Declining by Degrees: Higher Education at Risk (2005)


Captioned by Elrtv UCATION IS THE KEY
TO THE AMERICAN DREAM. (man)
BUT TODAY, SOMETHING’S WRONG. ‘T READ, PERIOD. (mVIVE? DRIVEN. ‘T READ, PERIOD. (man 4)
YOU KNOW, I GOT SWALLOWED UP. POWERFUL FORCES ARE
DRIVING HIGHER EDUCATION IN NEW DIRECTIONS. I’M JOHN MERROW. WHAT WE’RE GOING TO SHOW YOU,
BOTH GOOD AND BAD, ABOUT COLLEGES AND
I’UNIVERSITIESW. CAN BE FOUND ON VIRTUALLY EVERY
CAMPUS IN AMERICA. THIS PROGRAM IS PROVIDED BY:
ABOUT COLLEGES AND
I’UNIVERSITIESW. ADDITIONAL SUPPORT
WAS PROVIDED BY: WITH ADDED BY: (John Merrow)
GMILLIONS EVERY FALL. (Female Student)
IT’S REALLY EXCITING BECAUSE I’VE BEEN LOOKING
FORWARD TO THIS FOR A LONG TIME. SO, I’M JUST GLAD TO
FINALLY BE HERE, MOVING IN. (John Merrow)
MORE THAN 14 MILLION
UNDERGRADUATES AT 4,200 COLLEGES,
FOLLOWING A DREAM. IT’S STILL NOT ONLY
A WAY UP FOR SOME PEOPLE, G SURE THAT
YOU’VE BEEN STAMPED BY SOCIETY FOR FUTURE SUCCESS. PARTLY A RITUAL,
YOU’VE BA TRANSITION.Y SOCIETY IT’S ALSO A WAY OF PEOPLE BEGINNING TO MOVE OUT
OF THE FAMILY. SO THERE’S STILL A PRETTY
POSITIVE SENSE OF IT AS PART OF THE AMERICAN DREAM. IT’S ABOUT
BUILDING CONFIDENCE, ILDINGRT OF THE AMERICAN DREAM.
YOUR COMMUNICATION SKILLS, LEARNING TO WORK WITH PEOPLE, (student)
I’M REALLY EXCITED, A LITTLE BIT NERVOUS SINCE
WE JUST GOT HERE AND STUFF, THE WHOLE COLLEGE EXPERIENCE
AND EVERYTHING. (woman)
A VERY FEW YEARS AGO IT WAS POSH SCHOOL ANSUSTAIN A FAMILY, AND EVEN SUSTAIN A MIDDLE CLASS
STANDARD OF LIVING THOSE DAYS ARE OVER. NEVER AGAIN WILL
NECESSITY FOR ANY INDIVIDUAL E TO ENTER AND STAY IN
THE AMERICAN MIDDLE CLASS. [bells chiming] (John Merrow)
BUT EVEN WITH COLLEGE
A NECESSITY, THERE ARE WARNING SIGNS THAT ALL IS NOT WELL
IN HIGHER EDUCATION. dogs]HERE ARE WARNING SIGNS BUT TODAY 39% OF STUDENTS ADMIT
TO BINGE DRINKING. (man)
OWWWW! THAT WAS WEAK. I WANT MORE! [crowd cheering] (John Merrow)
THE DEBATE OVER THE ROLE
OF SPORTS ON CAMPUS PERSISTS. (Frank Deford)
IT’S NOT ILLEGAL FOR A COACH
TO MAKE $2 MILLION A YEAR BUT IS IT RIGHT, IS IT ETHICAL, (John Merrow)
68% OF TODAY’S COLLEGE
STUDENTS ARE WORKING ATHOLD DOWN
FULL-TIME JOBS WHILE TRYING TO BE
FULL-TIME STUDENTS. (woman)
I FREQUENTLY DO. WHEN YOU ARE DEAD TIRED
YOU DON’T HEAR THAT ALARM. I DON’T CARE
HOW LOUD IT IS. UGH IT. AND THAT’S HAPPENED. (John Merrow)
44% OF TODAY’S COLLEGE
FACULTY ARE PART-TIME TEACHERS. THIS MAN TEACHES
AT THREE COLLEGES. (man)
I’M PRETTY MUCH
AN ASSEMBLY LINE KIND OF A GUY. I WISH I COULD TAILOR MAKE
MY DELIVERY. CAN’T DO IT. TOO MANY STUDENTS, TOO MANY CLASSES. (John Merrow)
AND TEACHING IS OFTEN
NOT A PRIORITY. (man)
CLEARLY IF I WANT A RAISE IT’S GOING TO BE THROUGH
RESEARCH. I’M NOT GOING TO GET RAISES
BASED ON QUALITY TEACHING, NO MATTER HOW GOOD
THAT TEACHING IS. (John Merrow)
STUDENTS WHO START
MAY NOT FINISH. MOST DISTURBING OF ALL
IS WHAT’S BEING SAID ABOUT THOSE
WHO DO GRADUATE. MOST DISTURBING OF ALL
IS WHAT’S BEING SAID
(Lara Couturier)
THERE’S BEEN
REPORT AFTER REPORT AND COMMISSION AFTER COMMISSION
FORMED OF BUSINESS LEADERS WHO ARE CALLING OUT TO HIGHER
EDUCATION AND SAYING, “WE NEED TO CHANGE THE SYSTEM. “WE THAT OUR EMPLOYEESWITH
ARE SHOWING UP WITH.” AND THIS HAS
IMPLICATIONS FOR DEFENSE, IT HAS I MEANS TO RUN LOCAL GOV, (John Merrow)
AND YET, OTHER THAN
CONCERNS ABOUT COST, (Kay McClenney)
THAT’S BECAUSE
THE AMERICA PUBLIC HAS VERY LITTLE INFORMATION. WE DON’T REALLY HAVE
ANY INFORMATION THAT TELLS US FROMDENT LEARNING. WHEN THOSE KIDS GO TO COLLEGE WE DON’ ACTUALLY HING WHILE
WHEN THOTHEY’RE THERE.COLLEGE (Lara Couturier)
WE HAVE NO IDEALY
REALLY WHAT GOES ON AT MOST WE MAKE HUGE ASSUMPTIONS THAT
SOMETHING MAGICAL HAPPENS IN FOUR YEARS. (man)
YOU READY FOR THIS? BUT I’LL I’LL BE READY TO
COME BACK HOME PROBABLY. (John Merrow)
ON HIS FIRST DAY AT WESTERN
KENTUCKY UNIVERSITY, WHICH ENROLLS MORE
THAN 18,000 STUDENTS, THE VAST MEGION. (Matt Morris)
IT’MING I GUESS. JUST ALL THE PEOPLE, ‘CAUSE I’M FROM A TOWN
ABOUT 400 PEOPLE. IT’S A BIG CHANGE, IT’S GOING TO BE A BIG CHANGE. (John Merrow)
HIS WEEKENDS DRAG RACING. [engine roaring] HE’S NOT (John Merrow)
WELL-PREPARED FOR COLLEGE.G. (Matt)
I COULD HAVE BEEN A STRAHOOL. I WAS “A”-“B” WITHOUT
BRINGING A BOOK HOME. ,
(Matt)
I COULD HAVE BEEN A STRAHOOL.
I DON’T STUDY A LOT THOUGH BECAUSE I DON’T HAVE
VERY GOOD STUDY SKILLS. FIRST IN HIS FAMILY
TO GO TO COLLEGE. HIS DAD WORKS AT U.P.S. (Donna Morris)
YOU HAVE TO UNDERSTAND THAT MATT
NEVER WAS THE TYPE ACADEMICS. HE CONCENTRATED IN SPORTS,
(Donna Morris)
YOU HAVE TO UNDERSTAND THAT MATT
NEVER WAS THE TYPE A BIG CHANGE FOR HIM.
ACADEMICS. HE’S NEVER HAD THE STUDY ETHICS
OR WHATEVER YOU WANT TO CALL IT. (JohHAS HIGH HOPES. 8! [cheers, applause] (Matt)
IT WAS KIND OF 50/50 WHETHER
I WANTED TO GO TO COLLEGE, I WANT TO HAVE A NICE RACE CAR,
A NICE HOUSE. I FIGURE IF I CAN MAKE SIXTY, SEVENTY THOUSAND DOLLARS
A YEAR, BY MYSELF, I CAN HAANT. (John Merrow)
WHAT CLASSES
ARE YOU TAKING? COMPUTER-AIDED DRAFTING, ENGLISH, BOWLING, ONOMY,
ENGLISH, AND UNIVERSITY EXPERIENCE. THAT’S KIND OF ABOUT AS… WHAT’S THE WORD
I’M LOOKING FOR? AY OF CLASSES
AS YOU CAN GET, I’D SAY… SOUNDS
WHAT’S THE WORD
I’M LOOKING FORCHALLENGING ALSO. UH, IT’D BE
PRETTY TOUGH, I’D SAY. OF FREE TIME.
WHAT’S THE WORD
I’M LOOKING FORCHALLENGING ALSO. SO YOU MIGHT
AS WELL USE IT. (John Merrow)
WESTERN KENTUCKY’S MISSION
IS TO SERVE THE STATE AND ITS HIGH SCHOOL GRADUATES. (man)
I WANT A DEGREE IN THEIR HAND
SO THAT THEY’RE CREDENTIALED SO T THE QUALITY OF LIFE FOR THE REST
OF THEIR LIFE. THE STATE INVESTS $75 MILLION
A YEAR IN THIS UNIVERSITY AND THE PAY-OFF IS
A TALENTED WORK FORCE, AN IMPROVED QUALITY OF LIFE, AND AN ECONOMY THAT’S BEING
DRIVEN BY OUR UNIVERSITIES. (John Merrow)
MOST COLLEGES ACCEPT
AT LEAST THREE QUARTERS OF THOSE WHO APPLY. (Professor)
ALL RIGHT, WE’RE GOING TO
CONTINUE TODAY WITH THE MONETARY POLICY. (John Merrow)
THE PROFESSOR IS BRIAN STROW,
AN AWARD-WINNING TEACHER. NCOMMITTEE WOKE UP ONE DAY AND SAYS, “YOU KNOW WHAT? “THIS .1 OR 10% RESERVE
REQUIREMENT, MAYBE IT’S TOO LOW.” (Brian Strow)
I’M HERE BECAUSE I ENJOY
THE CLASSROOM, I ENJOY BULB ON IN A STUDENT’S HEAD,
AND THEY SAY, “OH, ECONOMICS ISN’T QUITE AS
BORING AS I THOUGHT IT WAS. THIS IS ON THE NEWS
ALL THE TIME.” WE’VE GOT AN EXTRA $100
IN CASH SITTING AROUND. THE BANK WAS PREVIOUSLY
FULLY LOANED OUT, DIDN’T REALLY WANT TO SIT ON
EXTRA CASH. WHAT’S IT PROBABLY GOING
TO DO WITH THE MONEY NOW? (male student)
DIDN’T REALLY WANT TO SIT ON
EXTRA CASH. LOAN IT OUT. YEAH, LOANS ARE GOIN (John Merrow)
PROFESSOR STROW
TEACHES THREE COURSES WITH A TOTAL OF 134 STUDENTS. MEETS THREE TIMES A WEEK. I’VE GOT STUDENTS
IN THAT CLASS WHO I’M CONFIDENT WOULD EXCEL AT ANY
IVY LEAGUE INSTITUTION, ALL THE WAY DOWN TO STUDENTS D THEY LET OUT
WOULD EXCEL AT ANY
IVY OF HIGH SCHOOL.ION, ohn Merrow)
TO ACCOMMODATE THE RANGE
OF ABILITIES OF HIS STUDENTS
ALL THE WAY DOWN TO STUDENTS PROFESSOR STROW
MAKES THE FIRST OF A NUMBER HIS TEXTBOOK IS OPTIONAL.
MAKES THE FIRST OF A NUMBER I CALL IT “OPTIONAL”
IN THE SENSE THAT I’M NOT GOING TO ASK THEM QUESTIONS
SPECIFICALLY ON THE TEST THAT COME OUT
OF THE TEXTBOOK. ANECONOMISTON THEM?
TO ASK THEM QUESTIONS
SPECIFICALLY ON THE TEST (John Merrow)
INSTEAD, HE ASSIGNS FIVE
ARTICLES A WEEK (Strow)
THE THIRD ARTICLE
IS ON PAGE 55, ND MEDIOCRITY.”Merrow)
INSTEAD, HE ASSIGNS FIVE
ARTICLES A WEEK IT HAS TO DO WITH GREAT
BRITAIN’S EDUCATIONAL SYSTEM. (Strow)
I WOULD LIKE LK ABOUT IN CLASS,
SEE IT IN THE WORLD.
IT HAS TO DO WITH GREAT
BRITAIN’S EDUCATIONAL SYSTEM. JUST INDEPENDENTLY
ASK QUESTIONS, “BECAUSE I SAW THIS
ON THE NEWS THE OTHER DAY. HOW DOES THAT FIT IN TO
WHAT WE’RE DOING?” WISH IT DID. WHEN IT COMES TO GRADING, (Strow)
I END UP HAVING TO
HAVE A PRETTY BIG CURVE BECAUSE THE AVERAGE IS
ABOUT A 55 OUT OF 100. THAT’S THE AVERAGE
FOR THE CLASS. NOW I HAVE STUDENTS
SCORING 96, 94. BUT I STILL HAVE PEOPLE
IN THE 40s, THEM I GUESS– The 50 MAGICALLY BECOMES A “C”. THERE’S A HUGE AMOUNT
OF GRADE INFLATION. SO, WHAT DOES AN “A” MEAN,
WHAT DOES A “B” MEAN? WE KNOW NOW,
FOR EXAMPLE, ARE “B” OR BETTER. THE GRADES WERE C’S.
WE KNOW NOW,
FOR EXAMPLE, S
THAT MUCH BRIGHTER? THERE’S EVIDENCE THAT
WE KNOW NOW,
FOR EXAMPLE, AS WELL-PREPARED IN HIGH SCHOOL
AS THEY WERE BEFORE. (John Merrow)
AT ELITE COLLEGES WHERE
STUDENTS ARE WELL-PREPARED, GRADE INFLATION CONTINUES
TO BE AN ISSUE. WELL, LET’S SAY A WORD ABOUT
THE EXERCISES FIRST. (John Merrow)
WILLIAM PRITCHARD HAS BEEN
TEACHING ENGLISH LITERATURE AT AMHERST COLLEGE IN WESTERN
MASSACHUSETTS FOR 47 YEARS. (Pr’T
GIVE A “C” NOW UNLESS IT’S A STUDENT WITH
A REAL WRITING PROBLEM, AND THERE ARE SUCH,
GIVE A “C” NOW OR DONE IT
IN THE MOST PERFUNCTORY WAY. WHEREAS A “C” USED TO BE
A PASSING GRADE. [laughs] (John Merrow)
THE “GENTLEMAN C”. THAT’S WHAT
IT WAS CALLED, YEAH. S THE
(John Merrow)
EQUIVALENT OF AN “F”? I THINK A “C” IS THE EQUIVALENT
OF A STRONG STATEMENT THAT YOU’VE DONE
POORLY IN THIS COURSE, YEAH. IN MEXICO, DEMAND IS GO 130. IF YOU STARTED FAILING
A LOT OF STUDENTS? (Strow)
IF I STARTED
FAILING 50%, THEN YES. IT’S RETENTION, RETENTION,
RETENTION, IS WHAT WE FOCUS ON, ARE FIRST-TIME COLLEGE STUDENTS. THAT ISI ASKED A PROFESSOR THEIR
FAMILY ABOUT GRADING ON A CURVE, “RETENTION, RETENTION,
RETENTION.” THE COMMONWEALTH OF KENTUCKY
TELLS PRESIDENT RANSDELL, ET WILL BE BASED ON
“RETENTION, RETENTION,
HOW MANY YOU ENROLL,” RETAIN AND GRADUATE.” HE’S GOING TO RETAIN STUDENTS.T, AND IT DOES THE COMMONWEALTH
OF KENTUCKY NO GOOD FOR A STUDENT
TO ENROLL AND LEAVE. FRESHMAN MATT MORRIS IS FINDING
THE WORK CHALLENGING. TODAY HE’S FACING HIS FIRST
TEST, IN ASTRONOMY. (Matt Morris)
THE ASTRONOMY TEST WAS OVER,
LIKE, TWO CHAPTERS. BUT NO, NOT FOR THAT. FREAKIN’ 62, BUT I GOT 12 POINTS IN EXTRA
CREDIT THAT I CAN GET, SO I’M SETTING
DOWN TO WORK ON THAT. YES, MOM. PASSING BARELY. YES, MOTHER.
YES, MOM. I’M DOING MORE EXTRA CREDIT. MY MOM AND DAD, THEY
DON’T WANT ME TO FAIL. I’M DOII WON’T FAIL, CREDIT. I WON’T LET MYSELF FAIL. I KN
KINDA WORRIED I’LL GET UP HERE AND GOOF OFF AND EVERYTHING. (John Merrow)OUT ONE I DOES NOT MAKE IT
TO SOPHOMORE YEAR. NO ONE EXPECTS TO BE A CASUALTY,
BUT IT DOES HAPPEN. (Keith Caywood)
AT THE AGE OF 18, K YOU’RE
TOP OF THE WORLD (Keith Caywood)
AT THE AGE OF 18, I GOT SWALLOWED UP. OW WHERE ANYth Caywood)
AT THE AGE OF 18,
OF MY CLASSES WERE. IT WAS SUCH A LARGE CAMPUS. SO MUCH EXPECTED OF YOU. IT WAS JUST A WHOLE NEW FIELD,
NEW GAME. (John Merrow)
KEITH CAYWOOD CAME TO
THE UNIVERSITY OF ARIZONA HE THOUGHT HE WAS READY. I FIRST REALIZED THAT I DIDN’T HAVE THE TOOLS
NEEDED FOR COLLEGE EN I WENT
TO MY FIRST MATH CLASS AND OPENED THAT BOOK AND LOOKED AND I JUST DIDN’T HAVE
A CLUE. FEW OTHER PEOPLE IN THE CLASS
AND OPENED THAT BOOK AND LOOKED
LOOKED JUST AS DUMBFOUNDED AS I SURELY WAS. OTHER PEOPLE THEY WERE CHUCKLING
ALREADY HAD THEIR PENCILS OUT, ON THESE EQUATIONS.
