Does Calling It College Make It So?
Walter S. Smith
Austin, TX, October 30, 2008
Charles A. Dana Center’s Annual
Mathematics and Science Higher Education Conference
Introduction
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I’m glad to be here from Lubbock, the Giant Side of Texas . . .
....
Austin 1 0.08
Lubbock Garden and Art s Center. www.l ubbockgac.org/Parks%20Pho to%20Contest.htm. Vi ewed 10.16.08.
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Home of Buddy Holly . . . . Natalie Maines of the Dixie
Chicks . . . . Bobby Knight (even though he’s not our head
coach now) . . . . King Cotton . . . . Lots of wind and wind
energy . . . . and Texas Tech University . . . .
Austin 1 0.08
Budd y Holl y True Love Ways http://www
Moonbattery. http:/
.xvps.co.uk/buddy.html
/www.moonbattery.com/archi
. V iewed 10
Houston’s Cl
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ear Thinkers. htte_chicks_fl.html. Vi
p://bl og.kir.com/archi
ewed 10.3.08.
ves/cat_sports_general.as pl. Vi ewed 10.3.08.
The Cotton Foundat ion. http :// www.cotton.org/ foundation/2006‐07/Projects/. V
LI Biz Blog. htt p:/ /li biz blog.wordpres
iewed 10.3.08.
s.com/2007/12/11/ britain‐l ikes‐offshore‐wind‐power/. V iewed 10.3.08.
Geography.com. http://geology.com/ satell ite/ci ties /l ubbock‐satelli te‐image.s html . Vi ew ed 10.3.08.
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And Saturday’s game . . . . for which I have this prediction.
Austin 10.08
Jones AT &T T Sta dium. http:// footba ll .ba llpa rks.c om/N CAA/Big 12/Te xa sT ec h/inde x.htm. Vie wed 10.24.08.
Bev oart. www. be voa rt.com/i nde x .php?m ai n_ pa ge = inde x& cPath= 1. Vie wed 10. 24. 08.
W ik ipe di a. http: //e n. wiki pe dia .org /wik i/inde x. htm l?c urid=12453533. Vie wed 10.24.08.
Double‐T N ati on. http: //www.doubl etna ti on. com/story /2007/11/27/72542/247.
Vie wed 10.24.08.
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Austin 10.08
T ex as La crosse. www.utla crosse .com/c oa c
hes .htm l.
Vie we d 10. 24.08.
Re discov er Musi c. www.re disc ov erm us ic. co
m /product/20/10. Vi ewe d 10.24.08.
Wa ter Se cre ts Blog. http: //wa te rse cre ts bl og .c om/a rchiv es/2008/07/i nde x. htm l. V iewe d 10.24.08.
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I think my mission tonight is to ask . . . . questions, such as: . . . .
What is a college education? When we assert that someone is
“college educated,” what does that mean?
Austin 1 0.08
Matrix Busi ness Coaching. www.matri xbusines scoaching.com/ faq.html. Vi ewed 10.3.08.
It’s good to be in Austin and to have a chance to talk with you
about a number of issues about which I hope we share mutual
interest, if not concern. . . .
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Does Calling It College Make It So? Austin, TX, October 30, 2008
Asking questions doesn’t necessarily mean something is wrong. We just need to be
sure that what we’re doing is right . . . .
A big theme of my remarks tonight will be “increasing access to higher education,”
for America is changing. The make-up of our population is different. Our
economy is different. On the one hand, I will ask us tonight to question some new –
and old – practices in higher education; but at the same time I want us to be mindful
that we have a huge obligation to broaden access to higher education for all people
in our state and nation. So “how do we address inequities in access to higher
education” . . . .
And in a world changing before our very eyes, “how do we educate for the 21st
century?” . . . .
In the end, I don’t have answers, I only have questions.
I hope that inside the academy and outside in the halls of
our legislature, around the water cooler at the office, and
at night around the family dinner table, people will step
back and ask . . . . “Does Calling It College Make It
So?” In a sense I’m playing a semantics game as did
Shakespeare 400 years ago when he . . . .
Austin 1 0.08
Yankeerev. http://yankeerev.wordpress.com/2 008/06/24/would‐you‐l ike‐
to ‐vis it‐the‐gates ‐of‐hell/ . Viewed 10.4.08.
Muddl ed Monkey. http://w ww.themuddl edmonkey.co m/. Viewed 10.4.08.
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had Juliet tell Romeo that “a rose by any other name
would smell as sweet;” but I’m asking “does calling
Does Calling something a rose make it a rose?” Or tonight the
It College question is “does calling something a college make it a
Make It college?” I hope we – and by “we” I mean students,
College?
faculty members, parents, legislators, bosses, and
taxpayers – will ask . . . . “Does Calling It College Make It So?” . . . .
Austin 1 0.08
JULIET:
What's in a name? That which we call a rose
By any other name would smell as sweet;
Pi cturesocial. htt p:/ /www.pi ctures oci al .com/photo/photo/li stForContri butor?screenName=1qoc6r5dbqm6x . Vi ew ed 10.16.08.
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Does Calling It College Make It So? Austin, TX, October 30, 2008
As we consider that question, let me reiterate three
themes for tonight. The first is access . . . . The second
theme is quality . . . . and the third theme is change.
A-Q-C – Access, Quality, and Change . . . . .
First, increasing access to college is good for students and
for our nation. I think that statement is a given. . . . .
Second, maintaining and even improving the quality of a college education is good
for students and the nation. I believe that that is also a given. . . . . And third,
change is inevitable in higher education. We must not fear change . . . .
Austin 10.08
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Access
Quality
Change
Cav ia r D ire ct O nl ine. www.c av ia r‐dire ct.c om /. Vie we d 10. 24. 08.
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These issues are not addressed in a vacuum. As Friedman
reminded us in 2005, “The World is Flat,” and in 2008 he
is telling us that the world is flat . . . . but it also is hot and
it’s crowded. And these three factors – hot, flat and
crowded – are interacting synergistically to greatly and
perhaps gravely affect our public and private lives . . . .
Austin 1 0.08
Context to Think About Questions
Book Review Summaries. bookreviewsummaries.wordpress.com/. V iewed 10.4.08.
Sergelen’s Blog. www.sergel en.net/ blog/?tag=worl d‐is‐flat. Vi ewed 10.4.08.
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In this new world, all people are connected together;
but more than that they are . . . . dependent on each
other.
Austin 1 0.08
Even in West Texas I tune to AM 900 from Floydata
that is the flagship of the “all ag all day” network to get
local weather and international news. I listen along
with cotton farmers in my area and wheat farmers in Kansas and corn farmers in
Iowa to weather reports from Argentina and Australia and the cotton prices in
China, because the Texas, Kansas and Iowa economies are all deeply affected by
what’s going on around the world . . . .
http:// www.jas on‐is m.com/onli nestoreas ia.html. Viewed 10.4.08.
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And the world is also hot. Increasingly so. Among the vast majority of scientists
the question is no longer “is there climate change.” The question is “how fast is it
happening” and “is there anything we can do about it?” . . . .
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Does Calling It College Make It So? Austin, TX, October 30, 2008
And the world is crowded . . . .
It took us thousands of years to populate the Earth
with the first billion people. At that point our country
was new, Thomas Jefferson was president, and a bit
over 5 million or less than one percent of the world’s
one billion folks were living in the U.S. . . .
Austin 10.08
Bea con Pre ss Books. http: //www.ha rva rdsqua rel ibrary .org/be a con/?s ort= a uthor& pag e =7. V iewe d 10.22.08.
10s of Thousands
1804
1 Billion
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Then it took well over one hundred years to add the
next billion. The U.S. and its flappers were really
growing with 123 million people or more than five
percent of the world’s population . . . .
Austin 10.08
Fl apper Costume and Acc es sori es. http://www.fla ppercostum e. ne t/. V iewe d 10.22.08.
123 Years Later
1927
2 Billion
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The world hit three billion about the time I graduated
from high school and John Kennedy was president.
And then we really took off . . . .
Austin 10.08
Si gna lAlpha. com. www.si gna la lpha .c om /html/c old_wa r.html . Vie we d 10. 22.08.
34 Years Later
1961
3 Billion
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Does Calling It College Make It So? Austin, TX, October 30, 2008
In 13 short years the world’s population hit four
billion and I started teaching at the university . . . .
Austin 10.08
Losttoy . l osttoy. liv e journa l.c om/tag /e ditoria l. Vi ewe d 10.22.08.
13 Years Later
1974
4 Billion
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The world reached five billion by the time our son
graduated from high school. And President Reagan
said “Mr. Gorbachev, tear down this wall!” . . . .
Austin 10.08
Fr. D av id’s Blog. http: //www.stma rym ag dal ene church.org /inde x.php? /ca teg orie s/7‐F r‐D av ids‐Blog.
Vie wed 10.22.08.
13 Years Later
1987
5 Billion
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Austin 10.08
FoxS ports. http: //comm unity .foxsports.c om /blog s/ks p113/2007/10/12/ He y_ Cards_ If_i t_ Ai nt_ Broke _ Dont_F ix _It.
Vie wed 10.22.08.
12 Years Later
The population explosion was on a roll and got to six
billion about the time our son was married and
Britney Spears sang “Baby one more time.” . . . .
1999
6 Billion
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We’re at 6.7 billion today. With 305 million of those
in the U.S.
