A&M System Chancellor John Sharp and featured Heldenfels, Texas Higher Education Commissioner Raymund Paredes, and two pairs of university and community college leaders actively collaborating: Texas A&M-San Antonio President Maria Ferrar and Alamo Colleges Chancellor Bruce Leslie, and Texas A&M-Commerce President Dan Jones and South Texas College’s Chief Academic Officer Juan Mejia.

Leslie said that Perry’s push has led to an increased emphasis on cooperation between community colleges and four-year universities. The result, he said, is a degree that meets Perry’s target — and is even less expensive. At Texas A&M-San Antonio, Ferrar said, a bachelor’s in information technology with an emphasis on cyber security will cost about $9,700.

Udemy’s Faculty Project nabs 50,000 students and an Ivy league professor — from gigaom.com by Ryan Lawler

Excerpt:

About six weeks ago, educational video startup Udemy launched its Faculty Project, a nonprofit program for distributing streaming university curriculum online. Early results have been pretty successful, with more than 50,000 students signing up for the program. But that’s not all: the Faculty Project is also bringing on ever more prestigious faculty, with its first Ivy League professor soon coming on board.

In contrast to Udemy’s for-profit platform, which enables teachers to create online courses and charges for access to them, the Faculty Project is a free offering that is designed to connect students from around the world with university faculty for high-quality courses online.

2011 Survey on Differential Tuition at Public Academic Institutions — from the Cornell Higher Education Research Institute

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— Originally saw this at
Should Engineering students pay more than English majors for their degrees?
by Liz Dwyer

 

Also see:

Excerpt:

The Administration is planning to add a new tool to the College Affordability and Transparency Center that would assist prospective students and their families in comparing colleges before they choose using key measures of college affordability and value. The purpose of the tool is to make it easier for students and their families to identify and choose high-quality, affordable colleges that provide good value.

Below is a sample screenshot of the College Scorecard.  Using the form on the right, tell us what you think of it. (Note: The sample below would apply to 4-year colleges and universities and be made available using our Smart Disclosure principles. Download the PDF to see a larger version.)

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Addendum on 3/1/12:

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chart-college-rethink.gif

 

From DSC:
The problem I have with some of this is that I’d rather students identify and pursue their passions — following their hearts and developing their gifts — and not just chasing the almighty $.

 

 

An infographic series on the current crisis facing higher education — from educationnews.org

  • Video
  • Infographic Part I
    A breakdown re: how an economic bubble forms, expands, and bursts; a comparison of the higher ed bubble to the housing bubble, and a look at the first major contributor to college’s bubble behavior: the rising cost of tuition.
  • Infographic part II:
    Analysis of the second and third big factors in blowing up the higher ed bubble: the student loans crisis, and the unforgiving post-graduation job market.

 

 

Has the higher-ed revolution begun? — from mindingthecampus.com by Charlotte Allen

Excerpts (emphasis DSC):

It’s happening, almost overnight: what could be the collapse of the near-monopoly that traditional brick-and-mortar colleges and universities currently enjoy as respected credentialing institutions whose degrees and grades mean something to employers.

The most dramatic development, just a few days ago, was the decision of robotics-expert Sebastian Thrun to resign from his position as a tenured professor of computer science at Stanford in order to start an online university he calls Udacity that he hopes will reach hundreds of thousands of students who either can’t afford Stanford’s $40,000-a-year tuition or who can’t travel thousands of miles to one of the bricks-and-mortar classes he used to teach.

Besides threatening to up-end universities’ traditional control of educational credentials, Thrun may also drastically change the shape of for-profit education. Udacity is being operated by Know Labs, a Thrun-founded for-profit enterprise funded by the venture-capital firm Charles River Ventures. Know Labs’ ultimate aim, according to Thrun, is to offer high-quality online courses that will be either free or cheap (the company is in the process of developing a business model). Thrun has estimated, for example, that if he and Norvik had charged only $1 apiece to all 160,000 enrollees in their artificial-intelligence course last fall, they could have easily recouped their costs. By contrast, the majority of existing for-profit colleges charge relatively high tuition that has made those institutions highly dependent upon their students’ federal grants and loans. It’s unlikely that anyone would have to borrow in order to take an Udacity course.

Also see:

Free courses, elite colleges — from InsideHigherEd.com by Steve Kolowich

Excerpt:

Robert Garland, a professor of classics at Colgate University, is not accustomed to discussing Greek religion with the lifeless lens of his MacBook’s built-in video camera. But that was how Garland spent Wednesday afternoon: in his home study, recording lectures on his laptop in 20-minute chunks.