AS I SURELY WAS. RIGHT, WHICH WAS– WHAT? (John Merrow)
IASSISTANTS, NOT PROFESSORS.Y
TEACHING USING T.A.’S IS A COMMON
PRACTICE AT LARGE UNIVERSITIES. (Keith Caywood TEACHERS. WE NEVER ACTUALLY SAW A REAL
PROFESSOR OR ANYTHING. THESE ARE PEOPLE THREE OR FOUR
YEARS OLDER THAN I AM TELLING ME
HOW IT’S SUPPOSED TO BE. ow)
EVEN MORE DIFFICULT FOR KEITH
THESE ARE PEOPLE THREE OR FOUR
YEARS OLDER THAN I AM WAS TRYING TO FIND HIS PLACE
MY CLASSES WERE HUGE,d)
150, 200 PEOPLE. (man A LEGITIMATE M ASONS THAT AREO FIND HIS PLACE
ESSENTIALLY ECONOMIC.d)
150, 200 PEOPLE. IT’S THE NATURE
OF THE LEARNING EXPERIENCE IN A LARGE RESEARCH UNIVERSITY,
PUBLIC RESEARCH UNIVERSITY, AND THEY HAVE TO HAVE
LARGE CLASSROOMS R THAT PURPOSE.ARCH UNIVERSITY,
PUBLIC RESEARCH UNIVERSITY, (teacher)
THE TASTE BUDS ARE ACTUALLY– (John Merrow)
LARGE CLASSES MAY MAKE
ECONOMIC SENSE, BUT EXPERTS SAY THEY ARE NOT
THE BEST WAY TO TEACH. US DRONINGJohn Merrow)
LARGOF LECTURE IS MAKE
ECONOMIC SENSE, BRAIN CELLS, I THINK.Y ARE NOT
THE BEST WAY TO TEACH. WE WORRY ABOUT ALCOHOL, BUT THERE IS VERY LITTLE
GOING ON DURING A LECTURE THAT IS
REMOTELY ACCESSIBLE TO THEM. ONE OF THE CHALLENGES,
BUT THERE IS VERY LITTLE
GOING O OF COURSE, ECTURE IS THAT NOT EVERY YOUNGSTER IS
SO DISCIPLINED THAT THEY CAN SIT TO EVEN A BRILLIANT SPEECH. EVEN A BRILLIANT ORATION BY
AN EXTRAORDINARY PROFESSOR. THAT’S HARD FOR THEM. (Keith Caywood)
BIG CLASSES YOU KNOW, YOU’RE JUST A NAME
ON A PIECE OF PAPER, I WISH TP A CHECK ON YOU, MAKE SURE YOU DON’T JUST GET
LOST IN THE SYSTEM OR FADE OUT. (John Merrow)
ACADEMIC COUNSELING
WAS AVAILABLE, OFTEN DON’T REALIZE
THEY NEED HELP UNTIL LATE IN THE GAME. OFTEN DON’T REALIZE
THEY NEED HELP
HEARING ABOUT THESE PROGRAMS, I WAS ALREADY TOO DEEP IN IT, ADY FAILING MY CLASSES.ZE
THEY NEED HELP
HEARING ABOUT THESE PROGRAMS, MANY PEOPLE DROP OUT, BUT BECAUSE THEY DON’T HAVE
WHATEVER THE HECK IT TAKES TO PUSH THEMSELVES
THROUGH THIS PLACE, UGHS–
BUT BECAUSE THEY DON’T HAVE
WHATEVER THE HECK IT TAKES THE ROUGH HITS
AND SOMEHOW SURVIVE. THE TRADITIONAL WAY
THAT THE AMERICAN PUBLIC
HAS LOOKED AT THIS, IS THAT
IF YOU GO INTO A SCHOOL, OR PRACTICALLY
NO ONE’S GRADUATING, YOU SAY,
“GET ME THE PRINCIPAL, “GET ME THE SCHOOL BOARD,
GET ME THE PARENTS,
GET ME THE STATE, IF YOU WALK INTO A COLLEGE
AND SEE THE SAME THING, 60%
“GET ME THE SCHOOL BOARD,
GET ME THE PARENTS,
GCOMPLETION RATE, YOU SAY, “WHAT’S WRONG WITH
THESE STUDENTS ANYWAY? “WE GAO TO COLLEGE, AND (John Merrow)
THE YEAR KEITH CAYWOOD
DROPPED OUT, ARIZONA LOST 22%
OF ITS FRESHMAN CLASS. TODAY, KEITH IS MANAGING A BAR
NEAR CAMPUS AND OFTEN POURS DRINKS
FOR FORMER CLASSMATES. I FEEL HAPPY FOR THOSE
FRIENDS WHO HAVE GRADUATED. AT THE SAME TIME, ‘M AT.
I FEEL HAPPY FOR THOSE
FRIENDS WHO HAVE GRADUATED. I’M NOT SETTLING. I’M STILL MOVING FORWARD
IN MY FIELD. AND I’M ACQUIRING
THE KNOWLEDGE THAT I NEED. I WAS INDEPENDENT, AND I WAS
GOING TO GO GET IT, AND I WAS JUST
GOING TO DO AMAZING THINGS. (John Merrow)
BRITNEY SCHMS OF TUCSON, NOT FAR FROM
THE UNIVERSITY OF ARIZONA. SHE AND KEITH CAYWOOD WERE IN
THE SAME FRESHMAN CLASS. I GOT TO THIS PLACE, AND I HAD ONE CLASS THAT WAS
REALLY, REALLY INCREDIBLE AND I REALLY FELT
LIKE I WAS A PART OF SOMETHING, AND IT WAS
IT WAS REALLY, REALLY NICE. WHEN HER FAVORITE CLASS ENDED, SOME OF THE SAME OBSTACLES
THAT DERAILED KEITH HAD HER FLOUNDERING. REALLY KEPT ME WANTING
TO COME TO CAMPUS. THE INSTRUCTORS WERE MORE
INTERESTED IN RESEARCH AND THEY’D COME FOR AN HOUR
AND GIVE THEIR LECTURES– EVEN IF IT WAS
A GOOD LECTURE– ‘D LEAVE
AND THEY’D COME FOR AN HOUR
ANDAND DO THEIR THING.S– T DOING BADLY.
EVEN IF IT WAS
A GOOD LECTURE– SN’T
WHAT I WANTED TO DO I WASN’T REALLY THINKING
ABOUT THINGS. (John Merrow)
FROM THERE, BRITNEY’S
SITUATION ONLY GOT WORSE. I WAS JUST LIKE,
YOU KNOW, “I HAVE NO IDEA WHO I AMTO D, “I DON’T KNOW
WHAT I WANT TO DRMING.” (JLANS TO TRANSFER,
BUT BEFORE SHE COULD, THE UNIVERSITY’S REQUIREMENT THAT ALL STUCLASSES Y
COURSE IN PLANETARY SCIENCE. THAT ALL STUCLASSES (Dr. Brown)
BRITNEY DIDN’T REALLY EXPRESS
STRONG INTEREST IN BEING A SCIENTIST. SHE JUST EXPRESSED INTEREST
IN WANTING TO PUSH HERSELF. THAT QUALITY IS RARER
THAN YOU THINK. SO OPEN THIS VALVE
SO WE CAE SYSTEM THAT YOU JUST PUT IN. (Britney)
WHAT ACTUALLY HAPPENED
WAS I GOT TO SPEND E WITH
THADR. BROWN ASKING QUESTIONS, AND IT JUST REALLY
STARTED TO CHANGE S THINKING.
THADR. BROWN ASKING QUESTIONS, ONE DAY DR. SAID, “LOOK, YOU’RE
INDEPENDENT ENOUGH “TO COME IN AND TALK TO ME
ABOUT THIS, TO ASK QUESTIONS. OU’RE OBVIOUSLY
“LOOK, YOU’RE
INTERESTED IN IT.H “AND IN MY EXPERIENCE, “THAT LEVEL OF INDEPENDENCE
IS SOMETHING THAT DOES “REALLY WELL IN SCIENCE. “AND IT SEEMS LIKE YOU
REALLY LIKE IT. (John Merrow)
BRITNEY SCHMIDT
GRADUATED IN MAY, 2005 HOOL AT UCLA TO STUDY SPACE AND PLANETARY PHYSICS. (Dr. Brown)
SOMETIMES JUST A LITTLE
MAKES ALL THE DIFFERENCE. YES, I’M PROUD OF BRITNEY, BUT I DON’T TAKE MUCH
CREDIT FOR THAT. THAT BELONGS TO BRITNEY.
THAT DOESN’T BELONG TO ME. (Peter Likins)OF THEIR, IN UNPREDICTABLE WAYS, MAYBE A LATE NIGHT
IN A RESIDENCE HALL YBE IN A CHEMISTRY LAB,AYS,
MAYBE IN A SMALL SEMINAR, THESE YOUNG PEOPLE DISCOVER
SOMETHING USUALLY IN THEMSELVES Y DIDN’T KNOWISTRY LAB,AYS,
MAYBE IN A SMALL SEMINAR,
WAS THERE. AND THAT’S HOW THEY GROW. WHAT’S BEAUTIFUL ABOUT HIGHER
EDUCATION AT ITS BEST, IT IS MAGICAL. BUT NOT MAGIC THAT CAN’T
BE EXPLAINED. BUT BECAUSE IT’S AS RARE
AS IT IS– IS– APPEARS TO BE MAGICAL. BECAUSE THAT ABOUT. (John Merrow)
SO THE GOAL
OF EDUCATION IS AN IDENTITY
CRISIS AND– [laughs] IT’S NOT REALLYN IDENTITY CRI. BUT I THINK THAT MORE
STUDENTS SHOULD COME IN, IN SOME TYPE OF FIELD, SHOULD COME IN WOPEN MIND AS TO, “I’M 18 YEARS OLD,
I DON’T HAVE TO HAVE FIGURED OUT WHAT I’M GONNA DO
FOR THE REST OF MY LIFE.” AND YOU LEARN SO MUCH MORE BY
BEING OUT OF YOUR COMFORT ZONE. SO I DOF IT AS CHANGIN. . SO I DOF IT AS CHANGIN. WHAT UP, SON?
WHAT ARE YOU DOING? (Robin Bhalla)
WHEN YOU GO TO COLLEGE,
PEOPLE TELL YOU, “YOU DON’T NEED
TO GO TO CLASS.” THAT’S THE GREAT THING ABOUT
COLLEGE COMPARED TO HIGH SCHOOL. OL THEY
“YOU DON’T NEED
TAKE ATTENDANCE. ATTENDANCE HERE. (John Merrow)
ROBIN BHALLA,
A SENIOR, CAME TO THE UNIVERSITY
OF ARIZONA FORNIA. (John Merrow)
ROBIN BHALLA,
A SENIOR, I WASN’T REALLY
AN INDEPENDENT KID. I CAME OUT HERE, AND I’M LIKE,
OKAY, I’M LIVING ON MY OWN, MY PARENTS ARE 1,000 MILES AWAY,
500 MILES AWAY. I MEAN, OTHER THAN
PHONE CALLS, THEY CAN’T REALLY WATCH ME,
WHAT I’M DOING. (John Merrow)
ROBIN DISCOVERED THAT
NO ONE ON CAMPUS WAS PAYING MUCH
ATTENTION EITHER. (Robin Bhalla)
NO ONE IS GOING TO
STOP AND BE LIKE, “OKAY, THIS IS WHAT
YOU NEED TO DO FOR THE REST OF THE SEMESTER
TO GET A GOOD GRADE.” ‘S NOT HOW IT IS,
“HERE’S WHAT YOU GOT TO DO,
I’M NOT GOING TO WATCH YOU. “TURN IT IN IF YOU WANT. “IF YOU DON’T TURN IT IN,
I DON’T CARE. IT’S JUST GOING TO AFFECT
YOUR GRADE AT THE END.” (John Merrow)
A LOT OF RESPONSIBILITY. RESPONSIBILITY.
IT’S JUST GOING TO AFFECT
YOUR GRADE AT THE END.” I WASN’T USED TO IT
BECAUSE CONSTANTLYLITY.
IT’S JUST GOING TO AFFECT
NAGGING ME TO DO MY HOMEWORK, I WASN’T USED TO IT
BECAUSE SO FOR A LONG TIME I’D WAIT
UNTIL THE LAST MINUTE, TRY AND FINISH EVERYTHING
AT THE LAST MINUTE. PROBABLY NOT DO TO WELL. –
I DIDN’T HAVE ANY, I DIDN’T KNOW HOW TO STUDY. (John Merrow)
ROBIN QUICKLY FIGURED OUT WHAT
HE HAD TO DO TO GET BY. (Robin)
TEACHERS ALWAYS SAY,
“READ THIS AND THIS AND THIS.” FOR EVERCERTAIN AMOUNT
OF READIVER DO THAT. TOWARDS THE END OF THE CLASS
I JUST START SCANNING, BROWSING THE READINGS OR
LOOKING AT MY NOTES TO SEE WHAT THE TEACHER SAID
WAS IMPORTANT FROM THE NOTES, AND THEN READ THOSE PARTS
OF THE READINGS AND I USUALLY DO FINE. AN EIGHT-TO-TEN-PAGE
AND THEN READ THOSE PARTS
PAPER DUE ON MONDAY, BUT I’M NOT REALLY SURE WHAT… IT’S GOT TO BE LIKE ON
THE HARDSHIP OF SLAVERY, BUT I THINK IT’S GOT
TO BE LIKE A NARRATIVE. I’LL PROBABLY START TOMORROW. TESTS, I’LL STUDY THE NIGHT
BEFORE A COUPLE OF HOURS. TOWARDS THE END BROWSING THE READINGS. LOTS OF TEACHERS GIVE OUT
STUDY REVIEWS AND STUDY GUIDES ROBIN HAD LOTS OF TIME
TO PURSUE OTHER INTERESTS. (John Merrow)
HOW MUCH DO YOU PARTY? (Robin)
I’D SAY LIKE FOUR
NIGHTS A WEEK. TUESDAY, THURSDAY,
FRIDAY AND SATURDAY. SALUD! TO A NIGHT NOT WORTH
REMEMBERING. EXACTLY. (John Merrow)
YOU PARTY HARD. K.
EXACTLY. NOT BLACKOUT DRUNK,
BUT I LIKE TO GET DRUNK, IT’S FUN.
EXACTLY. NOT BLACKOUT DRUNK,
DAMN, I’M HURTIN’. DRUNK, (Robin)
YOU’RE MORE LOOSE, YOU’RE ABLE TO TALK
TO GIRLS EASIER. AND I LIKE GIRLS SO– [rock music] (Robin)
AND MAYBE YOU’LL
MEET GIRLS DURING THE DAY, THE WHOLE PURPOSE
IS OKAY, YEAH, AND GO DRINK AND DO THIS, OR GO–
YOU KNOW? (John Merrow)
DESPITE HIS LONG NIGHTS
OF DRINKING,
AND GO DRINK AND DO THIS, HIS OVERALL GRADE POINT AVERAGE,
ROBIN SAYS, IS 2.85. (Robin)
OBVIOUSLY I’VE DONE A LOT
OF BAD THINGS IN FOUR YEARS, BUT I’M GETTING A DIPLOMA, I MADE DEAN’S LIST
LAST SEMESTER. (John Merrow)
ARE YOU BEATING
THE SYSTEM? F
I MADE DEAN’S LIST
I’M BEATING IT. I THINK I’M WORKING WITH IT. I’M DEFINITELY
MANIPULATING IT. “I JUST RECEIVED
THE HARD COPY OF THE PAPER “YOU PUT IN MY BOX, GOING TO DEDUCT TEN POINTS
“I JUST RECEIVED
THE HAFOR LATENESS.” PAPER EVEN THOUGH I USED MY EXCUSE
OF FOOD POISONING AND SICKNESS, I GUESS IT DIDN’T WORK. SHE’S REALLY PRETTY LENIENT, BUT I GUESS SHE’S TIRED OF
MY BULL– COMPLAINTS. THIS IS A RS. STUDENTS MAY NOT REALIZE
THEY’VE LEARNED IT, OR ARE LEARNING IT, BUT THEY’RE BEING REWARDED
FOR IT IN MANY WAYS. NOT HAVE TO DO A LOT O BUY A PAPER ON THE INTERNET, NOT GET CAUGHT, NO BIG DEAL. AND THEN BRAG THAT BEING SMASHED
WAS A WONDERFUL TIME, “AND I STILL MADE IT
THROUGH MY CLASS!” (Professor)
ROBIN. NCES– NO. ROBIN, YOU PRESENTED
NCES– NO MITIGATORS. LET’S FOCUS
AWAY FROM– (George Kuh)
A SIZABLE NUMBER OF STUDENTS
ARE ENROLLED, STAY ENROLLED, YOU KNOW, THEY KNOW
HOW THE SYSTEM WORKS– THIS IS PARTICULARLY TRUE
AT LARGER UNIVERSITIES, AND MANY STUDENTS GO TO LARGE
UNIVERSITIES FOR THAT REASON. AND SO THEY’LL PICK LARGE
CLASSES. AND THEY TEND,
THEN, TO HANG TOGETHER. AND SO YOU’VE GOT THIS MASS
OF PEOPLE SLEEPWALKING, IF YOU WILL,
THROUGH COLLEGE. (John Merrow)
KUH’S ORGANIZATION HAS SURVEYED
ALMOST 900,000 UNDERGRADUATES AT 1,000 COLLEGES. HE SAYS THAT ABOUT 20%
OF STUDENTS ARE DRIFTING THROUGH COLLEGE. ST TRY AND COAST BY. DON’T DO THE READINGS.LLEGE. TRY AND CHEAT OFF THE HOMEWORK,
COPY THEIR FRIENDS. I ACTU A TEST. GOT A QUIZ TOMORROW. I TO A SMART GIRL D CHEAT ‘CAUSE I DON’T
GKNOW WHAT TO READ.. [laughs] IT WORKED LAST TIME. FORMER COLLEGE PRESIDENT
SOME CRICHARD HERSH E STUDENTS
IN A DIFFERENT WAY. (Richard Hersh)
IT’WIM. AND IN SOME SENSE, WE’VE TAUGHT PEOPLE HOW
TO TREAD WATER. THEY HAVE FUNCTIONALLY
ASTAYED IN PLACE,, THAT’S THE CRIME. NG WATER IS
A REALITY EVERYWHERE. THIS IS A CLASS
AT WESTERN KENTUCKY. HOUR A NIGHT OR LESS? I STUDY AN HOUR IN GENERAL. I’LL JUST REVIEW NOTES
FOR THE DAY AND GO ON. A LOT OF MY CLASSES RIGHT NOW
DON’T HAVE HOMEWORK, SO IN HERE IT’S JUST LECTURE, AND YOU JUST REVIEW
YOUR LECTURE NOTES. (John Merrow)