Austin 10.08
The W al lstrip Bl og . www. wal lstrip.c om /2008/09/08/j et‐blue‐g oe s‐eba y/ . Vie we d 10. 22.08.
9 Years Later
Today
6.7 Billion
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Does Calling It College Make It So? Austin, TX, October 30, 2008
The world will hit seven billion when my grandson
enters pre-school . . . .
Austin 10.08
The W al lstrip Bl og . www. wal lstrip.c om /2008/09/08/j et‐blue‐g oe s‐eba y/ . Vie we d 10. 22.08.
2011
7 Billion
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And to eight billion when our grandson starts to drive
a car . . . .
Austin 10.08
Ne il: M y Profile . ne il saty am .hi5.com/ . Vie we d 10. 22.08.
13 Years Later
2024
8 Billion
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And nine billion when I die. In a bit over one century
the world’s population will have quadrupled from two
billion in 1927 to nine billion in 2042. I note that the
rate of increase is projected to slow down; but, still,
nine billion people is a lot of people. . . .
Austin 10.08
Le ssons F rom Ali ce . wa ve snsands.wordpres s.com /. Vi ewe d 10.22.08.
18 Years Later
2042
9 Billion
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More people mean we’ll need . . . . more food . . . .
and more housing . . . .
Austin 1 0.08
Core Customer Metric. www.corecustomermetric.com/. Vi ewed 10.16.08.
Al an Kearney Photogr aphy. htt p:// www.alankearney.com/large/environmental/ wheat.html. Vi ewed 10.16.08.
Oakl and, Cal ifornia. w ww.busi ness2oakland.com/main/centralcityeast.htm. Viewed 10.16.08.
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Does Calling It College Make It So? Austin, TX, October 30, 2008
With more people there will be more cars. Remember
the world is flat which is leading to a greater
proportion of the world’s people being able to afford
the American way of life. So there’s not only more
people; but more of these people will want to have
cars . . . . and other amenities of the American life.
Austin 10.08
MS NBC. www. msnbc.m sn. com/i d/14137896. Vie wed 10.16.08.
Me g aM art. www.me ga ma rt.com. eg /ite mde tail s.a spx? code =756. Vie we d 10.16. 08.
E le ctrici ty and M a gne ti sm. http: //www.li ghta ndma tter. com/html _books /4em /ch02/ ch02. htm l. Vi ewe d 10.16. 08.
T ex as Te ch E ngl ish/Philosophy Building . fli ck r.com/photos /73146151@ N00/2560315842. Vi ewe d 10.16. 08.
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. . . . And they will need more energy . . . . the production of which affects our
atmosphere . . . . and in turn affects our climate . . . . And all of this – more people
and increasingly more complex problems – means more people will need more
education. They’ll not only need more education if we are to properly address these
problems but they’ll also want more education as they seek the American way of
life . . . .
If I learned anything in my three and a half weeks in
China last summer, it was that they had learned the
“American Dream” in spades . . . . Many Chinese
families and their one child are fixated on that child
getting a good education which will lead to doing well
on the test which will lead to getting into a good
college which will lead to gaining access to a good job
. . . . which will lead to being able to afford the American way of life . . . .
Austin 1 0.08
Li venews. http://www.li venews.com.au/ arti cles/2 008/03/10/Chinas_onechil d_pol icy_to_stay. Vi ewed 10.17.08.
Tr ans ition sAbroad.com. http://ww w.trans itionsabroad.com/publ ications /magaz ine/060 1/teachin g_engl ish_overs eas_how_to_be_su ccessf
ul_teacher .shtml. V iewed 1 0.17.08.
Daylife. www.dayli fe.com/photo/ 0d1Vf7ie8cej4. V iewed 10.17.08.
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Austin 1 0.08
http:// www.jas on‐is m.com/onli nestoreas ia.html. Viewed 10.4.08.
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In this context of change, we need to ask as we
contemplate new policies and practices, “How do we
provide Texas students . . . . with a quality college
education” . . . . And with that question, we also need
to ask “What do we mean by a quality college
education – something that is worth something and not
just be a label . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
As I talk about these issues, I don’t want to be
perceived as whining. Change is happening. It’s all
around us. As any baby knows . . . . change is
inevitable. But will it be good change?
Austin 1 0.08
Sprou ts for Change. s proutsforch ange.com/. Viewed 10.4.08.
Forei gn Policy. blog.foreignpoli cy.com/ no de/ 8129. Viewed 10.4.08.
Rightyblogs.com. http://w ww.rightybl ogs.com/Vi rgin ia/feed.ph
p?channel=122&y=2008&m=06&d=26. Vi ewed 10.4.08.
The B antas. www.thebantas.us /06%20‐%20June%202004.h tm. V iewed 10.4.08.
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Austin 1 0.08
W hat is Colleg e
Change Gears
i StockPhoto. http://www.istockphoto.com/fi le_closeup/ techno logy/gad gets/mechanical/ 3546840_mixed_gears .php?id=3546840. Viewed 10.16.08.
Now I’d like to change gears.
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Austin 1 0.08
And look at the history of higher education, so we can
ask, “How did we get to where we are today and
where we are heading tomorrow?”
Office of the American Secretariat Rhodes Trust. www.rhodess chol ar.org/ Vi ewed 10.12.08.
Past Thinking. http:// www.pastthinking.com/bl og/2006/10/11/h istory‐matters‐
campaign‐mass ‐bl og‐day/ Vi ew ed 10.12.08.
University of Heidelberg.
w ww.kip.uni‐hei delberg.de/medphys / Vi ewed 10.12.08.
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Austin 1 0.08
W hat is Colleg e
Colleges Have Been Around a Long, Long Time
Macalester Col lege. http:/ /commons .wi ki media.org/wi ki/ Image:Old_
Main,_Macal es ter_Col lege.JPG. Viewed 10.4.08.
Nitt anymemories.com. www.nittanymemories.com/omai n.htm. V iewed 10.4.08.
London Fog. http:// artis mypas sion.w ordpres s.com/2007/11/ 06/ oxford‐
u nivers ity‐oxford‐england/ . V iewed 10.4.08.
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Colleges have been around a long time. Even longer
than what these pictures would seem to indicate.
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 1 0.08
W hat is Colleg e
Shang Xiang –
23rd
Century BCE
No Pix;
Only Sun Shang Xiang.
Daughter of
a warlord.
Game warrior.
The earliest evidence we have of something we might
call college appeared over 4000 years ago in China.
. . . . I looked for a picture of Shang Xiang . . . . but
could find only “Sun Shang Xiang,” . . . . who was the
daughter of a warlord, not all that important a figure;
Games pot. http://www.games pot.com/us ers /Axel_77/view_image?id=a9Va4k9w7hqd7BzlkQ. Viewed 10.3.08.
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Austin 1 0.08
W hat is Colleg e
Plato’s Academy
4th Century BC
but today . . . . she has become a warrior for gamers.
. . . . Moving to something more familiar to a western
culture, . . . . we find Plato’s Academy nearly 2500
years ago. From the Academy we derive much of our
21st century worldview. . . .
Introductory Phi losophy. www.fr eewebs.com/cpa_li brary/. Viewed 10.3.08.
P.A.P. Bl og – Phi losophy, Art and Poli tics . http://fil ipspagnoli.wordpress.com/ 2008/06/ 24/ plato ‐democracy‐and‐human‐rights‐3‐viol ence/ . Viewed 10 .3.08.
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Austin 1 0.08
W hat is Colleg e
Dark Ages – Higher Learning Continued
University of
Al-Karaouine
(Fez, Morocco)
Founded 859
Wi ki ped ia. http:// en.wikipedia.org/wi ki/ Uni versity_o f_Al _Karaouine. V iewed 1 0.5.08.
Goway.com. www.goway.com/afri ca/morocco/ . Vi ewed 10.5.08.
But then while western Europe went into academic
hibernation, learning continued in the Middle East and
northern Africa. . . . . The first institution that we
might identify as the precursor of the modern
university was founded . . . . in Fez, Morocco, . . . .
in 859 . . . .
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Austin 1 0.08
W hat is Colleg e
One of its more famous alums, Maimonides, went to
Fez in the 12th century . . . . from Spain to study and
then became one of the most influential Jewish
thinkers of the Middle Ages . . . .
Maimonides (1135-1204) Studied at the
University of Al-Karaouine
Medi eval Astoria. www.fordham.edu/halsal l/medny/halsall 7.html . Vi ewed 10.5.08.
Wikipedia. ht tp:/ /en.wi ki pedi a.org/ wiki /Maimon ides. V iewed 10.5.08.
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Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 1 0.08
W hat is Colleg e
Medieval University – Came to Europe
Finally in the 11th century institutions that look like
an institution we might recognize as college began to
pop up around Europe . . . . For example, the
University of Bologna was established in Italy in the
13th century . . . .
EEFS Con ference in Bol ogna. www.ro ie.org/bol .htm. V iewed 10.5.08.
University of Bologna – founded in 1200’s
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Austin 10.08
What is College
Medieval University – Came to Europe
If we went inside the medieval university, we would
find some very familiar sights . . . . the lecturer . . . .
and his notes . . . .
About 1350
N a ti onma ste r.com. http://www.na tionmas te r.c om/e ncyc lope di a/U niv ersi ty . Vi ewe d 10.3.08.
Austin 10.08
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What is College
Medieval University – Came to Europe
The students in the front row paying more or less rapt
attention . . . .