Garland, a novice to online teaching, says it is difficult to think of these solitary sessions as lectures. “I think of them more as chats,” he says.

Garland’s gear is lo-fi: just the laptop, which he owns, and a microphone mailed to him by Udemy, the company that roped him into this.

Obama wants lower college costs, higher dropout age — from edweek.org by Alyson Klein

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SOTU_Blog.jpg

Excerpt (emphasis DSC):

President Obama gave college affordability a prominent place in his domestic agenda during his annual State of the Union address, calling directly on universities to hold down costs in order to make higher education more accessible to the middle class. He outlined a set of proposals that include threatening universities with a loss of federal money if they are unable to tamp down tuition.

“Let me put colleges and universities on notice: If you can’t stop tuition from going up, the funding you get from taxpayers will go down,” Obama said in his hour-long address. He didn’t offer specifics, however, and the blueprint document the White House sent out to accompany the speech didn’t get specific either. But advocates expect him to lay out more concrete details in the coming days.

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State higher education spending sees big decline — from HuffingtonPost.com by Christine Armario

Excerpt:

MIAMI — State funding for higher education has declined because of a slow recovery from the recession and the end of federal stimulus money, according to a study released Monday.

Overall, spending declined by some $6 billion, or nearly 8 percent, over the past year, according to the annual Grapevine study by the Center for the Study of Education Policy at Illinois State University. The reduction was slightly lower, at 4 percent, when money lost from the end of the American Reinvestment and Recovery Act was not taken into account.

The funding reductions, seen across nearly every state, have resulted in larger class sizes and fewer course offerings at many universities and come as enrollment continues to rise.

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Beware: Alternative certification is coming — from The Chronicle by Richard Vedder

Excerpt (emphasis DSC):

As college costs rise, however, people are asking: Aren’t there cheaper ways of certifying competence and skills to employers? Employers like the current system, because the huge (often over $100,000) cost of demonstrating competency is borne by the student, not by them. Employers seemingly have little incentive to look for alternative certification. That is why reformers like me cannot get employer organizations like the U.S. Chamber of Commerce to take alternative certification seriously. But if companies can find good employees with high-school diplomas who have demonstrated necessary skills and competency via some cheaper (to society) means, they might be able to hire workers more cheaply than before–paying wages that are high by high-school-graduate standards, but low relative to college-graduate norms. Employers can capture the huge savings of reduced certification costs. And students avoid huge debt, get four years more time in the labor force, and do not face the risks of not getting through college. Since millions of college grads have jobs which really do not use skills developed in college anyhow, alternative certification is more attractive than ever.

Addendums on 1/26:

  • President Obama: ‘Higher education can’t be a luxury – it is an economic imperative’ — from annarbor.com by Ryan Stanton
  • Survey finds that dwindling financial aid contributes to fewer college options — from the NYT by Daniel Slotnik
    Excerpt:
    College freshmen entering school last fall were less likely to attend their first choice of college, a function of both competition and cost, than at any other time since 1974, and fewer received financial aid through grants or scholarships, according to an annual survey of nearly 204,000 high school students.
  • Pressure remains for higher education: Moody’s — from Reuters
    The financial conditions of many U.S. colleges and universities will likely not improve much this year, as states continue cutting funding for public schools, students become more price sensitive, and areas for other revenue remain stretched, a lead rating agency said on Monday.  “During the past year, public and political scrutiny of colleges and universities, both not-for-profit and for-profit, has escalated and we expect that the sector will remain under the microscope in 2012 and beyond,” said Moody’s Investors Services in a report outlining why it is maintaining a “mixed outlook for U.S. not-for-profit private and public colleges and universities, mirroring our 2011 outlook.”

American Association of University Professors -- Program Closures

Excerpt:

The financial crisis that began in 2008 and the ensuing reductions in state support for higher education have led to devastating cuts at colleges and universities across the country. A growing number of institutions are eliminating majors, graduate programs, or even entire departments; the map above tracks program closures that have been reported in the media since the start of the crisis.

This map is not comprehensive. It is designed solely to highlight media coverage of program closures, which is sometimes flawed and can quickly become outdated, and does not reflect the ongoing casework of the AAUP’s Committee A on Academic Freedom and Tenure.

Population of needy college students is exploding — from The Washington Post by Daniel de Vise

Excerpt (emphasis DSC):

A higher education official from Wisconsin who attended the recent Council of Independent Colleges conference in Florida made a remarkable statement during a question-and-answer session.