NATIONALLY, MORE THAN
D REPORT THEY STUDY
15 HOURS OR LESS A WEEK. S AN ACADEMIC MANTRAw)
NATIONALLY, MORE THAN
D ‘S BEEN AROUNDTHEY STUDY
15 HOURS OR LESS A WEEK.
PROBABLY FOR CENTURIES. S AN ACADEMIC MANTRAw)
NATIONALLY, MORE THAN
D
STUDENTS OUGHT TO SPEND AT LEAST
TWO HOURS PREPARING FOR CLASS FOR EVERY HOUR INSIDE
THE CLASSROOM. AND THEY DON’T. LAST NIGHT
I DIDN’T DO ANYTHING. MONDAY NIGHT,
DIDN’T DO ANYTHING. OVER THE WEEKEND I DIDN’T
DO ANY SORT OF STUDYING. (John Merrow)
WHAT DO YOU DO WITH
THE REST OF YOUR TIME? I JUST HANG OUT
WITH MY FRIENDS. I DON’T REALLY HAVE A JOB
OR ANYTHING. I JUST DO MY OWN THING
KIND OF THING. (John Merrow)
AND WHAT IS YOUR
OWN THING, WHAT IS THAT? I JUST, YOU KNOW,
HANG OUT WITH MY FRIENDS, I DON’T REALLY NEED TO STUDY
THAT MUCH TO GET GOOD GRADES. (John Merrow)
WHAT’S YOUR GPA? ISH
YOU KNOW. BUT OTHER THAN THAT, THAT’S IT. (John Merrow)
WHAT IS YOUR GPA? 3.4. (George Kuh)
WHO ARE THEY? AND SOMETIMES MUCH MORE
THAN PASSABLE WORK. THIS IS UM, IF IT’S NOT HIGHER EDUCATION’S
DIRTY LITTLE SECRET, IT OUGHT TO BE. 2.98. OKAY?
IT OUGHT TO BE. EVER,
IF STUDENTS DO G GOT A PRO, WE’RE BACK TO THIS KIND
OF FACULTY ISSUE. WHO’S HOLDING THIS
PERSON ACCOUNTABLE? WHAT IS THE– WHAT IS THE STANDARD? OF THE SADDAM HUSSEINS
IN THIS WORLD, ARE CONCERNED WITH
ECONOMIC GROWTH. (John Merrow
TEACHING POLITICAL SCIENCE AT THE UNIVERSITY OF ARIZONA
FOR 11 YEARS. HER INTRODUCTION TO COMPARATIVE
POLITICS CLASS HAS 225 STUDENTS. ANY FLAW IN THIS?
NO, ZERO FLAWS. THE
IS POLITICS WITH A CAPITAL “P”. (John Merrow)
DO YOU LIKE
TEACHING? YEAH,
I LIKE TEACHING. OF COURSE,
I LIKE TEACHING. I LIKE, I LIKE
YEAH,
I MY WORK.CHING. SHOULD KNOW.
OF COURSE,
I LIKE TEACHING. YOU DON’T KNOW? ow)ULD KNOW.
BUT PROFESSOR KURZER
IS UNHAPPY WITH HER STUDENTS.
OF COURSE,
I LIKE TEACHING. –THAT’S FOR DEVELOPING
COUNTRIES. (Kurzer)
THEY KNOW NOTHING
WHEN IT COMES TO GEOGRAPHY, THERE’S– (Kurzer)
I GIVE THEGRADE THEM. SO, I ASK THEM,
HOW MANY PEOPLE LIVE IN INDIA? NOW, REMEMBER THIS IS
AFTER THEY WERE SUPPOSED TO READ
THE CHAPTER ON INDIA, OKAY? REMEMBER. SO, I GET BACK, 14 MILLION, 20 MILLION. [laughs] 30 MILLION,
2 BILLION.. AD FOR TODAY?
[laughs] NO, OF COURSE NOT. YOU SEE,
IF YOU HAD READ IT, 220 STUDENTS. MAYBE FIVE WILL SAY
THEY’VE DONE THE READING. (John URS. NEVER. NEVER? WELL, NO. I SHOULD CORRECT MYSELF. I PROBABLY HAVE SEEN
THREE STUDENTS. ALL THREE OF THEM CAME WITH
A PIECE OF PAPER THAT I HAD TO SIGN BECAUSE THEY WERE
WITHDRAWING FROM THE COURSE AFTER THE OFFICIAL
AND THE LAST TIME I SAW THEM. (JohZER’S POLITICAL
SCIENCE CLASS MEETS THREE TIMES A WEEK, TWICE FOR HER LECTURES, AND ONCE IN
SMALL DISCUSSION GROUPS LED BY TEACHING ASSISTANTS. YOU HAVE NO O WORK, ME AND MY THREE GRADUATE
STUDENTS IN HAVING A DISCUSSION WHAT ARE SOME THINGS THAT
MIGHT NOT BE SO DESIRABLE ABOUT THIS SYSTEM
OF GOVERNMENT? (Kurzer)
IT’S A DISCUSSION SECTION,
THERE’S NO LECTURE THERE, THEY SIT. FOR THIS DISCUSSION CLASS? SO, TWO
AND A HALF. WHY? THE CLASS
IS JUST EASY FOR ME. ALL I DID LAST TEST WAS READ, I DIDN’T GO TO
THE LECTURES AT ALL, AND I GOT A 90 ON THE TEST. SOMETIYOU HAVE OTHER TESTSHINGS
TOTO STUDY FOR, BUT YOU DO HAVE
THIS CLASS TOO, SO, AS FAR AS I’M CONCERNED
THIS IS JUST AS IMPORTANT ER CLASSES, YOU DO HAVE
THIS CLASS TOO, SO, TAKE THAT MUCH TIME TO READ TWO OR THREE QUESTIONS. YOU KNOW, THE YEAR IS
WINDING DOWN SO– ‘S ONLY APRIL! WE ONLY HAVE LIKE
A MONTH LEFT OF SCHOOL, OR LIKE THREE WEEKS. (John Merrow)
ARE YOU DISAPPOINTED? YOU KNOW, BY NOW I’M JUST
BLASE, I JUST, AND DON’T DO THEIR WORK. (Kurzer)
OVERHEATING OF THE ECONOMY, OVERHEATING MEANS THAT
THE ECONOMY IS AT VERY CLOSE TO
FULL CAPACITY, THERE’S NO ROOM FOR
FURTHER EXPANSION. STUDENTS ARE NOT
DEMANDING BECAUSE YOU PROFESSORS
ARE SO BORING, AND THEY DON’T KNOW ENOUGH
TO BE ANGRY THAT THEY’RE JUST
BEING DRONED AT. YOU ARE JUST
AND THEY DON’T KNOW ENOUGH
TO BETHE DEVIL’S ADVOCATE, SO I’LL CONTINUE
TO TALK TO YOU. I DON’T THINK I’M BORING, AND THE STUDENTS KNOW THAT
I INVEST A LOT IN MY LECTURES. AND THAT’S VERY CLEAR. (John Merrow)
I’VE SAT IN A FEW
LECTURES NOW, A COUPLE OF YOURS,
OTHERS, (Paulette)
YES. (John Merrow)
A PROFESSOR SAY, “IS THAT CLEAR? ANYBODY HAVE ANY QUESTIONS?”D T. THE OTHER PEOPLE
DIDN’T DO IT. JUST ONE PERSON. SO MAYBE THIS IS, MAYBE THIS IS A PROBLEM FROM
TH IT COULD BE A PROBLEM IN A BIG LECTUDENTS. IT’S HARD TO STOP AND ASK
WHETHER IT’S CLEAR OR NOT. (John Merrow)
WHY IS THAT HARD
TO STOP? (Paulette)
BECAUSE IT’S
JUST A LECTURE FORMAT. YOU DON’T SEE
WHAT IS HAPPENING. AND, YOU KNOW,
IT’S NOT KINDERGARTEN. THEY’RE ADULTS. (John Merrow)
IF YOU FAILED
MORE STUDENTS, WOULD THAT REFLECT ON YOU? YES. I’M AFRAID SO, YEAH. I THINK IF
I COME ACROSS AS REALLY VERY STRICT
AND RIGID THE MAJORITY OF NOT FEMALE, MY REPUTATION WOULD BE JUST
OF A NOT NICE PERSON, IF A MAN DOES IT THEY GET
RESPECTED AUTHORITY, BUT IF I WOULD DO IT, I’E REPUTN OF BEING A SUPER BITCH. THE 200 STUDENTS WHO
COMPLETED HER COURSE, 62% RECEIVED
EITHER AN “A” OR A “B”. ONLY A HANDFUL FLUNKED. (RichardSPOKEN
SOCIAL CONTRACT, THAT MAY NOT EVEN BE CONSCIOUS, “YOU DON’T BOTHER ME,
I WON’T BOTHER YOU. IT’S A PACT,
IT’S A CONTRACT, ITOKAY. THEY DON’T
DO A LOT OF WORK, THEY DON’T DISPLAY
A LOT OF CURIOSITY, THEY DON’T EXPRESS
A LOT OF INTEREST. YOU DON’T PLACE
DEMANDS ON ME, AND I DON’T PLACE
DEMANDS ON YOU. E THERE. (John Merrow)
THAT’S THE PACT? r)
E THERE.
THAT’S THE PACT. (John Merrow)
BUT THE LEVEL OF FRUSTRATION. DO YOUR COLLEAGU
OF COURSE. ow)
SOME STUDENTS AREN’T HAPPY WITH
THEIR SIDE OF THE PACT.
(John Merrow)
BUT THE LEVEL OF FRUSTRATION. THESE WESTERN KENTUCKY
UNDERGRADUATES EXPECTED COLLEGE
TO BE MORE CHALLENGING. TEACHERS IN HIGH SCHOOL
AND TEACHERS IN MIDDLE SCHOOL WOULD ALWAYS MAKE COLLEGE
OUT TO BE LIKE, WAIT UNTIL
TEACHERS IN HIGH SCHOOL
ANDYOU GET TO COLLEGE. SCHOOL WELL I’M HERE NOW,
AND IT’S NOT WHAT– IT’S NOT AS HARD
AS I EXPECTED IT TO BE. (GKING TO ME IS THAT STUDENTS
STARTING COLLEGE, NO MATTER WHAT TYPE
OF INSTITUTION YOU’RE TALKING ABOUT, EXPECT TO READ MORE,
EXPECT TO WRITE MORE. YOU KNOW SOME STUDENTS
CAN GET THOUGH THEIR FIRSRGE, AND NOT HAVE
WRITTEN A PAPER. I’VE DONE MAYBE
TWO TERM PAPERS HERE AT COLLEGE,
AND THAT’S IT. AND THAT WAS A BIG
SURPRISE TO ME, BECAUSE ALL OF MY TEACHERS
TOLD ME THAT, “YOU KNOW YOU HAVE “THAT YOU HAVE
TO DO IT LIKE THIS, “BECAUSE WHEN YOU GET
TO COLLEGE, “YOU’RE JUST GOING TO BE– “THERE’S GOING TO BE
TONS AND TONS OF PAPERS MY EXPERIENCE HAS BEEN
AT EVERY GRADE LEVEL, CHOOL,
JUNIOR COLLEGE,OE SCHOOL IS THAT STUDENTS RESPOND
TO CHALLENGE. THEY TO BECOME
THE BEST THEY CAN BE. IF A TEACHER SAYS,
“THIS IS NOT GOOD ENOUGH; I KNOW
YOU CAN DO BETTER,” PEOPLE RISE
TO THE OCCASION. THAT’S REALLY
WHAT PEOPLE EXPECT AND WANT
IN SOME PRIVATE WAY. BUT WHEN THEY
DON’T GET IT, THEY DON’T RUN
AND SAY, “I’M NOT GETTING IT,
PLEASE GIVE IT TO ME.” THEY SAY
“THIS IS A PRETTY GOOD DEAL. HAVE
“I’M NOT GETTING IT,
PLEATO DO MUCH WORK..” “I CAN GET A’S
I’LL GET MY DEGREE, AND I’OF AN EDUCATION.” YOU CAN’T GET PEOPLE
TO BE UPSET METHING THEY
AND I’OF AN EDUCATION.”
DON’T KNOW THEY’RE MISSING. IF YOU THINK
ABOUT IT, AS FAR AS NOT BEING
CHALLENGED ENOUGH, I GUESS THAT COULD
BE KIND OF A PROBLEM, BUT I CAN’T SAY
I’M DISAPPOINTED BECAUSE I’M HAVING
SUCH A GREAT TIME BEING HERE. (John Merrow)
WOULD YOU ED MORE OF YOU? I KIND OF WISH IT DID, BECAUSE I THINK YOU’RE
GOING TO BE FACED WITH CHALLENGES
IN LIFE SO I THINK
IT WOULD BE BETTER SO IT CAN HELP US
IN THE FUTURE. STUDENTS LIVE
FOR THE MOMENT. ERIENCE THAT JUST SITTING IN A LIBRARY
READING BOOKS ALL DAY, ‘RE NOT GOING
ERIENCE
TO EXPERIENCE. (George Kuh)
YOIF YOU WANT TO POINT
TO A TRAGEDY IN AMERICAN HIGHER EDUCATION, IT’S THAT
A LOT OF THESE FOLKS ARE GETTING
THROUGH COLLEGE WITH THE SAME DEGREE
OTHER STUDENTS HAVE. BUT THEY’VE NOT SAMPLED
THE CURRICULUM, THEY’VE NOT SAMPLED THE CULTURAL
EVENTS AND AFFAIRS ON CAMPUS. THEY PUT VERY LITTLE
TIME AND ENERGY INTO THEIR
OWN STUDIES. AND Y REGRETS ABOUT? (Robin Bhalla)
NONE. INT
AND Y REGRETS ABOUT?
IN LIFE RIGHT NOW, I’M 22,
I’M IN COLLEGE, . AND I DON’T
WANT TO BE 40 OR 50, LOOKING BACK, “I WISH
I HAD PARTIED THEN, BECAUSE I CAN’T DO IT NOW.” (George Kuh)
IT’S REALLY UNFORGIVING
THAT AN INSTITUTION AND FIND SOME WAY
OF REACHING THEM. THESE ARE NOT BAD PEOPLE,
BY THE WAY. THESE ARE PEOPLE WITH ENORMOUS
POTENTIAL AND TALENT. WE JUST NEED OUT HOW TO GET TO THEM. (Joh GRADUATED
FROM THE UNIVERSITY OF ARIZONA IN DECEMBER 2004,
AND MOVED TO MIAMI, (Joh GRADUATED
FROM THE UNIVERSITY OF ARIZONA HE IS WORKING FOR
IRM. (Tom Fleming)
TODAY WE ARE GOING
TO TALK ABOUT CLUSTERS OF GALAXIES, WE HNTO TWO TYPES. WE REFER TO TWO
TYPES OF CLUSTERS. THE FIRST
ARE THE RICH CLUSTERS. TOM FLEMING KNOWS
HOW TO REACH HIS STUDENTS. HE FREQUENTLY INTERRUPTS
TO FIND OUT WHETHER THEY ARE FOLLOWING
WHAT HE’S SAYING. (Tom Fleming)
GENEVIEVE, WOULD YOU LIKE
TO VENTURE A GUESS WHAT WE CALL
THE OTHER CLASS OF CLUSTERS? POOR. POOR, VAND RANT AND RAVE AND COMPLAIN THAT,
“OH OUR STANDARDS ARE LOW, “AND THAT STUDENTS
DON’T LEARN IN HIGH SCHOOL BUT THE FACT
135THERE NOW. AS TO WHAT SORT OF HIGH SCD. THEY’RE HERE, THEY’RE PAYING
THEIR TUITION MONEY. AS I TELL THEM, “I’ YOUR MONEY’S WORTH.” LOOK AT THE TWO
GALAXIES ON THE ANIMATION
IN THE LEFT. AST
LOOK AT THE TWO
MASSIVE GALAXY, FIRST OF ALL,
ISN’T AS BRIGHT. (Tom Fleming)
THE STUDENTS IN MY CLASS
ARE FINE ARTS MAJORS, ENGLISH MAJORS,
JOURNALISM, BUSINESS. THEY’RE TAKING THIS
(Tom Fleming)
THE STUDENTS IN MY CLASS
ABECAUSE THEY’RE TOLD, “YOU SHOULD HAVE
NINE UNITS OF SCIENCE PERSON.” SO THESE ARE PEOPLE THAT AREN’T GOING
TO BECOME SCIENTISTS. SO I FEEL THAT I NEED
TO MEET THEM HALFWAY. (John Merrow)
HE DOES THAT BY GIVING
THEM RADIO RESPONDERS. THAT ALLOWS HIM TO GET
IMMEDIATE FEEDBACK. leming) (John Merrow)
HE DOES THAT BY GIVING
THEM RADIO RESPONDERS.