About 1350
N a ti onma ste r.com. http://www.na tionmas te r.c om/e ncyc lope di a/U niv ersi ty . Vi ewe d 10.3.08.
Austin 10.08
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What is College
Medieval University – Came to Europe
About 1350
N a ti onma ste r.com. http://www.na tionmas te r.c om/e ncyc lope di a/U niv ersi ty . Vi ewe d 10.3.08.
10 | P a g e
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But a couple rows back we have two students talking .
. . . and a student sneaking into the room late . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Medieval University – Came to Europe
About 1350
N a ti onma ste r.com. http://www.na tionmas te r.c om/e ncyc lope di a/U niv ersi ty . Vi ewe d 10.3.08.
Austi n 10.08
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Wh at is Coll ege
here close to us is a student who was up too late last
night – I wonder whether he was working his way
through school, like our students are doing today.
Maybe he worked late last night and now he’s
pooped. Or was he doing too much partying with his
friends; also something known to our students in
2008.
. . . . If we fast forward about 300 years we find the
same lecture when we re-visit the university.
N ationmas ter.com. htt p:// www.nat ionmast er .com/encyclop edia/U niver sit y. V iewed 10.3.08.
Is Change Inevitable?
Project Gut enberg. htt p:// www.gut enber g.org/ files/ 22500/22500‐ h/22500‐h.ht m. Viewed 10.3.08.
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Austi n 10.08
Wh at is Coll ege
And if we jump this time to today, we find the same
lecture found back in medieval universities.
N ationmas ter.com. htt p:// www.nat ionmast er .com/encyclop edia/U niver sit y. V iewed 10.3.08.
Lyon College. http:/ /www.lyon.edu/webdata/ groups /gr eensheet /greens heet05/ 2‐
18_gr eensheet.ht m. Viewed 10.4.08.
One thing about universities. Universities’ ideas may
be engines of change; but our methods evolve slowly.
Is Change Inevitable?
Univers ity of Manchest er . htt p:// www.campus .manches ter .ac. uk/ st udents upport andser vices/ newslet ter/ index.htm. V iewed 10.4.08.
Austi n 10.08
N ationmas ter.com. htt p:// www.nat ionmast er .com/encyclop edia/U niver sit y. V iewed 10.3.08.
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Wh at is Coll ege
Something I always remind my students is that when
someone points a finger, there are three fingers
pointing back. Tonight I am lecturing even as I
Texas Tech Univers ity. www.depts .ttu.edu/ provos t/ facult ybios/ w_s
mit h.php.
V iewed 10.4.08.
Is Change Inevitable?
Dyehard’s Guitar s. 15mmvs f.bagofmice.com/ Hob by/ guitar_o .htm.
Viewed 1 0.4.08.
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Even here tonight, I am practicing the same methods
employed over the years . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
complain about the glacially slow pace of change in collegiate teaching methods.
. . . . The medieval curriculum, which has evolved
Trivium
into today’s liberal arts curriculum, was divided into
•Grammar
two main parts, . . . . the first of which was called the
•Rhetoric
Trivium. Not trivial, but rather Trivium meaning
•Dialectic
three parts . . . . . . The Trivium started with Grammar,
the study of language – how does language work . . . .
Medieval Curriculum
Then there was Rhetoric and its concentration on oral
argument . . . . And finally the Dialectic or logic . . . .
Austin 10.08
What is College
Me die va l Curric ul um. www. csupom ona .e du/~ plin/ls 201/a stronomy .html . Vie we d 10.5.08.
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Austin 10.08
What is College
Trivium
•Language
•Persuasion
•Logic
In contemporary parlance we might say that the
Trivium was composed of the study of Language . . . .
Persuasion . . . . and Logic . . . .
Me die va l Curric ul um. www. csupom ona .e du/~ plin/ls 201/a stronomy .html . Vie we d 10.5.08.
Medieval Curriculum
WSS
The second major part of the medieval curriculum, the
Quadrivium
Quadrivium, focused more on what we now might
•Arithmetic
call math and science. . . . . First, there was Arithmetic
•Astronomy
with attention to computational mathematics . . . .
•Geometry
•Music
Then Astronomy which included a good dose of what
we now would call Astrology . . . . And then the third
Medieval Curriculum
component was Geometry . . . . And finally, Music,
which one could think of in medieval terms as applied mathematics . . . . So
between the Trivium and the Quadrivium you can see the roots of the 3 R’s –
readin’, ‘ritin’, and ‘rithmetic with special emphasis on . . . . the readin’ and
‘rithmetic portion of the 3 R’s . . . .
Austin 10.08
What is College
Me die va l Me dicine . www.ma g gi etron.com/m ed/. Vie wed 10.5.08.
WSS
12 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Carried to New World
University of
San Marcos
1551
Lite rature Confe re nce . http: //www.proye ctoperua nos .org/c onel it/ma ps.html. Both ima ge s v ie wed 10. 5. 08.
Austin 10.08
The university came to the Americas quickly after
Columbus’s voyage in 1492 . . . . The University of
San Marcos, the first university in the Americas, was
established in Lima, Peru, in 1551 and was relatively
quickly followed 85 years later . . . .
WSS
What is College
Harvard College
1636
(now University)
Fe llowship at H arv ard. http:// funce ji. wordpre ss.c om /2008/09/19/ fe llowships‐a t‐ha rva rd‐
uni ve rsity/ . Vie wed 10.5.08.
by Harvard College in 1636 . . . . now Harvard
University . . . .
Wi ki pe dia Commons. http:// commons.wik im edia .org /wik i/Im ag e :H arv ard_ Ya rd,_ Ha rva r
d_ U ni ve rsity. JPG . Vie wed 10.5. 08.
Carried to New World
WSS
Austin 10.08
What is College
and then by Yale . . . . Princeton . . . . what is now
Columbia . . . . and Thomas Jefferson’s University of
Virginia.
Even though these new universities were located far
from their European roots, . . . . the curriculum
Carried to New World
remained relatively unchanged . . . . the student body
represented only a fraction of the total population and those who were students were
primarily from the upper class . . . . And the teaching methods continued to be
reading the classics along with lectures and recitations . . . .
WSS
Austin 10.08
What is College
Early Expansion
O hio H istory Ce ntra l. http: //ohi ohi story ce ntra l. org /e ntry.php?r ec =609& nm= M orav ia n‐Church. Vie we d 10.5.08.
WSS
13 | P a g e
After America’s independence, the colonization of
western lands was quickly followed by the
establishment of new colleges. Places such as . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Early Expansion
Transylvania
T ransy lv ania U ni ve rsity. http: //www.g ohi ghe rky .org/Ca mpusT our/ unde rgra duate /548/T ra ns ylv ani
a _U nive rsity /Tra nsyl va nia _U ni ve rsity1. htm l. Vi ewe d 10.5.08.
Grinnell
S ta teU nive rsi ty .com. http: //www.sta teuniv ersi ty .com/ uni ve rsitie s/I A/Gri nne ll _Coll eg e .html . Vi ewe d 10. 5.08.
WSS
Transylvania in Kentucky . . . . and Grinnell in Iowa.
But these institutions are only representative of many,
many small colleges. It would seem that every town
worth its salt needed a college; . . . . and certainly
every religious denomination needed a source of
ministers which was one of, if not the prime reason
for having colleges.
Although access to a college education was enhanced by so many colleges being
established in frontier towns, . . . . still college was for the elite and the curriculum
revolved around the liberal arts.
I hope you are hearing some of the themes that I want to emphasis tonight, but let
me make the ideas more explicit:
1. Colleges have been around a long time – indeed, for centuries.
2. For many, many years there was little change in what was taught, who was
taught and how they were taught. The liberal arts taught to the few in what
we now think of as a passive mode of learning reigned over the centuries.
3. Access to education was rather limited; but that was OK, for only a relatively
few people required a college education for the world to work . . . .
Austin 10.08
What is College
Civil War
The Advoca te .com. www. 2the advoca te .com/ ne ws/2524336.html. V ie we d 10.12.08.
U ltim ate Productions. www.top2bottom .ne t/ Ultim ate _ Productions. htm l. V iewe d 10.12.08.
14 | P a g e
WSS
Let’s fast forward now to the time of the Civil War
and note along the way that we were well into the
Industrial Revolution; and the roots of modern
theoretical and applied science were growing
strongly.
In Washington, DC, along with fighting a war . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Morrill Land Grant
The Morrill Land Grant Act was passed . . . . in 1862.
The Act established a revolutionarily new kind of
college. A college that didn’t forget the liberal arts
but for the first time included the study of two applied
One per State
sciences . . . . – agriculture and engineering – in the
curriculum. . . . . One of these new-fangled
institutions was established in each state . . . .
1862
Agriculture
Engineering
W ik ipedi a. http: //e n. wik ipedia .org /wik i/Im ag e: Justi n_S mi th_ M orri ll_ ‐_Bra dy‐
H andy. jpg. Vi ewe d 10.5.08.
WSS
For the first time American pragmatism was front and center at the Academy . . . .
and the stranglehold the liberal arts had held for centuries was broken.
15 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Morrill Land Grant
“I would found an
institution where
any person can
find instruction in
any study.”
- Ezra Cornell
Soon we had new institutions such as Ohio State
University . . . . and Cornell University, my alma
mater where I graduated from the College of
Agriculture.
