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Veterans are not a homogenous group of white males who have a shared experience of combat. Instead, they are growing more diverse, in terms of gender, ethnicity and sexual orientation. There also are likely to be differences in their needs based on service status, whether active duty, veteran or reservist. A large population of veterans never served in combat; some have never even left the country.
As colleges and universities continue to add chief diversity officers to their top administrative ranks, some from within and outside the profession have called for a set of professional standards to guide their work. What qualifications should these officers have? What exactly do their jobs entail? How do they relate to equal opportunity officers on campus? The National Association of Diversity Officers in Higher Education has responded to their concerns by today releasing a list of Standards of Professional Practice for Chief Diversity Officers.
New survey results from recent graduates of St. Lawrence University are spelling out one clear message for employment success — get out there and get connected. Completed in March, the college’s Career Services Follow-Up survey for 2013 graduates — which asked them what they were doing seven to 10 months after graduation — showed that of the 76 percent who responded, 96.5 percent were either employed full time or going to graduate school less than one year out of college.
Wellesley College Economics Professor Phillip B. Levine writes: The lack of transparency in the college pricing system, particularly at private colleges and universities, is a big problem. In recent years, the federal government has gotten involved, requiring colleges and universities to maintain “net price calculators” on their websites. These calculators provide an estimate of the price after factoring in financial aid, much like a mortgage calculator would do on a bank’s website. In theory, this is exactly what is needed. The problem is that these calculators are too difficult to use to have much impact.
The Wall Street Journal and NBC are out with a new post-election poll, and the most popular policy idea for the next Congress is… cheaper student loans. A whopping 82 percent of survey respondents said they supported "providing access to lower-cost student loans and providing more time to those who are paying off their debt."
Bad news for college students who like to sleep in: your early-bird peers are getting a better education than you are.
College freshmen who are self-described morning people spend more time studying than their peers. They spend less time relaxing and socializing. And they said their classes were more demanding and rigorous.
Columnist Ron Lieber writes: And so it goes with higher education, its trillion-dollar student debt tally and a tiny little outfit called College Abacus. It has a web tool that allows people applying for college to enter financial and other personal data. Then it spits out three estimates of the price they might actually pay once colleges offer them scholarships.
Lucie Lapovsky writes: According to the Project on Student Debt, only 69% of the graduates from public and not-for-profit institutions in the class of 2013 had any student loans, and their average debt was $28,200. Surely $28,200 is not inconsequential, but you don’t need an MBA to recognize that the payoff from that debt is enormous: over their lifetime, college graduates will earn on average $800,000 more than those without a college degree according to the Federal Reserve Board.
Raynard S. Kington, president, Grinnell College writes: Recent news coverage has highlighted the fact that many colleges with great wealth are not enrolling many needy students, while a number of relatively nonwealthy colleges are. In September, for example, The New York Times released an assessment of the success of 100 elite colleges and universities in admitting students from poor families. Grinnell College, where I am president, was noted for being among the few highly selective, relatively affluent institutions that accept a high number of students from low-income families.
Christopher B. Nelson, President, St. John's College, in Annapolis writes: By far the main goal of this whirlwind of assessment is trying to determine whether an institution effectively delivers knowledge to its students, as though teaching and learning were like a commodity exchange. This view of education very much downplays the role of students in their own education, placing far too much responsibility on teachers and institutions, and overburdening everyone with a never-ending proliferation of paperwork and bureaucracy.
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