SO WHATO A QUESTION, AND DON’T WORRY,
I’LL POST THIS ON THE WEBSITE
AFTER CLASS. WHICH OF THE FOLLOWING
IS LEAST EASILY EXPLAINABLE HAS EVERYONE ANSWERED? INTERESTING. ‘S NUMBER FOUR. BURSTS OF STAR
FORMATION,” BUT NOT EVERYONE
AGREES. SO HERE’S
BURSTS OF STAR
FORMAWHAT I WANT YOU TO DO. START TALKING ABOUT IT. IF YOU THINK YOU KNOW
THE RIGHT ANSWER, CONVINCE YOUR CLASSMATE THAT
YOU’VE GOT THE RIGHT ANSWER. SO IF TWO GALAXIES
SMASH INTO EACH OTHER, THAT’S SOMETHING
PRETTY BIG. THAT’S NUMBER THREE. (Female Student)
NUMBER THREE? THE GOAL IN MY CLASS
IS FOR THEM TO LEARN HOW TO SOLVE
PROBLEMS. THERE’S SOME PEOPLE
SAYING, “OH, WELL, “YOU’RE JUST, PUTTING
A HAPPY FACE ON THE CLASS, MAKING IT A CIRCUS
OR SOMETHING THAT’S FUN.” I DO SUBSCRIBEPPINS PRINCIPL: A SPOONFUL OF SUGAR
DOES HELP THE MEDICINE GO DOWN. BUT DON’T
FOR A MINUTE THINK THAT I HAVE LOWERED
THE STANDARDS OF MY CLASS OR THAT I AM NOT GETTING E STUDENTS
THAT I HAVE LOWERED
THETO THINK CRITICALLY.SS (Tom Fleming)
ARE WE READY
TO TRY AGAIN? LET’S SEE HOW MANY PEOPLE
CHANGED THEIR MIND. WILL BE HIGHLIGHTED
IN RED. LET ME JUST ATION. RE’S A PERSON
WHO HAS FIGURED OUT HOW TO MARSHAL NOT ONLY
THE TECHNOLOGICAL RESOURCES,
LET ME JUST ATION. BUT THE TEACHING
RESOURCES TO TRANSFORM A SLEEPY,
A POTENTIALLY SLEEPY, INTO AN ACTIVE,
ALMOST AN ACTIVE SEMINAR, OU WOULDN’T THINK
TO TRANSFORM A SLEEPY,
A POTCOULD OCCUREEPY, WITH MORE THAN
15 OR 20. HERE’S ANOTHER MILLIONS OF YEARS AGO. AND YOU CAN SEE THAT THIS LOOKS
A LOT LIKE OUR MODELS. THERE’S THOSE LITTLE TAILS. (Lee Shulman)
WHAT IS SO ENCOURAGING
IS IT’S NOT LIKE OZ. AND MIRRORS. YOU CAN SEE
WHAT HE’S DOING, AND YOU LOOK AT IT
AND YOU SAY, “I COULD DO THAT.” (John Merrow)
LEARNED TO DO THAT. WHEN HE BEGAN
TEACHING IN 1996, HIS CLASSES LOOKED
VERY DIFFERENT. (Tom Fleming)
I JUST LECTURED AND THEN I GAVE THEM EXAMS
AND I ASSIGNED HOMEWORK. AND I’D HAVE OFFICE HOURS
WHERE THEY COULD COME IN AND ASK QUESTIONS
ABOUT THE HOMEWORK. OU TRAINED AS A TEACHER?
AND I’D HAVE OFFICE HOURS
WHERE THEY COULD COME IN (Tom Fleming)
NO, NOT AT ALL,
NOT AT ALL. I WAS TRAINED
AS A RESEARCH SCIENTIST. ARE TRAINED THAT WAY. (John Merrow
HOW TO TEACH HERE. AND A FREE
ALL RIGHT SO,
DID YOU GET A CHANCE TO TALK
WITH EACH OTHER ABOUT THIS
PARTICULAR SCENARIO? SO WHAT
DID YOU COME UP WITH? FROM THE FINE ARTS COLLEGE, FROM HUMANITIES,
FROM SOCIAL SCIENCE. AND WHEN I STARTED
TO LEARN ABOUT SOME OF THE
TECHNIQUES THEY USED, AND HOW I COULD USE
MY LAPTOP TO IMPLEMENT
SOME OF THOSE, I DECIDED
TO EXPERIMENT WITH IT. AND OF COURSE
I’M A SCIENTIST, I LIKE TOYS, I LIKE TO PLAY
AND OF COURSE
WITH TECHNOLOGY. SO FOR ME IT WAS FUN TO TRY
NEW GADGETS IN CLASS. AND I FOUND THAT I WAS GETTING
A GREATER RESPONSE FROM THE STUDENTS. (John Merrow)
TWO THIRDS OF FLEMING’S STUDENTS REPORT THEY STUDY AT LEAST
TWO HOURS A NIGHT. WHAT’S SOME
OF YOUR OBSERVATIONS AND WHAT DO YOU
ALL THINK? (John Merrow)
ACCORDING TO THE UNIVERSITY, CHING
CENTER THIS YEAR EITHER FOR ADVICE OR TRAINING. BUT PARTICIPATION
IS VOLUNTARY. I HAVE FACULTY
CALL, AND/OR PRIVATELY
SHARE WITH ME, “IT’S TOUGH. “ATO DO, “OR COME
TO YOUR WORKSHOP, “BUT I DON’T HAVE TIME,
I CAN’T. AND SOME FACULTY HAVE EVEN
SHARED WITH ME– THEY’LL SAY
“YOU KNOW KATHLEEN. THAT’S NOT WHERE
THE REWARDS ARE.” )
EVEN THOUGH THE UNIVERSITY
OF ARIZONA
THEY’LL SAY
“YOU KNOW KATHLEEN. PAID FOR
TOM FLEMING’S TRAINING AND NOW PAYS HIM TO TEACH
OTHER PROFESSORS HIS TECHNIQUES, HE IS NOT BEING CONSIDERED
FOR THE ULTIMATE REWARD, IN HIGHER EDUCATION,
THAT’S CALLED “TENURE.” (John Merrow)
ARE YOU ON THE TENURE TRACK? BY MY DEPARTMENT. (John Merrow)
WOULD YOU LIKE TO BE
ON A TENURE TRACK? IF YOU HAD ASKED ME
THAT QUESTION FIVE YEARS AGO, (John Merrow)
WOULD YOU LIKE TO BE
I’D SAY “YES.”ENURE TRACK? BUT AS I SEE
HOW THINGS HAVE EVOLVED HERE FOR MYSELF
PERSONALLY, I THINK
I WOULD SAY ACTUALLY “NO.” FOR ME THE BOTTOM LINE
IS THE STUDENTS. I SERIOUSLY WANT THEM
TO HAVE THE BEST EDUCATIONAL EXPERI (John Merrow)
BACK AT WESTERN KENTUCKY, BRIAFOR HIS STUDENTS TOO, HIS SERVICE
TO THE ACADEMIC COMMUNITY, AND HIS RESEARCH. (Brian Strow)
THE TEACHING REQUIREMENT
IS SOMEWHAT AMBIGUOUS. IS SOMEWHAT AMBIGUOUS AS TO WHAT THEY WANT, BUT THE RESEARCH
IS PRETTY WELL SPELLED OUT. YOU WILL HAVE
AT A MINIMUM THREE PEER REVIEW JOURNALS
OR ARTICLES PUBLISHED, OR YOU WILL BE FIRED
AT THE END OF SIX YEARS. IS A LOT OF PRESSURE
THREE PEER REVIEW JOURNALS
FROM THE ADMINISTRATION CLEARLY IF
I WANT A RAISE, IT’S GOING TO BE
THROUGH RESEARCH. I’M GOING TO DO RESEARCH
IF I WANT MORE MONEY. I’M NOT GOING TO GET RAISES
BASED ON QUALITY OF TEACHING NO MATTER HOW GOOD
THAT TEACHING IS. BE, “AM I GETTING
I’M NOT GOING TO GET RAISES
BATHE ARTICLES PUBLISHED?”NG I NEED TO FIND
IN THE UNITED STATES THE PRICE, QUANTITY DEMANDED,
QUANTITY SUPPLIED– (BriTY THAT ESSAY EXAMS
WERE NOT THE WAY TO GO. SCARCE RESOURCES. AS AN ECONOMIST I UNDERSTAND
SCARCE RESOURCES. I CAN’T PUBLISH, AND SPEND ALL MY LIFE
GRADING ESSAYS. (John Merrow)
AND SO BRIAN COMPROMISES. IN HIS INTRODUCTORY CLASS, HE DOES NOT ASSIGN
A TERM PAPER, AND HIS EXAMS ARE MOSTLY
MULTIPLE CHOICE, TRUE-FALSE AND
FILL-IN-THE-BLANK QUESTIONS. NOT QUITE. WELL HERE,
I’LL PUT THE ANSWERS ON THE BOARD
SO YOU CAN PRACTICE FOR THE FINAL EXAM. YOU ASK THEM FOR A THREE-PAGE
OR FOUR-PAGE ESSAY ONCE A WEEK. YOU DO
THE ARITHMETIC. WELL, ARE YOU GOING
BE ABLE TO SET THE BAR IF YOU’RE TO GRADE? AND SO WHAT ENDS UP
HAPPENING IS, YOU END UP ASKING LESS
FROM YOUR STUDENTS, AND THEY IN TURN EXPECT LESS
IN THE WAY OF FEEDBACK, CORRECTION, HELP WITH STYLE,
ETCETERA. SO THOSE ALL SIX PARTS
OF THE ANSWER, TO KNOW THAT FOR THE FINAL EXAM
NEXT THURSDAY. WE NEED TO RECOGNIZE THAT OUR COLLEGES
AND UNIVERSITIES DO IS TO TEACH
STUDENTS. ULTY ARE REWARDED FOR BEING GOOD TEACHERS. INSTEAD
OF BEING DRIVEN PUBLISH,
FORPUBLISH, PUBLISH,ERS. OR NOT GET TENURE. BECAUSE THE RESULT
IS THAT FACULTY HAVE THE TIME OR THE PRIVILEGEHAVE 30. GIVE ME THREE
SPECIFIC WAYS THE FEDERAL RESERVE CAN LOWER
THE MONEY SUPPLY. (John MerrowBRIAN STROT IF HE HAS EARNED TENURE.
THE FEDERAL RESERVE CAN LOWER
THE MONEY SUPPLY. (John Merrow)
WHAT DO YOU THINK
YOUR CHANCES ARE? I THINK MY CHANCES
ARE REALLY GOOD AS LONG AS I HAVE MY MIN ERO,
I THINK MY CHANCES
ARE REALLY GOOD MY PUBLICATIONS IN. I GOT THE QUESTION
ABOVE MY OTHER ONE. (John Merrow)
MATT MORRIS, HE WAS WO’D BARELY PASSED. (John Merrow)
MATT IS LUCKY. HE’S PART OF A “LIVING LEARNING
COMMUNITY” AT WESTERN KENTUCKY. FRESHMEN LIVE TOGETHER, TAKE MANY OF THE SAME
CLASSES, (Matt Morris)
WHEN YOU ACTUALLY
HAVE A TEST, RE’S 10,E MANY OF THE SAME
CLASSES,
15 OTHER PEOPLE SO YOU CAN GO STUDY
WITH THEM. THAT’S WHAT I LIKE ABOUT IT.
I STUDY WITH A BUDDY. AND IN ASTRONOMY I DO
THE SAME THING. ME AND MY BUDDY
STUDY TOGETHER. SO I LIKE IT BETTER
JUST ‘CAUSE U CAN ONLY STUDY SO MUCH
ME AND MY BUDDY
STBY YOURSELF.. BUT IF ELSE KNOWS, AND YOU K, HER,N ONLY STUDY SO MUCH
ME AND MY BUDDY
STBY YOURSELF.. IF STUDENTS STUDY TOGETHER HER,N OAND THEY DIVIDE UP
THEIR WORK
ME AND MY BUDDY
STBY YOURSELF.. AND GIVE ONE ANOTHER
RESPONSIBILITY FOR LEARNING THAT MATERIAL AND THEN
TEACHING IT TO ONE ANOTHER, LEVEL, AND THAT’S SOMETHING THAT
I THINK IS A BENEFIT OF ANY KIND
OF GROUP WORK. INTERESTINGLY, STUDENTS IN
THE LEARNING COMMUNITIES SEEM TO REALLY GRAVITATE TOWARDS
THAT SENSE OF FAMILY, THE SENSE THAT SOMEONE’S
LOOKING AFTER YOU. SEEM TO REALLY GRAVITATE TOWARDS
THAT SENSE OF FAMILY,
IT AIN’T
REGISTERING WITH ME, LIKE WHAT YOU MEAN ABOUT
SUMMARIZING AND ANALYZING. OKAY. WHAT YOU’RE DOING RIGHT NOW IS
TELLING ME WHAT THE ESSAY SAYS, IT MAKES MORE SENSE NOW. (John EARLY
16,000 UNDERGRADUATES, THE “SMALLER” APPRE HELP HE N. THIS PARTICULAR ASSIGNMENT
ASKED THEM TO ANALYZE AN ESSAY, AND HE WASN’T FAMILIAR
WITH ANALYSIS. BUT MOST OF
THE STUDENTS WEREN’T, AND HADN’T BEEN ASKED
TO DO THIS BEFORE, SO IT’S A NEW SKILL. (John Merrow)
LEARNING COMMUNITIES
DON’T COST MORE, BUT THEY REQUIRE MORE WORK
AND COOPERATION ON THE PART
OF PROFESSORS. rge Kuh)HEY REQUIRE MORE WORK
AND COOPERATION
SO YOU TAKE PERSONALLY
EVERY STUDENT’S SUCCESS. YOU TELL THEM
THAT ON THE WAY IN. YOU MAKE IAT IT TAKES TO SUCCE. YOU EXPOSE THEM IN THE EARLY
WEEKS AND MONTHS OF COLLEGE TO THE BEST TEACHING, AND YOU HOLD THEM ACCOUNTABLE
BY GIVING THEM ASSIGNMENTS, GIVING THEM FEEDBACK, CREATING SOME HABITS
OF THE MIND AND THE HEART THAT WILL STAND
THEM WELL, NOT JUST THROUGH COLLEGE
BUT THROUGH LIFE. AND NOW FEELS
HE BELONGS IN COLLEGE. NOT JUST THROUGH COLLEGE
BUT THROAND GOING RACING. (John Merrow)
WESTERN KENTUCKY WILL OPEN
TWO MORE LIVING LEARNING COMMUNITIES
IN THE FALL. BUT STILL, ONLY A FEW
HUNDRED FRESHMEN WILL BENEFIT, OUT OF A CLASS OF ALMOST 5,000. MANY COLLEGES AND UNIVERSITIES
ARE EXPERIMENTING BUT THEY’RE STILL
FRINGE ACTIVITIES. MANY ARE OFFERING TO HELP
PROFESSORS LEARN HOW TO TEACH, BUT THAT TRAINING IS
ENTIRELY VOLUNTARY. THE PROBLEM IS
WE’RE SORT OF FOND OF INNOVATIONS AS LONG AS THEY
STAY ON THE MARGINS OUR INSTITUTIONS,
THE PROBLEM IS
WE’RE SORT OF FOND AS LONG AS THEY DON’T THREATEN
THE MAINSTREAM OF THE WAY WE DO OUR WORK. AND IF WE ARE GOING TO
REALLY CAPITALIZE ON WHAT WE’VE BEEN LEARNING
ABOUT HOW STUDENTS LEARN BEST AND HOW WE CAN HELP
THEM TO SUCCEED, WE’RE GOING TO HAVE TO THREATEN
THE STATUS QUO IN THE MAINSTREAM
OF OUR WORK. EVERY YEAR MILLIONS OF STUDENTS
GO OFF TO COLLEGE. FOR SOME IT’S INTELLECTUALLY
STIMULATING, A LIFE-CHANGING
EXPERIENCE. MANY GET LOST S INTELLECTUALLY
STIMULATING, IN A CULTURE
THAT EXPECTS LITTLE. OPENING AND CLOSING. IT’S A STORY ABOUT MONEY. ohn Merrow)
IN BOWLING GREEN, KENTUCKY,
OPENING AND CLOSING. BEFORE SHE LEAVES,
SOPHOMORE CEYLON HOLLIS, IS SQUEEMINUTE STUDYING. (John Merrow)
HOW MUCH TIME DO YOU SPEND
DOING THE HOMEWORK, GETTING READY
FOR THE CLASSES EACH DAY? I WOULD SAY I
SPEND MAYBE ABOUT A GOOD THREE
TO FOUR HOURS HOMEWORK, GETTING THINGS
READY FOR THEM. YOU GOTTA GET IT DONE
TO PASS THE COURSE. (John NTS
IT’S TIME TO RELAX. BUT NOT FOR CEYLON. (Ceylon)
I’M ON A SCHEDULE EVERY DAY,
MONDAY THROUGH FRIDAY. I HAVE SOMEWHERE
TO BE– EITHER CLASS,
GET HOME, AND GET INTO BED,
GO TO SLEEP. MY SCHEDULE
IS VERY TIGHT. BECAUSE AT 10 O’CLOCK
I NEED TO BE WAKEN UP (John Merrow)
TTHE GRAVEYARD SHIFT ANY AS 48 HOURS A WEEK
BECAUSE AT 10 O’CLOCK
I NEED TO BE WAKEN UP AT A LOCAL AY, WHERE SHE EARNS $11.43 AN HOUR. ON THE AIR FILTER. THEN I PUT IT IN THE MACHINE
AND I HIT THE LITTLE LEVER. AND WHAT IT DOES
THE LASER, AND PUT IT IN
THE BOX. IN ONE NIGHT
MY QUOTA IS BETWEEN YOU NEVER KNOW IF YOU ARE GOING
TO HAVE ANY DOWN TIME OR IF ANY OF THE MACHINES
ARE GOING TO GO DOWN. (John Merrow)
ALTHOUGH CEYLON’S FAMILY
IS MIDDLE CLASS, SHE HAS TO PAY
FOR COLLEGE HERSELF. (Ceylon)
MY PARENTS,
THEY HAVE ALWAYS TOLD ME BECAUSE THEY HAVE HAD FINANCIAL
PROBLEMS OF THEIR OWN, SO THEY’VE ALWAYS TOLD ME
(Ceylon)
MY PARENTS,
THSINCE I WAS IN HIGH SCHOOL THAT I NEEDED NEY FOR SCHOOL IT DIDN’T HAPPEN. CEYLON DOESN’T MAKE ENOUGH
TO COVER ALL HER BILLS. STARTED COLLEGE,. I USED TO HAVE
CREDIT CARDS, AND THAT’S WHAT I USED
TO PAY MY CLASSES OFF WITH– CLASSES AND BOOKS. GOING TO BE ABLE
AND THAT’S WHAT I USED
TO PAY MY CLASSES OFF WITH– TO GET THOSE CREDI IT JUST GOT BIGGER
AND BIGGER, AND THE NEXT THING
YOU KNOW, THAT CARD WAS MAXED OUT AND
I GOT ANOTHER ONE IN THE MAIL. (John Merrow)
BETWEEN HER CREDIT CARD DEBT
AND LOANS, CEYLON COULD OWE AS MUCH AS
$26,000 BY GRADUATION. AND SHE’S NOT ALONE.