Cornell’s founder, Ezra Cornell, an upstate New York
hard-headed businessman, stated . . . . “I would found
an institution where . . . . any person can find . . . . instruction in any study.” . . . .
WSS
Austin 10.08
What is College
Morrill Land Grant
After the war southern institutions such as Auburn . . .
. and Texas A&M came into existence . . . .
WSS
Austin 10.08
What is College
Morrill Land Grant
WSS
And in 1890 institutions that we now include among
the Historically Black Colleges and Universities were
brought into the land grant mix of institutions.
Universities such as Tuskegee where George
Washington Carver did his research . . . . and
Tennessee State University took their place alongside
Purdue and the University of California – Davis and
others . . . .
To reiterate but modify two themes: . . . .
1. What was called “college” no longer was limited only to the liberal arts.
It was now OK to go to college for unabashedly practical reasons . . . .
2. And the second theme is that access to college was expanded . . . .
16 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
1900
Hoove r I ns ti tution. http:/ /www.hoov er. org /public ations/ edne xt/3212486. htm l. Vi ewe d 10.5.08.
When we hear the words high school and college and
university, we view those words through our 21st
century lenses. . . . . Let’s remember that in 1900 only
10 to 15 percent of adolescents attended secondary
schools and fewer than 10% graduated from high
school.
WSS
The 20th century was a story of vastly expanding school attendance and graduation.
The next significant event that occurred in our look at
the history of higher education that I am outlining in
Andrew Carnegie
some detail because I think it puts in context the
TIAA-CREF
question of “what is a college education” was the
Carnegie Unit
standardization of the concept of a “credit hour,”
1906
which we still use as a measurement of how much
college work a student has done. Finally we were
getting serious in a way that resonates with our 21st century ears about defining
what is college.
Austin 10.08
What is College
Standardization of Credit Hour
H oov er Instituti on. http: //www.hoove r.org/publi cati ons/ edne xt/3212
486.htm l. Vie wed 10.5.08.
WSS
The idea of the credit hour was created in a backdoor sort of way through the
philanthropy of the steel magnate, . . . . Andrew Carnegie, the man whom you might
associate along with me with “Carnegie Libraries” created across the country.
In 1906 through he wanted to set up the Carnegie Foundation a fund to support the
retirement of academics, so he established something we now call . . . . TIAACREF. Perhaps you are a member and have worried the last few weeks with me
about the state of our retirement funds. But who should be eligible to become
members of TIAA-CREF?
To answer that question, the Carnegie Foundation established a committee who
defined the . . . . Carnegie Unit which is the basic unit of measure for high school
studies. And in turn, American higher education’s “credit hour” was defined . . . .
17 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Standardization of Credit Hour
H oov er Instituti on. http: //www.hoove r.org/publi cati ons/ edne xt/3212
486.htm l. Vie wed 10.5.08.
Three Semester
Credit Hour
Course
40 Hours in Class
~ 15 Weeks
80 Hours Outside
The basic building block of the college curriculum
became the “three semester credit hour course” . . . .
which was defined as 40 hours in class over about a . .
. . 15 week period . . . . accompanied by twice as
much – that is, 80 hours – study outside of class.
WSS
Actually the definition initially focused on how much
a faculty member taught, so people could figure out who was eligible to be included
in the new TIAA-CREF retirement system; but soon it was extended to define the
effort put into the course by a student . . . .
Austin 10.08
What is College
Standardization of Credit Hour
H oov er Instituti on. http: //www.hoove r.org/publi cati ons/ edne xt/3212
486.htm l. Vie wed 10.5.08.
Measured as
Time on Task
Not
What Was Taught
or Learned
or Who Taught
Note that the credit hour as a measure of college work
and thus as a basic building block of our definition of
“what is college” was defined in terms of . . . . “time
on task” . . . . and not in terms of what was taught or
learned . . . . or the credentials of who did the teaching
or, for that matter, of . . . . who did the learning . . . .
WSS
Let’s move forward by nearly a half century to the
Second World War. As an aside, it’s interesting to
51% WWII me to see the correlation with if not the effect of war
Vets Used G.I. on education policy. War affected educational policy
Bill Education and in turn affected people. My grandfathers were a
Benefits
farmer and a coal miner whose son, my dad,
completed college on the G.I. Bill. Ten years later
Sputnik when up and we got the National Defense Education Act and I stand before
you as a science educator. When someone says the federal government and policy
emanating from Washington has no effect, I vociferously beg to differ. For
evidence I simply refer to my family and me. But back to my point . . . .
Austin 10.08
What is College
G.I. Bill – 1944
W ic hi ta E a gle Bl og . bl ogs. ka ns as. com/we blog /2008/05/08/. Vi ewe d 10.5.08.
WSS
Lots of vets, mostly men, took advantage of the G.I. Bill’s education benefits . . . .
18 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
The G.I. Bill enabled lots of offspring of blue collar workers like my father to
further their education and change their lifestyle . . . . Going to college became
more commonplace. Unlike my dad who was very smart in school but had little
idea as he grew up of how he could go to college, there was never a question in my
home about whether my sister and I would go to college. We never talked about
whether we’d go to college. We only talked about where we’d go to college and
what we would study once we got there.
As the government was paying for more and more schooling, a logical question
arose . . . . . “Are we getting our money’s worth?” . . . .
Austin 10.08
What is College
ACCREDITATION
Post-WWII
UT E P Prog ram Admis sions. htt p: // ac ademi cs . utep. edu/
Vie we d 10. 7. 08.
And that kind of questioning gave rise to
Accreditation, the idea that someone outside of the
Academy should give their “seal of approval” to what
was going on inside the Academy.
I’m most familiar with SACS and NCATE as regional
and professional accrediting bodies respectively, so
I’ve shown their logos; but there also are dozens of other accrediting agencies . . . .
Ba ylor U ni ve rsity . www. bay lor.e du/s oe/ ncat e/
Vie we d 10. 7. 08.
WSS
Austin 10.08
UT E P Prog ram Admis sions. htt p: // ac ademi cs . utep. edu/
Vie we d 10. 7. 08.
What is College
ACCREDITATION
So, you’re
spending time,
but is it worthy of
being called
“college”
Whereas the notion of a “credit hour” measured
college in terms of . . . . “time on task,” the
accrediting bodies asked colleges to do more . . . .
they wondered whether what was going on at the
institution was worthy of being called “college.”
Ba ylor U ni ve rsity . www. bay lor.e du/s oe/ ncat e/
Vie we d 10. 7. 08.
WSS
In a twist on the words of Shakespeare who had Juliet
state, in effect, that a rose by any other name would smell as sweet, the accrediting
bodies asked “Does this institution smell sweet enough to be called a “college?”
19 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Accreditation became so pervasive and so important in American higher education
that the issue arose, “We have the fox in the guise of the accrediting body guarding
the chicken coop which is the college; but how do we know that the fox knows how
to properly guard the chickens?” . . . .
Austin 10.08
What is College
CHEA
Accreditation of
Accreditation
Counc il for H ig he r E duc ation Accre ditation. http: //www.che a. org /de fa ult.a sp Vie we d 10. 7. 08.
So the Council of Higher Education Accreditation,
better known as CHEA, came into existence to . . . .
accredit the accreditors; and CHEA’s questions help
us conceptualize how we should go about deciding
whether a particular practice meets the definition of
college . . . .
WSS
CHEA asked accrediting bodies whether they had
standards, what was the basis for those standards and
how were they selected . . . . CHEA looked at
whether accrediting bodies had institutions do a self
study and what was included in those studies . . . .
and CHEA looked for outside evaluators and
wondered who they were and how they were trained
and whether they were biased in their efforts . . . . then CHEA was concerned about
how the accrediting body decided that standards were met or not met. They looked
at who was involved in that decision-making process and how the process was
conducted . . . . Next CHEA wanted to know how the accrediting body had their
institutions publish the results of the accreditation process so the public could be
made aware of the status of the institutions in the eyes of the accrediting bodies . . .
. Then CHEA wanted to make sure this was not a one-shot operation. They wanted
to be certain that the accrediting body made sure that self study and so forth were
on-going propositions . . . . and finally, CHEA made sure that the accrediting body
returned on a timely basis to re-evaluate institutions so they wouldn’t drift into noncompliance . . . .
Austin 10.08
What is College
• Standards
• Self Study
• Outside Evaluators
• Are Standards Met?
• Publication
• On-going Monitoring
• Reevaluation
Counc il for H ig he r E duc ation Accre ditation. http: //www.che a. org /de fa ult.a sp Vie we d 10. 7. 08.
WSS
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Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Evolution of Standards
• Resources – Books,
Buildings, Faculty,
Students
• Coherent, Rational
Program
• Results
Counc il for H ig he r E duc ation Accre ditation. http: //www.che a. org /de fa ult.a sp Vie we d 10. 7. 08.
WSS
Over the years accreditation has changed . . . .
At first, accrediting bodies focused on nuts and bolts
sorts of issues. Who were the faculty and what were
their credentials? What were the facilities like? Were
there up-to-date classrooms, labs and libraries? What
resources such as books were available to students?
And similar issues . . . .
Then about 20-25 years ago people realized that these nuts and bolts issues were
important but what was more important was what was going on in the college or
university. So the accrediting standards evolved to include questions about the
instructional programs that were expected of students. In my own discipline, the
National Council for the Accreditation of Teacher Education, which is better known
as NCATE, started to ask questions like:
• “Is there a strong theoretical rationale for the program and is there coherence
among the various parts of the program?”