There is a group of students who enter college with such dire financial need that the amount the federal government expects their families to contribute to college is effectively zero. In Wisconsin, that zero-pay population has grown by half in a single year: from 42,641 students in the 2008-09 academic year to 65,800 in 2009-10.

The data come from Rolf Wegenke, president of the Wisconsin Association of Independent Colleges and Universities, and surely they mirror a national trend.

Incoming college students have grown markedly more needy since the 2008 economic downturn.

From DSC:
This perfect storm that continues to amass must be addressed.

How can all institutions of higher education — across the board — cut tuition costs by 50% or more?

That should be the #1 question boards are asking themselves throughout 2012 until they have some ideas/answers — then begin experimenting with implementing those pilots/ideas/potential directions.  If not, the conversation will continue to move outside of academia and fewer people will even care what those of us inside higher ed think.  The development of a Walmart of Education has become a sure thing in my mind — it will happen. In fact, it’s already started.

 

From DSC:
I read the following quote from Codecademy signs up 97,000 people for its New Year’s resolution coding class (emphasis mine):

Codecademy, a startup that uses interactive online lessons to turn anyone into a computer programmer, has signed up 97,000 students in less than 48 hours for its New Year’s resolution class Code Year.  That’s more than twice as many students as were enrolled in the 150 U.S. computer science undergraduate programs that the Computer Research Association surveyed last year.

This is both positive and troubling to me. Positive in that more people will learn how to program across the world, and thus (hopefully) becoming qualified to fill many of the open programming-related positions out there.  It’s troubling in that the quote mentions that within 48 hours, the number of students signed up was already more than twice the number of students enrolled in Computer Science programs at the undergraduate level in the entire United States.

What does that statement tell us?

  • Are there a lot more people interested in programming out there but can’t afford to pay their way through an undergraduate program?
  • That many people aren’t qualified to get into an undergraduate program but are hoping to gain skills anyway?
  • Perhaps people are just trying it out and many won’t actually pursue this route…
  • Perhaps there’s some duplication here, as some of the same undergrads are also enrolled in Codeacademy…
  • Perhaps the people taking these courses won’t be qualified…but perhaps they will be qualified…
  • Perhaps a student-teaching-student model will unfold here with massive FAQ’s and examples being developed over time…

Hmmm…regardless, this is an excellent example of the disruption being caused by technology and the Internet. I expect many more examples in 2012. Perhaps the “Walmart of Education” that I’ve been tracking over the years will have different components to it, with one major piece of it coming from the Codeacademy’s of the world.

Some of the questions that come to my mind for those of us working within higher education are:

  • How do we help educate the world at more reasonable prices?
  • What opportunities does the Internet offer us?
  • What new business models and transformations should we be pursuing that use the Internet?
  • Are there things that we can do to better address why all of these people are not enrolling in our undergraduate CS programs?

 

MIT launches online learning initiative –from MIT
‘MITx’ will offer courses online and make online learning tools freely available.

Excerpt:

MIT [on 12/19/11] announced the launch of an online learning initiative internally called “MITx.” MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:

  • organize and present course material to enable students to learn at their own pace
  • feature interactivity, online laboratories and student-to-student communication
  • allow for the individual assessment of any student’s work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITx
  • operate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions.

Advancing the open front — from InsideHigherEd.com by Steve Kolowich

Excerpt:

Forget free content repositories; the Massachusetts Institute of Technology wants to deliver “interactive” elite education to the masses, complete with credentials certifying “mastery” of MIT-grade coursework.

In the latest boon for the “open education” movement, the engineering mecca on Monday announced a new online learning initiative, called MITx, that will give anyone the opportunity to work through MIT course material and earn a certificate of achievement.

M.I.T. expands its free online courses — from the New York Times by Tamar Lewin

Excerpt:

While students at the Massachusetts Institute of Technology pay thousands of dollars for courses, the university will announce a new program on Monday allowing anyone anywhere to take M.I.T. courses online free of charge — and for the first time earn official certificates for demonstrating mastery of the subjects taught.

M.I.T. led the way to an era of online learning 10 years ago by posting course materials from almost all its classes. Its free OpenCourseWare now includes nearly 2,100 courses and has been used by more than 100 million people.

But the new “M.I.T.x” interactive online learning platform will go further, giving students access to online laboratories, self-assessments and student-to-student discussions.

 

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