BETWEEN HER CREDIT CARD DEBT
AND LOANS, FOR 65% OF AMERICAN
COLLEGE STUDENTS, GOING INTO DEBT
IS THE NEW REALITY. IT HASN’T ALWAYS BEEN THIS WAY. 60 YEARS AGO,
PUBLIC SUPPORT WAS STRONGER. THE GOVERNMENT BECAME A PARTNER
IN HIGHER EDUCATION SIGNED THE G.I. BILL INTO LAW. (McClenney)
THE G.I. BILL WAS INVENTED
IN POST WORLD WAR II AMERICA, AS A WAY OF DEALING WITH LARGE
NUMBERS OF RETURNING G.I.s, TO GET THEM OFF THE YMENT. AS A WAY OF DEALING WITH LARGE
NUMBERS OF RETURNING G.I.s, WAS ONE WAY TO DO THAT. (movieR WAS SUCH
A MASS MOVEMENT TOWARDS HIGHER EDUCATION. (John Merrow)
AMERICA WEATHERED THE CRISIS. APPROXIMATELY ENT TO COLLEGE, R
OWN LIVES AND COLLEGE CAMPUSES, BUT ALSO CHANGING
PUBLIC ATTER EDUCATION. ORDINARY AMERICANS LEARNED IT WAS WITHIN EVERYONE’S REACH. TO THE MIDDLE CLASS, BUD STATE FUNDS. IN 1972, THE FEDERAL GOVERNMENT
OPENED THE DOOR TO PROSPERITY TO THE POOR. IN IT GAVE LOW INCOMEGOVERNMENT
STUDENTS GRANTS, WHICH DID NOT HAVE
TO BE PAID BACK– NOW CALLED “PELL GRANTS.” HAD ABOUT 3 OR 4
BILLION DOLLARS IN IT, AND IT COVERED OVER 95%
OF THE AVERAGE TUITION AT A FOUR-YEAR PUBLIC
COLLEGE OR UNIVERSITY. (John Merrow)
MILLIONS JOINED
THE MIDDLE CLASS. GOVERNMENT HELPED THOSE
WHO COULDN’T AFFORD TUITION, AND AMERICA PROSPERED. (Lara Couturier)
THE FOUNDING OVERSITIES AND A LOT
OF THE SUPPORT THAT HAS COME
TO THEM OVER THE YEARS, ON THE IDEA THAT HAS COME
TO THEM OVER THE YEARS,
IS GOOD FOR OUR CITIZENS, AND THAT IT HELPS PEOPLE
TO HAVE A BETTER LIFE. AMERICA HAD AGREED TO AL CON. HAD AGREED TO HELPS COLLEGE , MILY’S.
AMERICA HAD AGREED TO AL CON. TO KEEP TUITION LOW, STATES LEGISLATURE SUPPORTED
THEIR PUBLIC COLLEGES. OF THE FEDERAL GOVERNMENT
TO KEEP TUITION LOW, WAS TO PROVIDE SCHOOR. THAT HAVING A COLLEGE DEGREE
ADDED A MILLION DOLLARS TO YOUR LIFETIME
EARNINGS. SINCE ESSENTIALLY
THE REAGAN ADMINISTRATION, WE’VE DECIDED
THAT IT’S A PRIVATE GOOD. THAT BECAUSE YTO COLLEGE ECONOY YOUR SALARIES GO UP. AND SO WE’VE SAID, INSTEAD OF RECOGNIZING
THAT HIGHER EDUCATION (John Merrow CONTRACT, O OPEN
HIGHER EDUCATION TO ALL,
INSTEAD OF RECOGNIZING
THAT HIGHER EDUCATION BEGAN TO FALL APART. GOVERNMENT FUNDING
MOVED AWAY FROM GRANTS A PELL GRANT,
WHICH ONCE PAID 95% PAYS ONLY ABOUT
HALF THE TUITION TODAY. TO TRY TO STAY ON TOP
OF HER TUITION PAYMENTS, AND TOANTS, CEYLON HOLLIS MEETS WITH
A FINANCIAL COUNSELOR AT WESTERN KENTUCKY UNIVERSITY. SO YOU’IME? YES MA’AM. ARE YOU WORKING 40 HOURS
OR MORE A WEEK? I’M WORKA WEEK. OF A STUDENT THAT GRADUATES
ARE YOU WORKING 40 HOURS
OR MORE A WEEK? AVERAGED OUT JUST A LITTLE
OVER 10,000,RS LATER, OIT WAS ASNT THAT GRADUATES
ARE YOU WORKING 40 HOURS
ORMUCH AS $20,000. A LOT OF TIMES WITH STUDENTS
AND WITH PARENTS. ESPEUT, AND THEY REALIZE IF THEY WORK
AND EARN SOME MONEY, THEY MAY NOT QUALIFY AS MUCH
FOR FINANCIAL AID
ESPEUT, AND THEY REALIZE YET IF THEY DON’T WORK AND QUALIFY
FOR THE FINANCIAL AID, THAT’S NOT QUITE ENOUGH. HT PAY
AND QUALIFY
FFOR THEIR EDUCATION,, BUT IT DOESN’ HTANY KIND OF QUALITY
AND QUALIFY
FFOR THOF LIFE.ATION,, (John Merrow)
QUALITY OF LIFE ENDS UP TAKING
A BACK SEAT TO WORK. TODAY 68%
OF ALL UNDERGRADUATES WORK AT LEAST 15 HOURS A WEEK. 20% ARE IN CEYLON’S SHOES.
OF ALL UNDERGRADUATES (John Merrow)
SOJOB AS A STUDENT, AT A FACTORY. WHEN DO YOU SLEEP? [laughing] I SLEEP– P
TWO HOURS HERE, GO TO CLASS,
COME BACK, SLEEP TWO HOURS, DO HOMEWORK,
SLEEP TWO HOURS. I NEVER GET TO LAY DOW SEVEN HOURS
LIKE MOST PEOPLE DO. ow)
I NEVER GET TO LAY DOW
DO YOU MISS CLASS? (Ceylon)
OH, YEAH. I FREQUENTLY DO. WHEN YOU’RE DEAD TIRED,
YOU DON’T HEAR THAT ALARM. I IT IS. AND THAT’S HAPPENED. (George Kuh)
THERE ARE LIMITATIONS
ON THE HUMAN EXPERIENCE AND THE BRAIN. HOW MUCH CAN YOU DO
WITH SO LITTLE SLEEP? AND WE KNOW
ATHE GREAT–N. THE DOWNSIDE OF WORK IS WHEN
STUDENTS WORK OFF CAMPUS, THEY ARE LESS LIKELY TO PERSIST MISSING OUT OF THE COLLEGE EXPERIENCE? (Ceylon)
I THINK I AM. ON ON CAMPUS.EGE EXPERIENCE? THEY HAVE GUEST
SPEAKERS, THEY HAVE EVENTS. FOOTBALL GAMES,
THEY HAVE GUEST
SPEAKERS, EM. AND I FEEL LIKE THAT’S MISSING. I WOULD LIKE TO JOIN
A SORORITY, BUT I DON’T
HAVE THE TIME. I GOTTA WORK TO GET
MY TUITION PAID OFF. (John Merrow)
CEYLON WILL HAVE TO KEEP UP
THIS SCHEDULE FOR THREE MORE YEARS
TO MAKE IT TO GRADUATION. (John Merrow)
FOR A FORTUNATE FEW,
MONEY IS NOT A CONCERN. NG UP HE’S HAVING A VERY DIFFERENT
KIND OF COLLEGE EXPERIENCE. (Jason Merrill)
I REALLY JUST ENJOY
THE LOGICAL PUZZLE OF TAKING PROBLEMS FROM STEP
TO STEP TO STEP. AND THEN WHEN YOU FINALLY
ARRIVE AT THE ANSWER, L PROBLEMS FROM STEP
TO STEP TO STEP.
A SENSE OF ACCOMPLISHMENT. (John Merrow)
A STRAIGHT “A” STUDENT
WHO SCORED IN THE 98th ., JASON WA TO A TOP PUBLY
IN HIS STATE, BUT HE TURNED IT DOWN
TO ATTEND A PRIVATE COLLEGE, ASSACHUSETTS, EDUCATION COSTSNED IT DOWN
TO ATT$40,000 A YEAR.OLLEGE, WHEN YOU THINK ABOUT
THE MONEY THAT YOU PUT IN DEGREE OVER FOUR YEARS, IT’S A STAGGERING ECONOMIC
INVESTMENT. THIS TYPE OF EDUCATION
AND THIS TYPE OF ENVIRONMENT. (John Merrow)
ONLY ABOUT 3% OF STUDENTS– 400,000 OUT OF 14 MILLION– WHICH TURN DOWN AT LEAST
TWO THIRDS OF THOSE WHO APPLY. JASON’S COLLEGE, AMHERST, WITH ONLY 1,600 STUDENTS
AND A BILLION-DOLLAR ENDOWMENT, CAN AFFORD TO FOCUS
ON TEACHING AND LEARNING. ONE OF THE GREAT BENEFITS
ANDOF A COLLEGE OF THIS SIZENT, A FACULTY-STUDENT RATIO
OF 9 TO 1 OR 8 TO 1 MEANS THAT THE FACUL (Jason)
DO THEY ACTUALLY OVERLAP? YEAH, THEY DO,
MEANS THAT THE FACUL
RIGHT THERE. THEY DO THERE, BUT THEY’RE
GOING IN DIFFERENT DIRECTIONS. RIGHT, SO IT DOESN’T
REALLY MAKE ANY DIFFERENCE. (John Merrow)
DO YOU KNOW PROFESSORS
OUTSIDE OF CLASS? I KNOW THE PROFESSORS
PRETTY WELL. (John Merrow)
WHAT DOES A STUDENT
GET FOR $40,000? THE TWO THINGS I THINK,
THAT YOU WOULD GET IS BEING SURROUNDED
BY EXTRAORDINARY PEERS, WHO NOT ONLY TEACH WELL, YOU’RE THE GOVERNOR
OF CALIFORNIA LET’S SAY. (Austin Sarat)
ONE OF THE THINGS
THAT IS A PRIVILEGE FOR ME TUNITY TO TEACH
YOU’RE THE GOVERNOR
IN AN ENVIRONMENTT’S SAY. IN WHICH I CAN GET
TO KNOW THE STUDENTS, AND THE STUDENTS KNOW
THAT I’M COMMITTED TO THEM. (Student)
I STILL THINK
THERE SHOULD BE MORE FACTS OR EVIDENCE
TO SUPPORT– (Austin Sarat)
YOU WANT MORE EVIDENCE? (Austin Sarat)
MY CHALLENGE, IN THE CLASSROOM, IS TO GET MY STUDENTS TO THINK
AND TO THINK HARD. KEVIN, DOES THAT STRIKE YOU
AS A PLAUSIBLE ARGUMENT? (Austin Sarat)
WHAT THEY KNOW
IS LESS IMPORTANT HINK, TO ENVISION, D THE HORIZON
OF WHAT THEIR VIEWS NOW ARE. THE AVERAGE FULL PRO FOR TEACHING FOUR
CLASSES A YEAR. BUT THE LIBERAL ARTS CURRICULUM ENCOURAGES HIM TO EXPLORE
NEW SUBJECTS, LIKE MUSIC AND DRAWING. IT’S ABOUT JUST
EXPANDING YOUR HORIZONS E LIKE MUSIC AND DRAWING.
WHILE YOU HAVE THE CHANCE. (John Merrow)
AMHERST COULD FILL THE COLLEGE WITH STUDENTS LIKE JASON– APPLICANTSJohn Merrow)
AMWHOSE FAMILIES CAN AFFORDEGE TO PAY $40,000 A YEAR, BUT IT CHOOSES NOT TO. (Anthony Marx)
AMHERST COTS WHO COME FROM PRIVILEGE AND FROM
LACK OF PRIVILEGE BECAUSE WE BELIEVE THAT IS PART
OF OUR RESPONSIBILITY AS AN EDUCATIONAL
INSTITUTION, THE QUALITY
BECAUSE WE BELIEVE THAT IS PART
AND THE RESOURCES THAT WE HAVE. (John Merrow)
WHEN JASON ENROLLED AT AMHERST, HE PICKED ONE OF THE FEW
COLLEGES WITH THE MONEY AND THE COMMITMENT TO UPHOLD
THE SOCIAL CONTRACT. LAST YEAR AMHERST GAVE OUT
$21 MILLION IN FINANCIAL AID, HELPING HALF OF ITS STUDENTS. T. PATTERSON,
FRappella] (John Merrow)
HE’S A SENIOR
WITH A MUSICAL GIFT. AND ATHLETIC TALENT. ME
OF HIS COLLEGE CAREER, HE HELPED AMHERST
BEAT ARCH RIVAL WILLIAMS. (T)
THAT’S THE WAY TO GO OUT
RIGHT THERE. T
IT WOULD BE. (T)
THAT’S THE WAY TO GO OUT
RIGHT THERE. GOT IT DONE. THERE IT IS,
IT’S BEEN A GREAT FOUR YEARS. COULDN’T GET
(T)
THAT’S THE WAY TO GO OUT
RIGANY BETTER. GOT IT DONE. (John Merrow)
HIS MAJOR IS LAW, JURISPRUDENCE
AND SOCIAL THOUGHT. AS FAR AS STRETCHING
ME OUT TO THINK ABOUT THINGS
IN DIFFERENT FASHIONS. AND KIND OF DIG DEEPER
TO COME TO NEW UNDERSTANDINGS HAVE BEFORE. (John Merrow)
ON HIS FEDERAL PELL GRANT.
WOULD HAVE BEEN FAR DIFFERIF ‘D THAT FREE MONEY, INTENDED TO
HELP LOW INCOME STUDENTS, AVERAGS 16 TIMES THAT. THE COLLEGE MAKES UP
THE DIFFERENCE FOR T. AND FOR THE 16%
OF AMHERST STUDENTS WHO RECEIVE PELL GRANTS. (John Merrow)
YOUR HOME’S IN HARLEM. THAT YOU’VE HAD? YEAH, THERE’S A RIDICULOUS
AMOUNT OF YOUNG MEN AND WOMANEM. WHO AREN’T GETTING
THE SAME OPPORTUNITIES. I COULD DEFINITELY SEE WHERE THE COUNTRY
WOULD BE (John Merrow)
FOR THOSE WHO GET
THE OPPORTUNITY, SUCCESS IS ALMOST GUARANTEED. MHERST IN FOUR YEARS.)