• “Are the students who are preparing to be teachers given a chance to learn
how to teach the diversity of learners who are in the schools?” and
• “Are the students getting practical field experience as part of their training?”
About the same time 15-20 years ago – the late 1980’s to early 1990’s – K-12
schools were required to test their students to show that their students were actually
learning something. In effect, governments were saying, “We could care less about
the school buildings and related variables and don’t care too much about how you
do it, but we want to know that when junior and sis get out of school they know
something. And we’ll base that judgment on whether they can pass certain tests.” . .
...
Not in 1990 but since the turn of the century university accrediting bodies have
gotten the same itch. They’re adding new accreditation standards that ask
universities to demonstrate they are producing results.
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Does Calling It College Make It So? Austin, TX, October 30, 2008
In our current political campaign we’re hearing . . . . “drill, baby, drill” but on
campus we’re just beginning to hear the same drumbeat the K-12 schools have been
hearing for nearly two decades . . . . “test, baby, test.” Accrediting bodies are
asking the question, “what is a college education,” and they are expecting answers
in terms of test scores . . . . They’re looking for results . . . .
Austin 10.08
What is College
Evolution of Standards
• Input Variables
• Throughput Variables
• Output Variables
Counc il for H ig he r E duc ation Accre ditation. http: //www.che a. org /de fa ult.a sp Vie we d 10. 7. 08.
Spa rta n Da il y. http:// medi a. www. the spa rta ndai ly. com/m e di a/ pa per852/s
ec ti ons/ 20080507Ne ws.html
Vie wed 10.7.08.
T exa s Te ch T oday . http: //www.depts.ttu.e du/comm uni ca ti ons/ne ws /stori es/ 0
8/01‐provost‐roa st.php Vie we d 10. 7. 08.
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So there has been an evolution of standards from . . . .
emphasis on what I would call input variables such as
number of books in the library . . . . to throughput
variables such as what are the students studying . . . .
to output variables such as can students perform on
tests.
WSS
If you don’t think these output variables are important, let me introduce you to three
men who used to be top administrators at Texas Tech. . . . . Our former president is
now president at San Jose State . . . . Our former provost left the post to return to the
faculty . . . . and our former senior associate provost also returned to the faculty.
Regardless of whether Texas Tech’s problems with SACS caused these job
changes, certainly all three men, all of whom were exceedingly well respected
administrators, know that accreditation now means that universities have to be able
to answer the question, “what have you done for me lately” or in other words, “how
well can your students perform as a result of going through your institution?”
We are just on the cusp of adding a new round of
variables that I would call . . . . “effect variables.”
• Throughput Variables
Accrediting bodies are just beginning to think that it’s
• Output Variables
• Effect Variables
not sufficient to show that students can perform while
they’re still on campus. What’s more important is . . .
. . . . “Can they perform on the job when they get out
of college?” In my own field of education, NCATE
would like for institutions to measure how effective our graduates are in having
Austin 10.08
What is College
Evolution of Standards
• Input Variables
Counc il for H ig he r E duc ation Accre ditation. http: //www.che a. org /de fa ult.a sp Vie we d 10. 7. 08.
WSS
22 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
their students learn. In other words, institutions’ accreditation, in part, will hinge on
the test scores of the K-12 students of teachers who were once our students. We’re
definitely not there yet; but we’re moving in that direction . . . .
23 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Hold Those Ideas
Randy Pa usch’s U pda te Pa g e. www.cs .cmu. edu/~ pausc h/ news/i ndex .html. Vie wed 10.9.08.
Austin 10.08
Let’s hold on to these ideas but . . . .
WSS
What is College
Return to Early 1900’s
Car Body De sig n. http: //www.ca rbody des ign. com/a rchiv e /2008/05/13‐ford‐mode l‐
t‐c once pt‐de sig n‐c hall e ng e /. Vi ewe d 10.7.08.
Return to the early 1900’s and our review of the
history of this institution we call “college.”
Storie s from PA H istory. http: //www.e xplorepa history. com/dis pl ay g all ery .php?g al le ry_ id= 70& bcol or= re d& li
st= 1. Vie we d 10. 7. 08.
WSS
Austin 10.08
What is College
Return to Early 1900’s
Liberal Arts
http://oc w. nd. edu/phil os ophy /a nc ie nt‐wis dom ‐m odern‐
love /the ‐ha irdre sse rs‐husba nd‐
sum ma ry/philosophy/Phil osophy %20Re ig ning%20O ve r%2
0the %20S ev en%20Libe ra l%20Arts.g if. Vie wed 10.7.08.
Land Grants
In 1900 colleges came in two varieties or a
combination thereof. . . . . There were liberal arts
colleges offering a curriculum derived from the
medieval curriculum . . . . and the land grants offering
a more pragmatic curriculum.
F anta stic Cook. http://fa na ticc ook .blog spot. com/2008/ 03/m ilk ing‐
s chedule .html. Vie wed 10.7.08.
WSS
Austin 10.08
What is College
Return to Early 1900’s
Liberal Arts
Exc use me, do y ou Spe ak E ngl ish. http://toma su.c o. uk/. Vie wed 10.7.08.
Land Grants
Re a lly Si mple Be er. http://www.be eri na tor.com/ bee rfee ds2/inde x. php? pag e
= 187. Vie we d 10. 7. 08.
WSS
24 | P a g e
As an Aussie acquaintance once explained to me
about Australian education, . . . . at liberal arts
colleges students learn how to drink beer . . . .
whereas at land grant institutions, what the Aussies
call Colleges of Advanced Education, students learn
how to make beer . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
First Community College – 1901
Expanding Access
In 1901 a new kind of institution, the community
college, appeared on the horizon.
Joliet CC
Illinois
Please recall one of the themes of my remarks tonight.
Access to college education. Community colleges
25 in 1910
brought education closer to more people at a more
modest price . . . . Joliet Community College was
established in 1901 as America’s first community college; . . . . and by 1910 there
were 25 community colleges around the country . . . . expanding access to college
for more people.
Ame rica n Assoc iati on of Com muni ty Col le ge s. http:// www. aa cc .nche. e du/Conte nt/N a vig a ti onMe nu/AboutCom munityColl eg e s/Hi stori ca lInforma ti on/ CCG rowth/CC_ Growth_1901‐
1910.htm. Vie wed 10.5. 08.
WSS
Were community colleges really offering something that should be labeled as
“college” or was it something less than college? The question we ask today about
new practices was relevant 100 years ago. And one of today’s emerging
accreditation thrusts, how well can graduates perform at the next level, became a
very relevant standard to use.
When asking that performance question, remember
Community Colleges’ Graduates
that community colleges are producing . . . . two
flavors of graduates . . . . those who will continue to a
four year institution to pursue the bachelor’s degree . .
. . and a second group who will move directly into the
workforce . . . .
Austin 10.08
What is College
5 Sta r Adve nture s. http: //e isa ac .blog spot.c om/2007/05/offic ia lly ‐c olle ge ‐
g radua te .html . Vie wed 10.18.08.
E ngl ish9‐2008‐Re iM . http: //e ngli sh9‐2008‐
re im .blogspot.com/ 2008/08/ choc anil la .html.
Vie
18.08.
Univ
ersiwed ty of 10.
Phoe
nix. www.247nurs ing. com/. Vi ewe d 10. 18. 08.
WSS
From 1901 through the years of the Great Depression
community colleges slowly but surely continued to
238 in 1940
grow in number so that . . . . by 1940 there were 238
community colleges scattered around the nation.
During the Great Depression the expansion of
community colleges decelerated; but even in those
tough economic times over 50 new community
colleges were established . . . .
Austin 10.08
What is College
Community College Growth – 1901 to 1940
250
200
150
New
Total
100
50
0
1901‐10
1911‐20
1921‐30
1931‐40
Ame rica n Assoc iati on of Com muni ty Col le ge s. http:// www. aa cc .nche. e du/Conte nt/N a vig a ti onMe nu/AboutCom munityColl eg e s/Hi stori ca lInforma ti on/ CCG rowth/CC_ Growth_1941‐
1950.htm. Vie wed 10.5. 08.
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25 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
Community Colleges – 1950
And through the Second World War and its aftermath
community colleges grew to 330 by 1950 . . . .
330 in 1950
Ame rica n Assoc iati on of Com muni ty Col le ge s. http:// www. aa cc .nche. e du/Conte nt/N a vig a ti onMe nu/AboutCom munityColl eg e s/Hi stori ca lInforma ti on/ CCG rowth/CC_ Growth_1941‐
1950.htm. Vie wed 10.5. 08.
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Austin 10.08
What is College
Community College Growth – 1901 to 2000
The years up through the 1950’s were sort of a lull
before the storm with more community colleges
coming on line each decade but at a fairly flat rate of
909 in 1970
50 to 100 new ones every ten years . . . . Then there
was an explosion in the 1960’s as . . . . the baby boom
children matured to college age and the children of the
G.I. Bill soldiers who had developed a taste for higher education thought that going
to college was the natural thing to do . . . . The number of community colleges
doubled between 1960 and 1970 . . . .
1400
.
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7
.
0
1
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t
.h
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e
d
n
ra
/b
7
0
0
2
_
ya
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/
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cr
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et
te
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n
/
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.
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:/
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. k
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1200
1000
800
New
Total
600
400
200
0
1901‐10
1911‐20
1921‐30
1931‐40
1941‐50
1951‐60
1961‐70
1971‐80
1981‐90
1991‐ 00
Ame rica n Assoc iati on of Com muni ty Col le ge s. http:// www. aa cc .nche. e du/Conte nt/N a vig a ti onMe nu/AboutCom munityColl eg e s/Hi stori ca lInforma ti on/ CCG rowth/CC_ Growth_1901‐
2000.htm. Vie wed 10.5. 08.
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Austin 10.08
What is College
Community Colleges – 2000
And by 2000 . . . . the number of community colleges
had climbed to 1155 . . . .
1155 in 2000
Ame rica n Assoc iati on of Com muni ty Col le ge s. http:// www. aa cc .nche. e du/Conte nt/N a vig a ti onMe nu/AboutCom munityColl eg e s/Hi stori ca lInforma ti on/ CCG rowth/CC_ Growth_1991‐
2000.htm. Vie wed 10.5. 08.
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Austin 10.08
What is College
Community Colleges – Enrollment
Presently across all states . . . . there are 6.87 million
community college students . . . . with about 2 out of
every 5 being fulltime students . . . . and 3 out of
every 5 being part-timers . . . . In Texas we have
All States
Texas
6.87 Million
0.57 Million
similar proportions . . . . Of our half million . . . .
41% Fulltime
37% Fulltime
59% Parttime
63% Parttime
community college students . . . . 37% are fulltime . . .
. and 63% attend college part-time . . . .
210589
2804305
4061687
362446
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26 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
After the broadening of college to include two year
institutions, . . . . the next big change in higher
education . . . . .
Austin 10.08
Sprouts for Cha nge . sproutsforchang e. com/. Vie we d 10. 4. 08.
Fore ign Poli cy. blog .fore ig npol icy .com/ node /8129. Vie wed 10.4.08.
Rig hty blogs .com. http: //www.rig htyblogs .com/V irgi nia/ fe ed. ph
p?c ha nnel= 122& y =2008& m= 06&d= 26. Vie we d 10. 4. 08.
The Ba nta s. www.the banta s.us/06%20‐%20June%202004.htm. V iewe d 10.4.08.
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Austin 10.08
What is College
Moving College Away From College
New Institutions Providing
To Home, Office, High School
Multiple Delivery Modes
was the creation of new instruments that moved
Founded 1976
college away from a physical location called a college
345,000 Students
. . . . to make the fruits of college more accessible to
• Capella
• Nova
new students found at home or the workplace or as
Southeastern
• Regis
• Walden
close to home or work as possible by providing
• Western
Governors
college credit in new ways . . . . with the for profit
institution, the University of Phoenix, leading the way . . . . starting a bit over 30
years ago in 1976 . . . . and growing to 345,000 students enrolled today.
.
8
.0
9
.
0
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Na tionmas te r.c om . http:/ /www. nationma ster. com/e ncy clope dia /Uni ve rsity. Vie wed 10.3. 08.
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The University of Phoenix today even has its own
football stadium – no football team and no campus as
Founded 1976
345,000 such; but they do have a stadium . . . . And other
Students
• Capella
institutions have followed their lead . . . . Capella . . . .
• Nova
Southeastern
• Regis
Nova Southeastern . . . . Regis . . . . Walden . . . .
• Walden
• Western
Western Governors and the like . . . . What is
Governors
significant for tonight’s consideration is that the
University of Phoenix and their fellow travelers make something called college
more accessible . . . .
Austin 10.08
What is College
Moving College Away From College
New Institutions Providing
To Home, Office, High School
Multiple Delivery Modes
.
8
0
.
.9
0
1
d
e
w
ei
V
. p
h
.p
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o
ti
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_
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Na tionmas te r.c om . http:/ /www. nationma ster. com/e ncy clope dia /Uni ve rsity. Vie wed 10.3. 08.
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27 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
Univers ities .com. h ttp://ww w.univer sities.com/On‐
Campus /University_Of_Phoenix__Sacramento _V al ley_Campus.html . V iewed 10.19.08.
Harvard Univers ity Extension School . http://www.exten sion.harvard.edu /. Viewed 10.19.08.
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
It’s not just the University of Phoenix moving into our
bedrooms . . . . If it’s inconvenient for you to go to
Harvard, Harvard will come to you. Their website
states “Can’t make it to the Harvard campus? Our
online courses allow you to take Harvard classes at a
distance . . . .
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Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
If the Big Red of Harvard is not for you, then you can
head to the blue of Yale . . . .
Candyfavo rites.com. http:/ /www.can dyfavori tes.com/ Wrigleys ‐Big‐Red‐pr‐712.ht ml. Viewed 10.19.08.
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
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Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
Open Yale Cours es . http:// oyc.yale.edu/ . V iewed 10.19.08.
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
• Astronomy
• Classics
• Economics
• Physics
• Political Science
• Psychology
• And More
Which has opened its doors so you can take online
courses such as . . . . Astronomy, Classics,
Economics, Physics, Political Science, Psychology,
and many more . . . .
WSS
Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
Online Universiti es . http://w ww.onli neunivers ities‐
weblog.co m/ 50226711/take_stanford_university_classes_onli ne.php. Vi ewed 10.19.08.
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
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28 | P a g e
If you are more of a west coast person, Leland
Stanford’s institution has online courses for you . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
But if you are a loyal daughter or son of Texas, you
can go on line from Big Springs, Uvalde, Muleshoe,
Marfa or Texarkana to . . . . UT-Austin to take your
courses . . . .
Uni vers ity of Texas – Aus tin. http:/ /www.ci adverti sing.org/SA/summer_03/michelle/vmr.html. Viewed 10.19.08.
http:/ /www.utexas.edu/conted/. Viewed 1 0.19.08.
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
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Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
However, if teaching your newborn in the first few
hours of life to hook ‘em horns isn’t your thing . . . .
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
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Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
Then head to Texas Tech University . . . . and our new
College of Outreach and Distance Education . . . .
Pajama Geneal ogy. http:/ /pajamagenealogy.com/. Vi ewed 10.19.08.
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Austin 1 0.08
W hat is Colleg e
Moving College to the Bedroom
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29 | P a g e
Whether we’re talking about the University of
Phoenix, Harvard, Yale, Stanford, UT-Austin or
Texas Tech, the issue is Access . . . .
Does Calling It College Make It So? Austin, TX, October 30, 2008
In a flat world . . . . more and more people need
access to higher education and they need it not just at
18 but also at 38 and 58 . . . .
Austin 1 0.08
http:// www.jas on‐is m.com/onli nestoreas ia.html. Viewed 10.4.08.
Book Review Summaries. bookreviewsummari es.wordpress.com/ . Vi ewed 10.4.08.
Austin 1 0.08
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W hat is Colleg e
Always a Balance
However, we have to balance the desire and need to
increase . . . . access to education with questions about
the quality of that education . . . . .
Space of Real ity. http:// spaceofreali ty.blogspot.com/2008/02/jus ti ce‐i s‐bli nd‐reall y.html. Viewed 10.19.08.
WSS
Is whatever these students are doing in their jammies
at 3 AM something called “college?” . . . .
Or when these studies are squeezed into the juggle of
home, work and family, . . . .
are these studies something that should be called
college? Said in different words, should these roses
be labeled college? . . . .
Should they be accredited? . . . .
But if these students cannot access college in this way, then how can they get a
college education? . . . .
We should also ask whether these students are better off than if they hadn’t
undertaken this instruction? Even if we don’t call it college, are they better off? . . .
....
And finally, “Are they as well off as they would have been if they had traveled to
campus for instruction?” . . . .
Austin 1 0.08
W hat is Colleg e
Is This College?
Informati on Empori um. http:// www.i nformati on‐
empori um.info/Publ ish_Your_Own_Work.html . Vi ewed 10.5.08.
As soci ated Cont ent. http:// www.associatedcontent.com/arti cle/232649/ new_st
udy_says_stay_at_home_moms _w orth.html ?cat=7. Vi ewed 10.7.08.
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30 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 1 0.08
W hat is Colleg e
Lots of Questions to Think About
Newsday.com. ht tp:/ /weblogs.news day.com/ sports/ watchdog/blog/2007/12/wfan_feels _s trongl y
_b oth_ways .html. Viewed 1 0.19.08.
Yankeerev. http:/ /yankeerev.word press .co m/2008/ 06/24/w oul d‐you‐li ke‐
to‐vi sit ‐the‐gates‐of‐hell /. Vi ewed 10.4.08.
Austin 1 0.08
There are lots of questions to think about with regard
to access and quality . . . .
WSS
W hat is Colleg e
But It’s Even More Complicated
But it’s even more complicated . . . . than simply
wondering whether courses offered by colleges at a
distance are doing what they need to do to be called
“college.” . . . .
The Secret of th e Maze. b obscrafts.com/bobs tuff/maze.htm . Vi ewed 10.19.08.
Muddl ed Monkey. http:// www.themuddl ed monkey.com/. Vi ewed 10.4.08.
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Austin 1 0.08
W hat is Colleg e
Moving College to High School
Besides moving college to home and the workplace,
college is moving to . . . . high school . . . . But is it
appropriate for something that goes on in high schools
to be called college? . . . .