FOR THOSE WHO GET
THE OPPORTUNITY, IN JUNE, 2005, MA FEW THOUSAND DOLLARS
FOR THOSE WHO GET
THE OPPORTUNITY, FOR HIS COLLEGE EDUCATION. A FEW WEALTHG AMHERST’S LED AND KEEPING A FEW WEALTHG AMHERST’S LED
I THINK THE ENTIRE EDUCATIONAL
SYSTEM OF THIS COUNTRY, NEEDS TO BE MAKING
A STRONGER CASE AS A SOCIETY,
THE GOVERNMENT, PRIVATE FUNDERS NEED
TO BE IAT THIS POINT. OR ALL THE THINGS
THAT WE HOLD DEAR ARE GOING
TO SLIP AWAY. (John Merrow)
WHERE WERE YOU ACCEPTED? NYU,
WHICH WAS SUCH A DREAM. I WAS DANCING THAT DAY,
FLOATING IN AIR. YOU FEEL REALLY PROUD, BECAUSE THAT’S WHAT YOU
SET OUT TO DO. IT WAS MY GOAL SINCE
I WAS 15. (John Merrow)
ADRIANA VILLALBA SAW
NEW YORK UNIVERSITY, A SELECTIVE, HIGHLY REGARDED
PRIVATE INSTITUTION, [speaking Spanish] (John Merrow)
HER FAMILY MOVED TO DENVER AND HER PARENTS TALKED OFTEN
ABOUillalba)
THEY BOTH PUSHED FOR IT, Y WE HAVE TO– WHY WE HAVE TO HAVE
A COLLEGE DEGREE, WHY. RTANT
Y WE HAVE TO–
FOR US. PAPA? (John Merrow)
ADRIANA EXCELLED IN HIGH SCHOOL. BY THE TIME I WAS DONE
FRESHMAN YEAR ENGLISH, I WAS WAY ABOVE
ANYONE’S EXPECTATIONS. I WAS CORRECTING
MY ENGLISH TEACHER. (John Merrow)
BUT WHEN SHE WAS ACCEPTEDALI. (John Merrow)
WHY DIDN’T YOU GO? TO RAISE HER
AND HER THREE SISTERS, BUT NOT ENOUGH TO PAY $40,000
A YEAR FOR FOUR YEARS. WE’RE NOT RICH. SO MUCH MONEY JUST TO PAY
FOR MY EDUCATION. YOU HEAR ALL THESE
COUNSELORS TELLING YOU ALL THE TIME, “THERE’S
SO MUCH MONEY OUT THERE, YOU HAVE TO GO AND APPLY FOR
YOU HEAR ALL THESE
COUNTHESE THINGS.” YOU THEY DID OFFER ME SOME MONEY
FOR SCHOLARSHIPS, AND IT REALLY WASN’T
WHAT I WAS EXPECTING. (John Merrow)
PRICEDADRIANA ENROLLED AT HERL TWO-YEAR COMMUNITY COLLEGE,
WHERE TUITION IS ONLY $2,500 A YEAR. NEARLY HALF OF ALL
UNDERGRADUATES GO TO COMMUNITY COLLEGES.AR. FOR THEIR ENTIRE LIVES. (John Merrow)
I WONDER, DO YOU
EVER SORT OF WAKE UP FEELING SAD THAT, I MEAN,
NYU IS ONE OF THE BEST UNIVERSITI IT’S AN AWESOME SCHOOL. ARE AT COMMUNITY
UNIVERSITI
COLLEGE OF DENVER. ARE YOU EVER
SAD ABOUT THAT? I DO LOOK BACK AT IT
AND JUST THINK, “MAN, I WORKED REALLY
HARD FOR THAT.” AND THAT’S KIND OF,
YOU KNOW, LEFT MY HAND
REALLY FAST. BUT YOU KNOW,
I JUST FIGURE, I’M JUST GOING TO TAKE THIS
AS AN EXPERIENCE WHEN HE GOES OUTSIDE
AND SEES THEM, IT STARTS TO DAWN
THE MINUTE HE SEES– BE NYU
WHEN HE GOES OUTSIDE
WILL LOOK BACK. MAYBE THEY’LL SAY, “OH YEAH, OR AT LEAST HELP HER OUT.” THE BEST OPPORTUNITY
TO SAVE MONEY. MANY OF HER CLASSMATES
HAVE NO OTHER CHOICE. LOW INCOME
AND YOU GO TO COLLEGE, YOU’RE MORE LIKELY TO BE
AT A COMMUNITY COLLEGE, OR MAYBE A REGIONAL
STATE COLLEGE. BUT MOST LIKELY AT
A COMMUNITY COLLEGE. SO WE DIDN’T INVENT THE AMERICAN
HIGHER EDUCATION SYSTEM TO HAVE
SOME KINDS OF COLLEGES IT’S SUPPOSED TO BE BASED
ON THEIR TALENT. WHAT IS IT? IT’S A BRONCO FOOTBALL?
I LOVE IT. WHEN SHE WAS 14, DEBRA STAKE OOL AND HAD A BA. I ALTO SCHOOL, AND I DREAMED
OF HAVING A DEGREE. BUT IT JUST WASN’T IN THE BOOKS
FOR ME RIGHT THEN AT THAT TIME. I HAD TO WORK,
I HAD TO PROVIDE FOR MY BOYS. YOU DO WANT TO GET
YOUR JAMMIES? YEAH. THEN TAKE YOUR SHOES OFF AND
WE’LL PUT YOUR JAMMIES ON NOW. OLD, WITH FOUR SONS, HAS BEEN WORKING IN DAYCARE
TO SUPPORT HER FAMILY. S $10 AN HOUR.
OLD, WITH FOUR SONS, ś I’M READY TO GO OUT,
I’M READY TO GO OUT ś IN THIS FIELD
IT’S A DECENT WAGE. IT’S NOTHING TO BRAG ABOUT, WHICH IS WHY I’M GOING
TO SCHOOL. HERE YOU GO HONEY.
YOU ALL DONE? I HAVE ALL THEOWLEDGE BUT WITHOUT THE DEGREE I DON’T
GET THE HIGHER PAY RATE. BUT IT’S A STRUGGLE. WORKING LY $250 A WEEK. EVEN WITH A PELL GRANT,
A RENT SUBSIDY, AND A LOAN, LY ENOUGH MONEY TO$250 A WEEK.
AFFORD COMMUNITY COLLEGE. R HERVEN WITH A PELL GRANT,
A RENT FOUR CHILDREN. LOAN, TO HIGHER EDUCATION
OPPORTUNITY. THEY AES WHERE ANYONE WHO
IS WILLING TO WORK CAN FIND A WL GOALS. (John Merrow)
DEBRA WANTS A DEGREE
IN EARLY CHILDHOOD EDUCATION AND IS TAKING COURSES
IN REMEDIAL MATH, SOCIOLOGY AND ENGLISH. BUT IN GENERAL WHAT YOU
WANT TO DO WITH A CONCLUSION IS A RHETORICAL SENSE
THAT, IT’S OVER. WASN’T
BUT IN GENERAL WHAT YOU
WAA PART OF MY GROWING UP.ON MEAN, I KNOW THAT MY MOM
IS A RHETORICAL SENSE
PROBABLY THOUGHT THAT IT WAS IMPORTANT AND SHE SENT
US TO SCHOOL EVERYDAY, BUT IT REALLY WASN’T EMPHASIZED, IT REALLY WASN’T– (Professor)R REALLY SAW HOW
YOU CAN ACCOMPLISH IT HOW? “IN CONCLUSION” WILL WORK. IT’S A LITTLE BIT CHALLENGING. I WANT TO BE
THE BEST IN THAT CLASS SO THAT’S WHAT MAKES IT
MORE CHALLENGING IS– MY GOAL T, I WANT TO BETHEBEST. DEBRA STAKE MAKES
IT TO GRADUATION, SHE’LL BE BEATING THE ODDS. TWO OUT OF EVERY THREE
COMMUNITY COLLEGE STUDENTS LEAVE WITHOUT A DEGREE. (Kay McClenn DO
HAVE LOWER PERSISTENCE RATES AND LOWER GRADUATION RATES
THAN FOUR-YEAR COLLEGES AND UNIVERSITIES. IN SIGNIFICANT PART
THAT’S BECAUSE THEY ARE SERVING MORE STUDENTS WHO
BRING MORE CHALLENGES OH, BIG GIRL. STUDENTS WHO ARE WORKING
ONE OR MORE JOBS, 20 OR MORE HOURS A WEEK, STUDENTS WHO HAVE CHILDREN,
AND THE LIKE. I’M STRESSED OUT AND I’M
TIRED AND I HAVE NO ENERGY. SO YEAH, THERE’S BEEN A FEW
ENCIL ACROSS THE ROOM
AND JUST SAID, “I GIVE UP. I’M DONE, I DON’T WANT
TO DO THIS ANYMORE.” BUT I WANT SECURITY FOR MY KIDS
SO THAT KEEPS ME GOING. I KNOW, I KNOW,
I KNOW. DESPITE THEIR
PERSONAL CIRCUMSTANCES AND DESPITE OVERCOMING BARRIERS
NEITHER YOU NOR I HAVE FACED. WE REALLY NEED
YOU TO HELP US OUT. (John Merrow)
PRESIDENT CHRISTINE JOHNSON
IS FACING CHALLENGES OF HER OWN. THE MONEY C.C.D. G REDUCED 30. AT THE SAME TIME,rrow)
PRESIDENT CHRISTINE JOHNSON
IS FACING CHALLENGES OF HER OWN. HER ENROLL. (John Merrow)
WHAT KEEPS YOU
AWAKE AT NIGHT? BUDGETS. OF JUST SAYING,
“OKAY, WHERE DO I CUT? AND THE IMPACT
THAT IT HAS ON BOTH THE STUDENTS AND THE SERVICES
WE’LL PROVIDE THEM, AND THE INDIVIDUALS WHOSE
LIVES WILL BE IMPACTED AND THE ANSWER
OFTEN IS HIGHER EDUCATION. PARTICULARLY BECAUSE THEY
SEE HIGHER EDUCATION AS BEING S
AND THE ANSWER
THE ABILITY TO RAISE REVENUE ON ITS OWN TN AND FEES. n Merrow)
THE DISAPPEARINGURT COLLEGES,
AND THE ANSWER
THE ABILITY TO RAISE REVENUE FEWER DOLLARS PER STUDENT. MEANING PRESIDENTS HAVE
TO FIND MONEY ELSEWHERE. OR FINISHING ONE UP
OR IN ONE OR PLANNING ONE, RVIVE IN
HIGHER EDUCATION TODAY. (John Merrow)
SINCE 1999, THE COST OF RUNNING WESTERN
KENTUCKY UNIVERSITY (John Merrow)
NEARLY 70%. ENROLLMENT HAS JUMPED 28%. DURING THAT SAME TIME HOWEVER, IT PROVIDES PER STUDENT. THINKING ABOUT FUND RAISING? WELL, THINKING ABOUT IT
OR DOING IT? THINST OF THE TIME. THE STATE TAXPAYER SUPPORT FOR PUBLIC UNIVERSITIES
IS ERODING. THAT CREATES FINANCIAL STRESS
THAT WE ALL UNDERSTAND AND WE JUST MANAGE IT. WITH IT
THAT CREATES FINANCIAL STRESS
THATTHE BEST WE CAN.ND THE ARIZONA LEGISLATURE HAS CUT
PETER LIKIN’S BUDGET
AND WE JUST MANAGE IT. NEARLY $50 MILLION
IN FOUR YEARS. TODAY, LESS THAN 30% OF
THE UNIVERSITY’S ANNUAL BUDGET IN ORDER TO COMPETE
SUCCESSFULLY, YOU HAVE TO BE ABLE
TO RAISE GIFT MONEY, AND WE’VE RAISED OVER A BILLION
IN THIS RECENT CAMPAIGN. (John Merrow)
WHILE THE PRESIDENTS A SUPPOR, COLLEGR PURSE STRINGS TO TRY TO BALANCE
THEIR BUDGETS. (John Merrow)
ARE YOU WELL PAID? NO. NO! NO!RY TO BALANCE
THEIR BUDGETS. GREAT, YEAH. WHAT’S YOUR SALARY? I’M MAKING $65,000. TENURED PROFESSOR? SUBSEQUENTLY, FACTORIES
STARTED TO LAY OFF PEOPLE E
TENUREDHUGE INVENTORIES. (John Merrow)
WHEN WE MET PAULETTE KURZER, SHE TOLD US HER UNHAPPINESS
ABOUT HER SALARY DO YOU EVER SAY
TO YOURSELF? “I’M THE PROFESSOR,
I AM GOING TO GO THE EXTRA MILE E
DO YOU EVER SAY
BETTER WRITERS AND THINKERS.” NO, NO, NO, NO. YOU CAN PUT THAT
ON THE TAPE, NO. WHY NOT? WHY SHOULD I? I’M MAKING $65,000. I DON’T SEE IT
THEMT YOU, THE SKILLS THAT THEY SHOULD
HAVE BEEN TAUGHT YEARS AGO. HOW AM I GOING TO DO IT? HOW DO YOU WANT ME TO MAKE–
TURN THEM INTO BETTER WRITERS? LITICAL SCIENTIST.
HOW AM I GOING TO DO IT? I’M NOT A WRITING
COMPOSITION EXPERT. BUT WHY SHOULD I? TODAY I MAKE SOMEWHERE
AROUND 29, $30,000 A YEAR, WHICH IS ABOUT THE SAME AMOUNT
I WAS MAKING 20 YEARS AGO BY HIRING PART-TIME TEACHERS. BOB GIBSON IS HELPING
BALANCE THREE BUDGETS. HI EVERYBODY. AS MANY AS
11 COURSES EVERY SEMESTER. (John Merrow)
GIBSON TEACHES PHILOSOPHY. AT THREE COLLEGES IN
THE DENVER METROPOLITAN AREA. WHEN A NORMAL LOAD
WAS FOUR COURSES. THAT IS A FEMINIST THEORY. (John Merrow)
MANY OF GIBSON’S CLASSES ARE
AT COMMUNITY COLLEGE OF DENVER, WHERE PART-TIMERS DO MOST
OF THE TEACHING. (Christine Johnson)
IT’S A WAY OF BOTH
MANAGING COSTS SCONTINUINGRT-TIMERS DO MOST
OF THE TEACHING.
PROGRAMS THAT ARE SAY, LOW-ENROLLMENT PROGRAMS, IF WE OFFER SOMETHING
AND THERE ISN’T MUCH DEMAND, AND IT WAS A PART-TIME PERSON,
LOWTHEN WE JUST SAY,AMS, “WE DON’SEMESTER.” IN ORDER TO BUILD
AN ETHICAL THEORY YOU HAVE TO HAVE
GOALS AND OBJECTIVES (Johnson)
BUT I DON’T LIKE THAT, I DON’T LIKE THAT WE HAVE
TWO THIRDS OF OUR FACULTY WHO ARE PART TIME. CONCERNING THE FEMINISD PART-TIME DOES MAKE SENSE
FROM A BUSINESS PERSPECTIVE. HEN YOU DON’T. BUT EDUCATION IS NOT
BUSINESS IN THAT SENSE. YOU CAN’T MEASURE IT
IN THE SAME EFFICIENCIES THAT YOU CAN
MEASURE PRODUCING A PRODUCT. ES MAY SAVE MONEY,
BUT STUDENTS PAY THE PRICE. I’VE JUST COMPLETED MY
THIRD CLASS OF THE DAY. OF DENVER INTRO COURSE. THE TIME THAT ONE MIGHT
SPEND IN QUIET SOLITUDE OR TALKING WITH STUDENTS
IN AN ADVISING CAPACITY JUST ISN’T THERE. OF THE ACTIVITIES
AS FULL-TIME FACULTY DO IN OTHERT NECESSARILY AK STUDENTS IN ASSIGNMENTS TO DRAW
FROM DIVERSE PERSPECTIVES, FROM DIFFERENT POINTS OF VIEW,
FROM DIFFERENT COURSES. EASON.
STUDENTS IN ASSIGNMENTS TO DRAW
FROM DIVERSE PERSPECTIVES, THEY AREN’T PART OF THE FABRIC
OF THE INSTITUTION. THEY WOULDN’T KNOW
WHAT COURSES TO SUGGEST STUDENTS
DRAW FROM. THEY AREN’T
PART OF THAT SYSTEM. (John Merrow)
NATIONALLY, NEARLY HALF
OF ALL COLLEGE FACULTY ARE PART-TIMERS,
UP FROM ONLY 22% IN 1970. SHUTTLING FROM CAMPUS
TO CAMPUS LEAVES I’M PRETTY MUCH AN
ASSEMBLY LINE KIND OF A GUY. THE LAST THEORY IS THE FEMINIST
CRITIQUE OF ETHICAL THEORY. (Gibson)
UH, STUDT REALIZE THIS. BUT THEY LEARN PRETTY MUCH
THE SAME KINDS OF THINGS THAT STUDENTS IN OTHER
SECTIONS ARE LEARNING, AT OTHER SCHOOLS ARE LEARNING,
THE SBECAUSE THEY’RE USING AT THE THE SAME EXAMS. DO YOU SEE
THE ASSUMPTION? TAILOR-MAKE
THE THE SAME EXAMS.
MY DELIVERY AND MY TOOLS FOR EACH CLASS,
FOR EACH STUDENT. CAN’T DO IT.
THE THE SAME EXAMS.