Soundtrack Col lector. ht tp:/ /www.soundtrackcollector.com/catalog/ soundtrackdetail.php?movi
ei d=67239 . Viewed 10.7.08.
Kids .aol.com. http://kids.aol.com/KOL/ 2/ Mo viesAndTV/Articl e/high‐
school‐musical . Viewed 10.7.08.
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Austin 1 0.08
W hat is Colleg e
First Movement of College to High School
Phoenix Desert AP Summer Institut e. phoeni xdeserts i.com/. Vi ewed 10.19.08.
1950’s
Sto ckxpert.com. www.s tockxpert.com/browse.p html?f=vi ew&i d= 67799. Viewed 10 .19.08.
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31 | P a g e
The first movement of college courses into high
schools – the first crack in the wall between high
school and college, if you will . . . . was the initiation
of Advanced Placement . . . . a bit over 50 years ago .
...
Does Calling It College Make It So? Austin, TX, October 30, 2008
AP grew out of a committee of representatives from
three elite private high schools – Andover, Exeter and
1950’s
Lawrenceville . . . . and three select universities –
Spurred by committee of educators from Andover, Exeter and Lawrenceville,
and
Harvard, Yale and Princeton . . . . They agreed that
Harvard, Yale and Princeton.
• High schools and colleges should cooperate.
high schools and colleges should cooperate . . . . And
• High schools offer rigorous courses to best and brightest.
that high schools could offer rigorous courses that
• Colleges accept courses for advanced standing.
would be equivalent to college instruction to their best
and brightest students . . . . And finally that colleges should award college credit for
these rigorous courses to students who could pass a tough examination.
Austin 1 0.08
W hat is Colleg e
Moving College to High School
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Austin 1 0.08
W hat is Colleg e
Moving College to High School
% of Graduates
Taking Test
18.1
24.9
2002
2007
% of Graduates
Rec’d = 3
11.7
15.2
AP courses have become quite popular with a quarter
of 2007 high school graduates taking at least one AP
exam . . . . And about one out of six or seven 2007
high school graduates received at least three college
credits from their AP studies . . . .
Fourth Annual AP Report to the Nation. Released 2.13.08.
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Austin 1 0.08
W hat is Colleg e
Moving College to High School
Today
> 1/5th of Texas students took an AP exam in 2004.
Sci ence and Engineering Indicators 2006. http:// www.ns f.gov/statistics/s ei nd06/ c8/c8.cfm?opt=1&selected=yes &action=map&col name=811. Vi ewed 10.10.08.
Austin 1 0.08
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Moving College to High School
Howard College. www.ho wardcoll ege.edu/di stance_learning/. Vi ewed 10.12.0 8.
32 | P a g e
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Over one-fifth . . . . of Texas high school students are
taking at least one AP exam . . . . placing Texas
among the states with the highest rate of AP
participation. Notice on this map that Texas is a dark
purple state along with California, Florida, New York
and others . . . .
While the availability of AP courses blanketed
America for the best and brightest students, a new
delivery vehicle began to catch on and grow.
As opposed to AP courses which require a rigorous,
nationally-administered end-of-course test in order to
earn college credit, dual credit courses are college
Does Calling It College Make It So? Austin, TX, October 30, 2008
courses generally offered in high schools by faculty who are college faculty or who
are judged to have met the minimum qualifications to be a college faculty member .
...
Austin 10.08
What is College
Where Dual Courses are Taught
Na tional Ce nte r for Educa tional S ta tistic s. http://nce s.e d.g ov/ss br/pa g es/ dua lc redi t. as p? IndI D=25. V iewe d 10.12.08.
Aus tin 1 0.08
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W hat is Colleg e
Accreditation of Dual Enrollment
Founded
Curriculum
1999
Accreditation
Faculty
Standards
Students
Adopted
Assessment
2002
Program
Evaluation
Universi ty of Min nes ota ‐ Crookston. www.umcrookston.edu/ cihs/. Vi ewed 10.19.08.
WSS
Nearly a quarter of dual credit courses . . . . are taught
on a college campus, thus requiring the high school
student to travel to the college for their class. A few .
. . . about 4% of the dual credit courses are taught via
distance education. But the vast majority . . . . nearly
three-quarters of the dual credit courses are taught at
the high school the students attend . . . .
Dual credit courses may be accredited by the National
Alliance of Concurrent Enrollment Partnerships . . . .
which was founded nearly 10 years ago in 1999 . . . .
and which approved standards for dual credit courses
in 2002 . . . . The standards address . . . . Curriculum .
. . . Faculty . . . . Students . . . . Assessment . . . . and
Program Evaluation . . . .
Dual credit accreditation standards . . . . begin with the
• High School and College Courses Are As Close idea that the courses offered for college credit to high
To Identical as Possible
• High School Faculty are Equal to College school students should be as equivalent as possible to
Faculty and Are Part of the Team
• High School Students are Treated As If They their college counterpart in syllabus, textbook,
Are College Students
• High School Students are Assessed the Same assignments, and so forth . . . . and the high school
Way as College Students
• Graduates of Dual Enrollment Courses are
Evaluated in College
faculty should be equal in quality to the college
faculty . . . . Moreover, the high school students
should be treated as if they are college students . . . . and the high school students
should be assessed in the same way they would be assessed in college . . . . and
finally, graduates of high school dual credit courses should be evaluated in college
in their first year and senior year to be sure that they had received the foundation for
success in college . . . .
Aus tin 1 0.08
W hat is Colleg e
Dual Credit Accreditation Standards
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33 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
The NACEP standards are designed to find out
whether what is going on in the high school is
equivalent to what is going on at the partner college.
If the answer is that the high school courses are
equivalent to the college courses . . . . the accreditors
would reach the conclusion that the high school
courses have risen to the level of college courses and
thus are worthy of being labeled “college.” But a second conclusion is also possible
and that is that . . . . what is going on at the college has fallen to the high school
level . . . .
Austin 1 0.08
W hat is Colleg e
If High School = College
W omen Lawyers – Back on Tr ack. nylawblog.typepad.co m/ women_lawyers/gen_x_y/. Viewed 10.20.08.
Aus tin 1 0.08
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W hat is Colleg e
THECB – Chapter 4 (Dual Credit)
Si psearch. www .si psear ch.com/ texas/ V iewed 10.9.08.
University of Minneso ta ‐ Crookston. ww w.umcrookston.edu/cihs/. Vi ew ed 10.19.08.
Texas standards – similar to NACEP’s
except for not requiring follow-up with
dual program grads as college seniors.
The Texas Higher Education Coordinating Board’s
standards for dual credit programs are similar to the
NACEP standards . . . . except that Texas doesn’t
require an every five year assessment of how well
dual credits graduates performed in their upper
division courses in colleges . . . .
WSS
The most recent big change . . . . in the migration of
college into high schools was the launching of . . . .
Austin 1 0.08
Sprou ts for Change. s proutsforch ange.com/. Viewed 10.4.08.
Forei gn Policy. blog.foreignpoli cy.com/ no de/ 8129. Viewed 10.4.08.
Rightyblogs.com. http://w ww.rightybl ogs.com/Vi rgin ia/feed.ph
p?channel=122&y=2008&m=06&d=26. Vi ewed 10.4.08.
The B antas. www.thebantas.us /06%20‐%20June%202004.h tm. V iewed 10.4.08.
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Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 1 0.08
W hat is Colleg e
Texas Early College High Schools
Early Col lege High School Initi ati ve. http:/ /earl ycolleges.org/Download s/accelerated%20learni ng.pdf. Vi ew ed 10.9.08.
“Early college high school is a bold
approach, based on the principle that
academic rigor, combined with the
opportunity to save time and money, is a
powerful motivator for students to work hard
and meet serious intellectual challenges.
WSS
Austin 1 0.08
W hat is Colleg e
Texas Early College High Schools
Early Col lege High School Initi ati ve. http:/ /earl ycolleges.org/Download s/accelerated%20learni ng.pdf. Vi ew ed 10.9.08.
Early college high schools blend high school
and college in a rigorous yet supportive
program, compressing the time it takes
to complete a high school diploma
and the first two years of college.
- Early College High School Initiative
15 Texas Early College High Schools . . . . According
to their self-description, the “Early college high
school is a bold approach, based on the principle that
academic rigor, combined with the opportunity to
save time and money, is a powerful motivator for
students to work hard and meet serious intellectual
challenges . . . .
The Early College High School Initiative goes on to
say that “Early college high schools blend high school
and college in a . . . . rigorous yet supportive program,
. . . . compressing the time it takes to . . . . complete a
high school diploma and . . . . the first two years of
college.” . . . .
WSS
Austin 1 0.08
W hat is Colleg e
Texas Early College High Schools
Early Col lege High School Initi ati ve. http:/ /earl ycolleges.org/Download s/accelerated%20learni ng.pdf. Vi ew ed 10.9.08.
The schools are designed so that
low-income youth, first-generation college
goers, English language learners, students
of color, and other young people underrepresented in higher education can simultaneously earn a high school diploma
WSS
Continuing in the words of the ECHS Initiative, “The
schools are designed so that . . . . low-income youth, .
. . . first-generation college goers, . . . . English
language learners, . . . . students of color, and other
young people under-represented in higher education
can simultaneously earn a high school diploma . . . . .
and an Associate’s degree or up to two years of credit
toward a Bachelor’s degree — tuition free” . . . . The
Early College High School is designed for success for
and an Associate’s degree or
the students least likely to complete high school and
up to two years of credit toward
a Bachelor’s degree — tuition free.
continue to college – contrast this motivation with
- Early College High
School Initiative
that of AP and dual credit . . . . The approach to
keeping students in high school . . . . is to move
college down Into the high school . . . .