MY DELIVERY AND MY TOOLS TOO MANY STUDENTS. AND TOO LITTLE MONEY
TO ALLOW 63-YEAR-OLD GIBSON
(John Merrow) ANY THOUGHTS OF
RETIREMENT. THE PROFESSION. I PROBABLY WILL
BE WORKING TILL THE END. TO MAKE A GOOD
ETHICAL CHOICE. (Gibson)
I DON’T THINK ANYONE REALLY
KNOWS WHAT’S HAPPENED IN THE UNITED STATES. EVERYBODY WANTS
THEIR FAMILY MEMBERS BUT NO ONE SEEMS TO BEY THE P. BUT THAT’S NOT NEARLY ENOUGH
ATO BALANCE THE BUDGET.%
OF THE FACULTY ARE PART- WE GET $75 MILLION
FROM THE STATE, 50 MILLION. SO THAT PUTS
IT IN CONTEXT RIGHT THERE. WE’VE GOT TO GENERATE REVENUE
FROM OTHER SOURCES IN ORDER TO ACHIEVE THE QUALITY. THAT NATIONAL PROMINENCE
WE TALKED ABOUT? APLY. IT’S GONE UP ON COLLEGE
CAMPUSES EVERYWHERE. 62% FOUR YEARS. THE PRICE OF HIGHER EDUCATION
HAS GONE UP FASTER EXCEPT HEALTH CARE, OKAY? SO WE MEASURE IT IN
EACH STATE IN RELATION TO T EVERY STATE IT’S
SO WE MEASURE IT IN
EACH STATE IN RELATION THAN IT WAS A DECADE AGO. IT TAKES A LARGER SHARE OF YOUR
INCOME TO GO TO COLLEGE. (John Merrow)
AND THAT KEEPS SOME HIGH SCHOOL
STUDENTS FROM GOING, WE’RE MOVING TOWARD
A SYSTEM WHERE THE ONLY (John Merrow)
AND THAT KEEPS SOME HIGH SCHOOL
STUDENTS FROM GOING,
PEOPLE WHO WILL HAVE ACCESS
TO A COLLEGE EDUCATION ARE THOSE WHO
CAN PAY FOR IT. AT WESTERN KENTUCKY UNIVERSITY– AT WESTERN
KENTUCKY UNIVERSITY. HOW ARE YOU DOING THIS
AFTERNOON? HE’S NOT INTERESTED, OKAY. PLANS ON GOING TO COLLEGE? DO YOU HAVE AN APPLICATION
TO WESTERN? WOULD YOU BE INTERESTED
IN MAYBE GETTING ONE? (John Merrow)
THEY CALL IT “TELE-CRKETING. YOU GET MORE STUDENTS
WOULD YOU BE INTERESTED
PAYING A HIGHER DOLLAR AMOUNT HELLO, MAY I PLEASE
SPEAK WITH SCOTT? STUDENTS ARE CUSTOMERS, AND
COLLEGES WANT MORE OF THEM. (Gary Randell)
WE’RE ABLE TO INVEST
BACK IN FACILITIES, WE’RE ABLE TO INVEST
IN MORE FACULTY, HIGHER CREDENTIALED FACULTY– CASH FLOW FROM MORE STUDENTS
AT CAPACITY THAT WITHOUT THAT
ENROLLMENT GROWTH, WE WOULD NOT HAVE HAD. (John Merrow)
ONE WAY TOERS IS TO LOOK BETR THAN THE COMPETITION. WESTERN KENTUCKY HAS BUILT
ACADEMIC COMPLEXES FOR ITS MASS MEDIA, ENGINEERING AND BIOLOGICAL
SCIENCE DEPARTMENTS. IT HAS RENOVATED ATHLETIC
FACILITIES AND DORMS AN ADDITION TO THE STUDENT
CENTER AND RENOVATION OF THE FOOTBALL STADNG WHATL
“THE COOL FACTOR” FOR OUR STUDENTS. D IT’S PAYING OFF.L STADNG WHATL
“THE COOL FACTOR” REBUILDING THE PHYSICAL PLACE ENSURES INSTITUTIONAL
SELF-ESTEEM, PRIDE AMONG YOUR CONSTITUENTS,
R MONEY. ENSURES INSTITUTIONAL
THE ABILITY TO RECRUIT STUDENTS. THEY WANT TO BE PART OF A PLACE
THAT’S COMFORTABLE, (John Merrow BECOME BUILDING SITES. SOME OF THE BUILDINGS
ARE FOR ACADEMICS, SOME ARE NOT.ILDING SITES. (Richard Hersh)
EVERY COLLES ON THINGS THAT COMPETE
WITH THE CAMPUS DOWN THE ROAD
OR ACROSS THE STATE FALLING BEHIND ON THOSE THINGS
THAT QUOTE “CONSUMERS” ARE LOOKING FOR. DO YOU HAVE THE BEST ATHLETIC
FACILITIES IN THE WORLD? DO YOU HAVE A WITH MCDONALDS IN IT? DO YOU HAVE RESIDENCE HALLS
THAT ARE AT LEAST THE EQUIVALENT
‘S BECOME AN ARMS RACE, SO YOU HAVE TO HAVE WHAT
EVERYBODY ELSE HAS, AND WHAT EVERYBODY ELSE HAS MAY OR MAY NOT
HAVE ANYTHING TO DO WITH WHETHER IT’S GOOD FOR EDUCATION. YOU CAN LOOK AT DECISIONS MADE
MAY OR MAY NOT
HAVE AON CAMPUSESDO WITH TO BUILD NEW GYMNASIUMS, AND UNDERSTAND
WHY COLLEGE LEADERS ARE MAKING THE CHOICES
THEY’RE MAKING. THE PRESSURES ARE VERY REAL, AND THE PRESSURES
ARE COMING FROM STUDENTS, FROM ALUMNI,
THE PRESSURES ARE VERY REAL, FROM TRUSTEES,
FROM STATE LAWMAKERS. AND SO ALL OF IVIDUAL BASIS MAKE PERFECT SENSE. (John Merrow)
THE UNIVERSITY OF ARIZONA
IS KEEPING UP. TO TRY TO HELP
FRESHMEN SUCCEED, IT SPENT MILLIONS CREATING THIS
HIGH-TECH ACADEMIC CENTER WHERE AND CAN GET TUTORING AND
COUNSELING. THE UNIVERSITY ALSO BUILT NEW
DORMS AND A STUDENT UNION WITH A FOOD COURT TO RIVAL
ANY SUBURBAN MALL. (Peter Likins)
THIS IS THE REALITY. AND WHEN YOU ARE
A UNIVERSITY PRESIDENT YOU DEAL WITH REALITY. THERE IS A LIMITED POOL OF MONEY
THAT IS AVAILABLE TO FUND THE WORK
OF HIGHER EDUCATION, AND THAT POOL SEEMS TO BE
SHRINKING OVER TIME. STATE-OF-THE-ART FITNESS CENTER
CON A COLLEGE CAMPUS OR YOU CAN BUILD A NEW
STATE-OF-THE-ART CHEMISTRY LAB. YOU MAY NOT BE ABLE TO DO
BOTH OF THOSE. I SORT OF THINK OF IT IN WAYS LIKE YOU WALK INTO
YOU MAY NOT BE ABLE TO DO
A SHINY NEW SUPERMARKET THE WHEELS AND GADGETS- BUT THE MEAT IS SPOILED
AND THE MILK IS SOUR. YOU’VE GOT TO ATTEND
TO THE FUNDAMENTALS. (John Merrow)
ELITE COLLEGES ARE BUILDING
JUST LIKE EVERYONE ELSE. AT AMHERST A NEW GEOLOGY
BUILDING IS UNDER CONSTRUCTION. S REBUILT OR RENOVATED
ELITE COLLEGES ARE BUILDING
JUST LIKE EVERYONE ELSE. THIS MULTI-MILLION-DOLLAR SPORTS
CENTER OPENED IN 1999. WELL I CAN TELL YOU
THAT IT’S ON THE TOUR, THAT WHEN PEOPLE COME
TO CAMPUS TO SEE THE CAMPUS, THIS IS ONE OF THE T IT’S PART OF THE CULTURE NOW. , EVERYONE IS LOOKING
THIS IS ONE OF THE T
FOR A PLACE WHERE THEY CAN GO AND BE COMFORTABLE
AND WORKOUT. NK THAT THAT ISOOKING
A TOOL FOR RECRUITING HERE.
THIS IS ONE OF THE T
FOR A PLACE WHERE THEY CAN GO IT’S AN ARMS RACE,
SURE IT IS. RACEAT THAT ISOOKING
A TOOL FOR RECRUITING HERE.
THIS IS ONE OF THE T
FOR A PLACE WHERE THEY CAN GO (John Merrow)
ANOTHER WAY COLLEGES ATTRACT
TUITION-PAYING STUDENTS IS BY BUILDING UP THEIR ACADEMIC
REPUTATIONS IN THE PAGES OF POPULAR GUIDES
LIKE THIS ONE. OPLE GETDING UP THEIR ACADEMIC
REPUTATIONS IN THE PAGES
THE INFORMATION THEY NEED TO MAKE SMART CHOICES. YOU KNOW,
KNOWLEDGE IS POWER. (John Merrow)
MILLIONS USE THESE PUBLICATIONS TO HELP THEM CHOOSE
THE RIGHT COLLEGE. davsky) (John Merrow)
MILLIONS USE THESE PUBLICATIONS
WE SAY USING OUR CRITERIA, AT DID THE BEST, SECOND BE, davsky) (John Merrow)
MILLIONS USE THESE PUBLICATIONS
THIRD BEST,
WE SALL THE WAY DOWN.ERIA, AND I THINK
THAT’S VERY LEGITIMATE. I THINK IT’S HELPFUL TO PEOPLE. (John Merrow)
SCHOOLS ARE RANKED
ON S.A.T. SCORES, ALUMNI GIVIN (John Merrow)
DO YOU THINK THOSE RANKINGS MEASURE THE QUALITY
OF A COLLEGE? (John Merrow)
BUT THERE’S NO MEASURE
OF STUDENT LEARNING. IT’S TRUE, NOBODY
REALLY HAS COME UP WITH A SUCCESSFUL MEASURE OF WHAT
STUDENTS ARE IT’S SORT OF THE HOLY GRAIL
OF HIGHER EDUCATION AND ACCOUNTABILITY. THAT MEASURES STUDENTS I’VE . CAN YOU IMAGINE, FOR 200
YEARS WE’VE HAD A SYSTEM IN HIGHER EDUCATION ENTIALLY
CAN YOU IMAGINE, FOR 200
YEARS RANK SCHOOLSSYSTEM I THINK FOR THAT YOU
HAVE TO BLAME THE COLLEGES THEY’ INFORMATION. BUT THEY’VE DRIVEN THE ENTIRE
SYSTEM OF HIGHER EDUCATION, LIKE A GROUP OF LEMMINGS IS. IT REFLECTS ONE OF
THE ACHILLES HEEL OF AMERICAN HIGHER EDUCATION
I THINK, WHICH IS THAT QUALITY AND PRESTIGE. RANKING MAGAZINES
ARE BESTSELLERS, AN
WAYS TO CLIMB. THAT RANKS COLLEGES HEAVILY
BY HOW SELECTIVE THEY ARE AND WHAT THEIR AVERAGE
S.A.T. SCORE IS, YOU’T SAYING, “WHY NOT BUY STUDENTS WHO
ARE GOING TO MAKE US LOOK GOOD?” IT’S AN ENORMOUSLY
COMPETITTIONS, RE
“WHY NOT BUY STUDENTS WHO
ARE GOING TEXCEPTION,LOOK GOOD?” MOST INSTITUTIONS PUT MONEY
ON THE TABLE TO ATTRACT REALLY BRIGHT KIDS. CAME KNOCKING
MOST INSTITUTIONS PUT MONEY
ON YOUR DOOR?THE TABLE THEY DID. A STUDENT LIKE KARA MONSEN,
THE ARIZONA SCHOOLS IT’S A GE BECAUSE OF HER STRONG
ACADEMIC RECORD AND HIGH STANDARDIZED TEST
SCORES THE UNIVERSITY OF ARIZONA
OFFERED HER A FOUR-YEAR, FULL SCHOLARSHIP
WORTH $78,000. $9,000 OVER THE TWO SEMESTERS. AND A BIG CHUNK OF THAT WAS
TAKEN OUT FOR ROOM AND BOARD. BUT I GOT TO KEEP
ALL THE REST. YES, I’M MAKING A PROFIT
OFF OF COMING HERE. TO ENTICE THEM TO ENROLL. THTHER PERKS. (Kara)
YOU GET TO LIVE IN
THE HONORS DORM. (Clare)
THAT’S BASICALLY
WHERE I’VE MET ALL MY FRIENDS. (John Merrow)
ON A CAMPUS OF 37,000 STUDENTS, ONLY 588 LIVE IN
HONORS DORMITORIES. (John Merrow)
DID YOU EVER FEEL LOST? NO. (John Merrow)
AND THAT’S BECAUSE
OF THE HONORS DORM? DEFINITELY BECAUSE
OF THE HONORS DORM. THERE’S SO MANY WAYS JUST
TO MAKE IT SMALLER, AND THE HONORS DORM
IS A WAY TO DO THAT. IT HAS BEEN A WAY FOR
ME TO DO THAT. WITH MERIT AID PACKAGES. IT’S ATTRACTING STUDENTS
BECAUSE YOU KNOW THAT THE QUALITY OF THE LEARNING
EXPERIENCE DEPENDS UPON THE QUALITY OF THE STUDENTS
IN THE CLASS. OR FOR EVERYBODY
THE QUALITY OF THE LEARNING
EXPERIN THE CLASS. UPON (John Merrow)
BUT HONOR STUDENTS OFTS. ‘T
HAVE AN EXAM? (John Merrow)
BUERICH VARNES TEACHESS.
HONORS FRESHMAN PHYSICS. GIVING A QUIZ. OKAY, SO IT’S THE USUAL DEAL,
50 MINUTES. LL THIS
A LECTURE CLASS BUT YOU DON’T HAVE
25 STUDENTS. S THE BIG ADVANTAGE
LL THIS
FOR THE STUDENTURE CLASS OF BEING IN
THE HONORS COLLEGE. S THE BIG ADVANTAGE
LL THIS
THIS LECTURE CLASS IS
AN INTRODUCTORY FRESHMAN LEVEL,S THIS IS THE FIRST PHYSICS CLASS IF THEY WEREN’T IN THE HONORS
COLLEGE THEY WOULD BE IN A LECTURE HALL WITH
THIS IS THE FIRST PHYSICS CLASS
200 STUDENTS OR SO, G DIFFERENCE.
IF THEY WEREN’T IN THE HONORS
COLLEGE THEY WOULD BE IN ) A LECTURE HALL WITH
BOTH CLARE AND KARA ARE ALREADY
HIGH GRADES AT ARIZONA.
THIS IS THE FIRST PHYSICS CLASS
200 STUDENTS OR SO, RINGFFERENCE.
LOW-INCOME STUDENTS.
IF THEY WEREN’T IN THE HONORS
COLLEGE THEY WOULD BE IN IT HAS SUBSTANTIALLY INCRED. S EMPHASIZING MERIT AID.
LOW-INCOME STUDENTS.
IF THEY WEREN’T IN THE HONORS
COLLEGE THEY WOULD BE IN TO GET THE KIND OF FRESHMAN
CLASS THAT YOU WANT. USING IT TO MEET
THE INSTITUTION’S GOALS, TO CREATE AN IMAGE OF ITSELF
MERIT-BASED AID BUYS THEM. BUT THEY’RE GOING
TO GO SOMEWHERE. (John Merrow)
WESTERN KENTUCKY SENT
RECRUITING LETTERS TO ALL NATIONAL MERIT SCHOLARS IN
THE STATE LAST YEAR. AND GAVE SCHOLARSHIPS TO
THE TEN WHO AGREED TO ENROLL. WE WANT TO RECRUIT
THE VALEDICTORIANS AND SO FAR,
THINGS ARE WORKING PRETTY WELL. WE’UDENTS SINCE 1998. (Merrow)
NATIONALLY, MERIT AID HAS
NEARLY QUADRUPLED OVER THE LAST TEN YEARS. TOIS HANDED OUT TO HIGH ACHIEVING STUDENTS, BECAUSE COLLEGES WANT THEM. (Peter Likins)
THE PRICE THAT YOU CAN EXPECT
THEM TO PAY FOR TUITION IS LOWER BECAUSE
THEY’RE IN DEMAND, IS NOT,
TO MY WAY OF THINKING, IT CERTAINLY IS CONSISTENT WITH
ALL THE PRINCIPLES OF ECONOMICS. THEY’RE IN DEMAND. WITH OUR
FINANCIAL AID TODAY, WE’RE HELPING THE PEOPLE
GOD ALREADY HELPED. AND WE ARE LEAVING BEHIND PEOPLE
WHO TRULY CANNOT AFFORD TO PARTICIPATE IN A SYSTEM. TO USE THE JARGON, OULD CALL IT
TO PARTI”INCENTIVE,”SYSTEM. TO USE THE NEUTRAL WORD, OR ONE COULD CALL IT A BRIBE. IT’S NOT A BRIBE. S INDICATIVE OF THE FACT
OR ONTHAT AMERICA IN 2005IBE. IS MORE MARKET DRIVEN THAN IT WAS 30 OR
40 YEARS AGO. [crowd chanting]
U. OF A.! U. OF A.
U. OF A… [crowd cheering] THREE POINTER! (John Merrow)
NOWHERE ARE MARKET FORCES
IN PLAINER SIGHT THAN IN THE WORLD
OF BIG-TIME COLLEGE SPORTS.
THREE POINTER! CORPORATE SPONSORSHIPS, AND PRESTIGE MONEY CAN’ OF TH.
OF BIG-TIME COLLEGE SPORTS.
THREE POINTER! WHEN YOU HAVE A GOOD
SPORTS TEAM, PEOPLE KNOW. THERE’S SO MANY SCHOOLS IN
THIS NATION BECAUSE THEY DON’T HAVE
A GOOD SPORTS TEAM. [crowd cheers] (John Merrow)
TO SCORE BIG YOU NEED TO SIGN
THE BEST STUDENT ATHLETES. THAT’S A WHOLE OTHER
COMPETITION. ANDRE IGUODALA Merrow)
TFROM SPRINGFIELD, ILLINOIS,N
THE BEST STUDENT ATHLETES. WAS THTED. (Andre Igoudala)
I ALWAYS KNEW I WAS GOOD
AT BASKETBALL WAS THTED.