Aus tin 1 0.08
W hat is Colleg e
Texas Early College High Schools
Early Col lege High School Initi ati ve. http:/ /earl ycolleges.org/Download s/accelerated%20learni ng.pdf. Vi ew ed 10.9.08.
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35 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
I truly believe the Early College High School
people’s hearts are in the right place, and I applaud
them for that. They are addressing an egregiously
pervasive problem blanketing our state and nation . . .
. But I can only wonder whether their hopes and the
hopes and dreams of the students they are serving will
be dashed, if in the end the experience provided to
these students in high school does not rise to the level that prepares them for
success in upper division courses . . . .
Austin 1 0.08
W hat is Colleg e
Heart in Right Place
Wikimedia Commons. h ttp://commons.wi ki media.org/wiki /Image:Heart_left ‐hi ghl ight_jon_01.svg. Viewed 10.20.08.
WSS
Austin 10.08
What is College
Heart in Right Place
E ng li sh Clubhttp: //www.wrig ht. edu/cola /D ept/e ng/e ng lish_ cl ub/ pre vi ous ev e nts. ht
ml . Vi ewe d 10.21.08.
I suppose I am asking the question, “is it better to
have loved and lost than never to have loved at all.”
Will these students be better off and better able to find
their way to a better life for having had the Early
College High School experience? . . . .
Stre et T al k. www.mha gstl. org/S T‐O ct06. htm. Vie wed 10.21.08.
Univ ersi ty of Sa sk atche wan. www.usa sk. ca /communic ati ons/oc n/06‐july ‐07/14.php. Vie we d 10. 21. 08.
Austin 1 0.08
WSS
W hat is Colleg e
Texas Early College High Schools
The 15 Early College High Schools are clustered in . .
. . . . seven areas . . . . They work cooperatively . . . .
with seven community colleges . . . . and six four-year
institutions . . . .
15 Schools
Seven Sites
Partners:
• 7 Two-Yr.
Colleges
• 6 Four-Yr.
Colleges
WSS
Aus tin 1 0.08
W hat is Colleg e
Evaluation of Early College HS
“Overall,
they
are still
while
schools
grapplingare
with the
enrolling
uncertainty
theof
intended
whether these
target
population
students will
—be
which
able toisbe
essential
to
successful
the mission
in of
the
earning
ECHSI
college
—
credit.”
2003‐07 Early Col lege High School Initi ati ve Evaluati on. http:// www.gat esfoundation.org/l earning/Documents /ECHSI_Evaluation_2003‐07.pdf. Vi ewed 10.9.08.
WSS
36 | P a g e
The Early College High School Initiative has been
evaluated over the years by two external evaluators,
American Institutes for Research and SRI
International . . . . In their most recent report which
was published in spring 2008 they found that . . . . the
Early College High Schools were enrolling the at-risk
students they were designed to serve; that’s a positive
Does Calling It College Make It So? Austin, TX, October 30, 2008
result with regard to increasing access to college . . . . but the jury is out with regard
to whether their graduates will be successful in college . . . . So the question about
quality still remains – are the Early College High Schools able to get their students
to the point where they can take courses in high school that are equivalent to college
courses and are ready to move to the college to succeed in upper division courses? .
...
Aus tin 1 0.08
W hat is Colleg e
To What Extent is College . . . .?
@ San Diego State. www.sa.sdsu.edu /atstate/ 2005‐
12/ spotli ght6.html. Viewed 10.9.08.
Di ploma Center. www.nd‐center.com/ . Viewed 10.9.08.
WSS
Aus tin 1 0.08
W hat is Colleg e
To What Extent is College . . . .?
Uni vers ity of Br istol . www.bristo l.ac.uk/un iversity/gallery/ people. Viewed 10.9.08.
Fred Hutchi nson Canter Research Ins titute. http:/ /www.fh crc.org/s ci ence/ bmrcp/ pilot_projects /. Viewed 10.9.0 8.
Di ploma Center. www.nd‐center.com/ . Viewed 10.9.08.
WSS
In all of this conversation about what college is,
college is implicitly being defined as a series of
courses. Sort of a pile of textbooks to be studied . . . .
and a transcript. It reminds me of a shopping list. As
soon as you check off the items on the list, you
receive a college degree. I believe college is more
than a checklist . . . .
I wonder about the opportunity to bury oneself in the
rich resources of a first rate library; to be engaged in
independent research, forming hypotheses and
checking them out . . . . or immerse oneself in a wellequipped laboratory; to collect and interpret data; to
analyze conflicting explanations; to reconcile
competing points of view with evidence and logic
rather than opinion. . . . .
Austin 10.08
What is College
Treated as Young Adult
Rather Than a Big Child
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Col le ge Hunters Blog . http://www.c ol le ge hunte rblog .com/ti ps/why‐do‐y ou‐wa nt‐to‐go‐to‐c ol le ge . Vie wed 10.28.08.
T win Riv ers Sma ll Groups. http: //trwcsma ll groups.com/ joomla /inde x. php? opti on= c om _ content&ta sk =v ie
w& id= 99& Ite mid= 26. Vi ewe d 10.28. 08.
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37 | P a g e
To be treated as a young adult, independent of one’s
home, making decisions on one’s own . . . . rather
than as a big child reined in by family and other
constraints . . . . Living with a variety of people and
learning to get along together and growing from all
those interactions. Being homesick and finding out
you can survive and even prosper on your own.
Does Calling It College Make It So? Austin, TX, October 30, 2008
Austin 10.08
What is College
To What Extent is College . . . .?
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WSS
And what about out of class activities? To some
extent college includes the hoopla of athletic events . .
. . College also gives students a chance to meet, talk
with, and interact deeply with people of different
races, from different communities, of different faiths,
and from a cross section of communities, states and
countries. We refer to college as being broadening
for a reason . . . .
Aus tin 1 0.08
W hat is Colleg e
To What Extent is College . . . .?
Sout hern Illi nois Uni vers ity Edwardsvill e. www.s iue.edu/ki mmel /sg/photos.shtml. Vi ewed 10.9.08.
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Blooming Babies. http://www .blooming‐babies .com/sorori ty‐stamps.html. Vi ewed 10.9.08.
WSS
To what extent is college the opportunity to develop
group interaction and leadership skills in a variety of
organizations . . . . including sororities and fraternities
. . . . to hear and debate ideas from scholars, political
leaders, scientists and others who can introduce
students to ideas in ways not possible to duplicate in
classes . . . .
Is college only college if it builds memories like
warm images I have of walking across my
When
And
Music
‘Tis
an
the
the
with
echo
sun twilight
voices
the
from
fades
the
of the
far
undergraduate campus, looking at the oranges, pinks
walls.
away.
day.
falls.
Of
In the
Murmur
O’er
our
theown,
low
and reds of a gorgeous sunset over the lake as the
our
crimson
and
dreaming
fair
sink of
to
carillon played . . . . “When the sun fades far away / in
Cornell.
the west.
rest.
lake
and dell.
the crimson of the west . . . . and the voices of the day
/ murmur low and sink to rest . . . . Music with the
twilight falls / O’er the dreaming lake and dell . . . . ‘tis an echo from the walls / of
our own, our fair Cornell.”
Aus tin 1 0.08
W hat is Colleg e
Is It Only College, If . . . .?
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Living in Ithaca. www.eeb.cornell.edu/ field/i thaca.htm. Viewed 10.9.08. w ww.atmo s.albany.edu/s tud ent/eric/cuhockey.html
Eric’s Corn el l Hockey Page. www.atmos.al ban y.edu/ student/eri c/ cuhockey.html V iewed 10.9.08. WSS
Although I hope all students will experience similar opportunities to build beautiful
memories of their college days, I know the memories I just shared are simply one
person’s fond recollections. We all have those mental images of, quote, “This is
how I did it, so that must be what college is,” unquote, but there’s more than one
way to obtain a college education. New times call for new solutions . . . .
38 | P a g e
Does Calling It College Make It So? Austin, TX, October 30, 2008
As Texas and the nation struggle to develop new
approaches to address the issues that confront us in a
rapidly changing world that is, as Friedman has
reminded us, hot, flat and crowded, we must strike a
balance . . . . between access and quality. We
absolutely are morally and pragmatically right to be
increasing access to higher education; but increasing
access by putting high school courses on steroids and broadcasting college into the
home and workplace via the Internet must be done with caution to ensure we
deliver a product that has the quality that allows us in the end to properly call what
we create – “college.” . . . .
Austin 1 0.08
W hat is Colleg e
Always a Balance
Space of Real ity. http:// spaceofreali ty.blogspot.com/2008/02/jus ti ce‐i s‐bli nd‐reall y.html. V iewed 10.19.08.
WSS
Best wishes as you grapple with these questions about
access and quality.
Austin 1 0.08
Matrix Busi ness Coaching. www.matri xbusines scoaching.com/ faq.html. Vi ewed 10.3.08.
WSS
Thank you.
.
.
.
Bos ton.com. http:// people.boston.com/forums/news/ politics/general/ ?p =di scussi ondetail s&activityid=8207078272440398449 .
Vi ewed 10.12.08.
109
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