SINCE I WAS FIVE
OR SIX YEARS OLD. (John Merrow)
HOW MANY COLLEGES FROM DIFFERENT COLLEGES. (John Merrow)
LUTE OLSON, ONE OF
THE MOST SUCCESSFUL COACHES IN COLLEGE BASKETBALL, FOR THE UNIVERSITY OF ARIZONA. (Andre Igoudala)
COACH OLSON
IS A HALL OF FAME COACH. I GUESS E PUT IN THE HARD WOK AND LISTEN TO COACH OLSON, THEN MAYBE OUR DREAM
WILL BE FULFILLED L
ANBASKETBALL SOMEWHERE.ON, (John Merrow)
ARIZONA TIC SCHOLARSHIP
THEN MAYBE OUR DREAM
WILL BE FULFILLED HE STEPPED ON CAMPUS, THE BUSINESS DEAL WAS CLEAR. IF WE DIDN’T PLAY BASKETBALL,
WE WOULDN’T BE HERE, THAT’S JUST THE REALITY
YOU HAVE TO FACE. (John Merrow)
WHEN YOU SAY THAT “THE REASON I’M AT ARIZONA
“HEY, WAIT A MINUTE,, AREN’T YOU HERE
TO GET AN EDUCATION?” AND THAT’S ALSO TRUE, WOULD NOT BE HERE.
AREN’T YOU HERE
TO GET AN EDUCATION?” (John Merrow)
DIVIDE YOUR TIME. AND HOW MUCH IS ACADEMIC? THE MAJORITY OF OUR TIME
IS SPENT RIGHT HERE ON THE HARDWOOD. WE MUST, YOU KNOW,
GET OUR SCHOOLWORK DONE. IS IT 75/25? 50/50? OH NOWHERE NEAR 50/50. I’D SAY IT’S 80/20. 80/20? YES. (John Merrow)
TO NURTURE ANDRE’S TALENT, HE HAS ONE-ON-ONE SESSIONS WITH
COACHES AND TRAINERS AND THE USE OF
A STATE-OF-THE-ART GYM VARSITYONE-ON-ONE SESSIONS WITH
COAATHLETES ONLY.ERS (Professor)
THE ELECTORAL COLLEGE IS
THE OF THINGS WE DO.HOLE SES ANDRE’S EDUCATION INCLUDES
ACADEMIC ADVISORS, ING,
(Professor)
THE ELECTORAL COLLEGE IS
THE OF THINGS WE DO.HOLE SES AND A COMPUTER CENTER IN
THE SPORTS COMPLEX. ING,
ATHLETES ARE COSSETED,
(Professor)
THE ELECTORAL COLLEGE IS
THE OF THINGS WE DO.HOLE SES THEY’RE CODDLED, WE LIKE TO THINK THAT
SPORTS IS FAIR. WE SAY
“THE LEVEL PLAYING FIELD.” WE LIKE TO THINK THAT
“MAY THE BEST MAN WIN.” BUT THE FACT OF THE MATTER
IS THAT IN COLLEGE AND UNIVERSITIES,
SPORTS ARE VERY UNFAIR. (JUNIVERSITY
OF ARIZONA GET FOR ITS INVESTMENT? WE MET ANDRE,VERSITY
THE BASKETBALL TEAM
OF ARIZONA GENERATED $13.5 MILLION
IN REVENUE. 4 MILLION GOES TO
THE BASKETBALL PROGRAM. THE REST OF THE POT,
$9.5 MILLION, MOST UNIVERSITY ATHLETIC
PROGRAMS DON’T DO AS WELL. PROBABLY A DOZEN SCHOOLS
IN THE UNITED STATES MAYBE ANOTHER 30 OR 40
BREAK EVEN. EVERYBODY ELSE LOSES MONEY. NOW ARE WE CONFUSED BY THAT?
MAYBE ANOTHER 30 OR 40
BREAK EVEN. (John Merrow)
COACH OLSON REPORTEDLY EARNS
OVER A MILLION DOLLARS A YEAR AS THE UNIVERSITY’S PRESIDENT
IS PAID. IT’S PROBABLY RIGHT. BUT YOU KNOW WHAT? WE’VE WON MORE GAMES OVER
THE LAST 16 OR 17 YEARS THAN ANY
OTHER TEAM IN AMERICA. AND I’M NOT AMONG THE TOP TEN AND THAT– IT DOESN’T–
THAT DOESN’T BOTHER ME. I WOULLONG TIME AGO. (Peter Likins)
NOT MANY LUTE OLSONS AROUND. AND HE DOESN’T GET
THE KIND OF SALARY THAT SOME
BASKETBALL COACHES GET. HE’S VERY, VERY WELL PAID, HE’S VERY SUCCESSFUL
IN WHAT HE DOES. AND WHAT HE DOES
HAS A HIGH MARKET VALUE. WHEREAS IT’S AN IDIOTIC THING
TO SUGGEST THAT A COACH SHOULD MAKE MORE THAN
THE SCHOOL PRESIDENT,VALUE. IT’S PERFECTLY LEGITIMATE
ONCE WE SET UP THE MODEL. IN OTHER WORDS,
WE’RE GOING TO SAY, “WE’RE TRYING TO MAKE MONEY
FOR THE SCHOOL BY HAVING SUCCESSFUL BASKETBALL
AND FOOTBALL PROGRAMS.” NOW, IF YOU START
FROM THAT PREMISE, THEN YOU JUST SIMPLY GO ALONG
THE LINE AND SAY, THE WAY WE DO THAT IS TO GET
THE BEST PLAYERS THAT WE CAN. AND WE GET THE BEST COACH
WE CAN. IS TO PAY HIM THE MOST MONEY. (Joh COACH OLSON UNDERSTANDS
IT’S A BUSINESS. I KNOW IN BASKETBALL
THAT IF ALL OF A SUDDEN WE WEREN’T FILLING
THE ARENA HERE, I WOULDN’T HAVE A JOB. I DON’T CARE IF I’M IN THE HALL
OF FAME OR ANYTHING ELSE. n Merrow)
BY FINDING AND DS LIKE ANDRE IG,
I WOULDN’T HAVE A JOB. ARIZONA CAN CONTINUE ITS STREAK
OF PROFITABLE SEASONS. (Merrow)
DO YOU EVER SAY TO YOURSELF
“HEY, WAIT A MINUTE, THEY’RE USING ME
TO FILL THESE SEATS.” UM, I THINK YOU CAN THINK
LIKE THAT, YOU KNOW, I DON’T. THEY’RE SELLING THEM
FOR $60 A PIECE, I’M NOT GETTING
A PIECE OF THAT AND IT’S MAKING MONEY OFF ME. BUT I’M IN A POSITION
WHERE I AM PLAYING FOR ONE OF THE BEST COLLEGES
IN AMERICA. MY COACHES HAVE TOLD ME I HAVE THE ABILITY TO PLAY
PROFESSIONALLY, AND THEY’ WHO’S GOOD ENOUGH
AND WHO’S NOT TO PLAY. AND I’M PRETTY SURE THAT
IT. (Merrow)
SO IT’S A FAIR DEAL? UH, I DON’T THINK
IT’S AN EXACT FAIR DEAL, BUT THAT’S THE BEST WAY
YOU CAN LOOK AT IT, AND YOU JUST HAVE TO MOVE ON
AND JUST DEAL WITH IT. ow)
SHORTLY AFTER THAT INTERVIEW,
BUT THAT’S THE BEST WAY
YOU CAN LOOK AT IT, SOPHOMORE, ANDRE IGUODALA
WALKED OFF THE UNIVERSITY OF ARIZONA
COURT FOR THE LAST TIME. HE DROPPED OUT OF SCHOOL
AND HEADED FOR THENBADRAFT. IN THE LAST TEN YEARS, MORE THAN TWICE AS MANY
SCHOLARSHIP PLAYERS AT THE UNIVERSITY OF ARIZONA
HAVE BEEN DRAFTED INTO THENBA AS HAVE EARNED DIPLOMAS. (Merrow)
WHAT DOES THIS HAVE TO DO WITH THE PURPOSES
OF A UNIVERSITY? nk Deford)
(Merrow)
WHAT DOES THNOTHING.TO DO IT HAS NOTHING, WHATSOEVER
TO DO WITH EDUCATION. nk ON THE EDUCATIONAL SYSTEM,
(Merrow)
WHAT DOES THNOTHING.TO DO WHICH IS VERY, VERY VISIBLE
BUT HAS ABSOLUTELY– (John Merrow)
BUT COACH OLSON BELIEVES SPORTS
PROVIDES A BUSINESS MODEL FOR HIGHER EDUCATION. I THINK WHAT YOU’RE
SEEING RIGHT NOW IS, WHAT THE WAVE
OF THE FUTURE IS. IT’S, IT’S THE REALIZATION
THAT YOU HAVE TO HAVE FOR NOT JUST ATHLETICS, FOR ALL OF THE OTHER
DEPARTMENTS. ADDITION TO PROVIDING,
UNIFORMS, M,
FOR ALL OF THE OTHER
DEPARTMENTS. NIKE REPOR,000 A YEAR. (Lara Couturier)
ATHLETICS IS ONE OF THE AREAS OF HIGHER EDUCATION
THAT HAS ALREADY GONE TOO FAR. THAT NOW IT’S ABOUT
CORPORATE SPONSORSHIP. IT’S ABOUT WINNING TEAMS. IT’S ABOUT SELLING JERSEYS. IN OUR ATHLETIC SYSTEM. AND IT’S A GOOD EXAMPLE
IT’SOF WHERE WE COULD GOYS. I THINK IT’S SORT OF LIKE
STICKING OUR HEAD IN THE SAND TO SAY THAT,
YOU KNOW, I THINK IT’S SORT OF LIKE
STICKI TO EXIST WITHOUTE SAND THE SUPPORT
OF OUTSIDE GROUPS. (John Merrow)
ALREADY 30% OF THERE BUDGET AND GOVERNMENT AGENCIES. (Lara Couturier)
IT’S UNREASONABLE
AND UNREALISTIC TO THINK THAT COLLEGES AND UNIT PARTNER WITH THE PRIVATE SECTOR.
TO HAVE THOSE PARTNERSHIPS.CIY BUTO THINK VERY CAREFULLY ABOUT HOW YOU STRUCTURE
THAT RELATIONSHIP. WE’RE MOVING TOWARD A SYSTEM
THAT DOESN’T FUNCTION (John Merrow)
THE BARGAIN ANDRE STRUCK
PAID OFF. FOLLOWING THE DRAFT, HE SIGNED A FOUR-YEAR,
$9 MILLION CONTRACT PHILADELPHIA 76ERS.DRAFT, WE’LL HAVE PEOPLE SAY, AND GET HIS DEGREE.” RIGHT. I’M LOOKING AT A STUDENT
IN BUSINESS, LET’S SAY. M COMES IN
AND OFFERS HIM A $15 MILLION CONTRACT. HE’S GOING TO SAY,
“NO, NO, NO, NOT RIGHT NOW. “I NEED TO STAY HERE
AND GET MY DEGREE, IT’S TOTALLY UNREALISTIC. (John Merrow)
BACK IN KENTUCKY, CEYLON HOLLIS, WHO’S STILL
STRUGGLING IF IT WEREN’T FOR ME
GOING TO SCHOOL, THEN I WOULD PROBABLY
HAVE TO WORK HERE FOR THE REST OF MY LIFE, AN HERE FOR A LONG TIME. I DON’T WANT TO DO THAT. I CANNOT WAIT TILL THEDGE BACK
AN HERE FOR A LONG TIME. ECISION
INDUSTRIES,
I DON’T WANT TO DO THAT. OUT THERE WAIT TILL THEDGE BACK
AN HERE FOR A LONG TIME. WORLDON
INDUSTRIES,
IWITH MY BUSINESS SUITT. AND, LIKE I SAID,
MY OFFICE, MY SECRETARY. THAT’S HOW I PICTURE MYSELF. (John Merrow)
CEYLON’S SHIFT
ENDS AS THE SUN RISES. I’M TIRED. I JUST WANT TO SLEEP NOW
BUT I KNOW I CAN’T. I’VE GOT TO STUDY FOR CLASS. (John Merrow)
ARE YOU UNDER PRESSURE? I AM UNDER PRESSURE. I FEEL AS THOUGH IF I DON’T GET THINGS DONE,
I’M GOING TO FAIL. JUST BECAUSE YOU WORK, SO IT’S STRESSFUL,
VERY STRESSFUL. (John Merrow)
CEYLON’S JUGGLING ACT COLLAPSED
IN THE SPRING OF 2005. SHE TRANSFERRED TO
COMMUNITY COLLEGE. SHE JOINS PEOPLE FOR WHOM
COMMUNITY COLLEGE REPRESENTS THE BEST, AND OFTEN
THE AMERICAN DREAM. (John Merrow
AND LIVING AT HOME, AND WILL GRADUATE DEBT FREE. SHE HOPES TO CONTINUE
AT A FOUR-YEAR COLLEGE. DEBRA STAKE’S SCHOOL YEAR
WAS MORE DIFFICULT. SHE GOT MARRIED, AND HER HOUSING SUBSIDY
WAS REDUCED, BUT HER HUSBAND’S
INCOME WASN’T ENOUGH TO MAKE UP THE DIFFERENCE. STRAPPED FOR MONEY,
JUST THREE WEEKS BEFORE THE END
OF THE SECOND SEMESTER, DEBRA DROPPED THREE CLASSES AND WENT BACK TO WORK
FULL TIME. SHE HOPES TO SAVE ENOUGH MONEY
IN THE SUMMER TO RETURN TO C.C.D.
IN THE FALL. THE LOSS OF THE SOCIAL CONTRACT
HURTS THE POOREST STUDENTS AND THE POOREST INSTITUTIONS
THE MOST. COLLEGES, THE PLACEIAL CONTRACT
HUOF LAST RESORT FOR MANY, HAVE BEEN FORCED TO TURN AWAY
STUDENTS, OVER 200,000
IN JUST TWO STATES, CALIFORNIA AND FLORIDA. IT’S NOT RIGHT. AMERICA HAS ALWAYS BEEN
ABOUT OPPORTUNITY AND PROMISE, AND HOPE. AND THAT WAS THE AGREEMENT
BETWEEN GENERATIONS, AND THAT WAS THE AGREEMENT
FROM THE PREVIOUS GENERATION TO OUR GENERATION. AND IT’S THE PROMISE
WEE YOU SAYIWE’RE BREAKING IT? TODAY IS GRADUATION DAY AND I FEEL REALLY NERVOU I . I’M LOOKING FORWARD TO
BECOMING A PART OF SOCIETY. ACTUALLY HAVING A WORKING JOB
AND MAKING AN ACTUAL INCOME S
I’M LOOKING FORWARD TO
BECOMINON TWO THINGS,CIETY. I AM A FIRST-GENERATION
FOURTH-YEAR GRADUATE FROM MY FAMILY,
I’M LOOKING FORWARD TO
SO I HAD A LOT TO LIVE UP TO, ANACCOMPLISHED IT. LOOK GOOD, KIDDO. (man)
MICHAEL JOSEPH HAMLIN. (woman)
YEAH MICHAEL! rrow)
EVEN AS COLLEGE ACROSS THE STE
(man)
MICHAEL JOSEPH HAMLIN. THAT TRANSFORMS THEM
INTO COLLEGE GRADUATES… rrow)
EVEN AS COLLEGE ACROSS THE STE
(man)
MIADAM AMBUS HARPERIN. THERE ARE TROUBLING STATISTICS
THAT CANNOT BE IGNORED. ABOUT HALF OF THOSE
WHO START COLLEGE AND MANY WHO DO
LEAVE COLLEGE HEAVILY IN DEBT. DEBT. ABOUT HALF OF THOSE
WHO START COLLEGE ABOUT $40,000
LET IT BE KNOWN. EY GET THE EDUCATIONTHOSE
WHTHEY PAID FOR?E HOW CAN WE MAKE SURE THEY DO? DOORS THE EDUCATIONTHOSE
FOR HUNDREDS OF THOUSANDS WHO’VE BEEN LEFT OUT? AND HELP THOSE WHO ARE
WARGOOD TEACHING? (woman)
MARIBEL R. CRUZ. AND HOW MUCH TIME DO WE HAVE? (womaI FEEL ANXIOUS,
MARIBEL RI FEEL EXCITED. ..ND HOW MUCH TIME DO WE HAVE? (Lara Couturier)
THE SYSTEM IS AT GREAT RISK, WE HAVE TO STOP NOW. WE HAVE TO HAVE THIS
CONVERSATION NOW I WORRY THAT
10 OR 20 YEARS FROM NOW HIGHER EDUCATION
IS ABOUT THE FUTURE. IN TERMS OF BEING PREPARED, OR IT’S THE WAY IN WHICH
WE FAIL THE FUTURE. ALL YOU HAVE TO DO TO REALLY UNDERSTAND THIS
IS TO READ THAT FINE PRINT IN TL FUND PROSPECTUS, WHERE IT SAYS: “PAST PERFORMANCE IS NO
GUARANTEE OF FUTURE RESULTS.” AND YOU WILL KNOW WHAT
OUR CHALLENGE AND PREDICAMENT IS
IN HIGHER EDUCATION TODAY. WE SPENT TWO YEARS ON
COLLEGE CAMPUSES, AND WHAT WE SAW IS DISTURBING. THE FUTURE
DOES NOT LOOK BRIGHT. THE COUNTRY NEEDTRACT SO THATE ENT AND DETERMINATION
DOES NOT LOOK BRIGHT.
CAN GO TO COLLEGE. AND COLLEGES NEED TO
PAY MORE ATTENTION TO TEACHING AND LEARNING. WE DON’T HAVE MUCH TIME. BECAUSE WHILE AMERICAN HIGHER
EDUCATION IS DECLINING, www.elrom.tv
MUCH OF THE INDUSTRIALIZED
WORLD IS MOVIN ADDITIONAL SUPPORT
WAS PROVIDED BY: WITH ADDITIONAL FUNDING
PROVIDED BY:

1 thought on “Declining by Degrees: Higher Education at Risk (2005)”

Leave a Reply

Your email address will not be published. Required fields are marked *