However, a recent
project from a professor
at Williams College shows that a strong liberal
arts education will position you well for work in a number of different
fields. The professor tracked the major and eventual career of over 15,000
Williams grads. Click here
for a visual representation of his results—you’ll see there’s a lot you can do with
a liberal arts degree.
For more on the value of a liberal arts degree,
check out this
post from the College Solution.
Almost everything in the world of MOOCs
is big: the names involved (the schools and
the profs), the number of students enrolled (hundreds of thousands in some MOOCs),
and the ambitions (nothing less than revolutionizing higher education).
The revenue stream, on the other hand, is still pretty small.
Most MOOCs are totally free to students, though some providers offer proctored
final exams for a fee.
With little money coming in, how do MOOC providers plan to
A recent article on the Chronicle
of Higher Education discusses some potential revenue sources MOOC
providers have discussed. These include the following:
Allowing employers to recruit their top students.
Posting advertisements (e.g., from textbook
sellers) and product endorsements.
Licensing their MOOCs to traditional colleges.
If you’re thinking about enrolling in MOOCs to supplement to
your college education, you should keep in mind that this phenomenon is still
young and it’s changing fast. It might look very different in a few years.
In an analysis of U.S. employment data, the Times found that the jobless rate was
8.1 percent for Americans with no more education than a high school diploma
while it was just 3.7 percent for Americans with a bachelor’s degree. Additionally,
it posits that bachelor’s degree holders are less likely than others are to settle for
part-time work when they want full-time work.
According to the New
York Times, a bachelor’s
is an increasingly common job requirement; more and more companies are requiring
one for all open positions.
Why are companies doing this? Adam Slipakoff, the managing
partner at Busch, Slipakoff & Schuh, says, “College graduates are just more
career-oriented. Going to college means they are making a real commitment to
their futures. They’re not just looking for a paycheck.”
However, one’s college years do not always proceed as
planned. Some students rack up debt but fail to graduate and get the accompanying
benefits. According to a new report,
this is a rather common occurrence: 46 percent of college students fail to graduate
within six years.
But the report, titled “The American Dream 2.0,” isn’t just
a litany of problems in higher education. It also includes several suggestions
to boost college completion rates. Among them: tie the amount of federal financial
aid a school can offer to its graduation rate. Click
here to read more on the Huffington
What do you
think? Should colleges have to earn the right to dispense federal aid? And is a
school’s graduation rate a fair way to measure the job it does? Share your
thoughts in the comments section below!
If any of the schools to which you’ve applied has an honors
program, it behooves you to investigate this program further. Check out its admissions
criteria, and, if it looks like you have a chance of getting in, submit an application.
Most have deadlines between now and the end of March.
here to read more from Montgomery Educational Consulting.
The recession and its aftermath have not been kind to
Americans; young people, in particular, have been excluded from the workforce
in large numbers.
However, a new
study published this week by Pew Charitable Trusts reports that, among
those aged 21 to 24, a bachelor’s
degree has remained a reliable way to find a job. More so than a high
school diploma or an associate’s
degree, a bachelor’s degree provides employment rates and salaries close to
here for more in formation on the New
According to a recent New
debt levels at U.S. colleges have more than doubled over the last decade and
now total hundreds of billions of dollars.
This debt has been largely fueled by new construction
projects—new dorms and new facilities, even new locations abroad. A robust
example: NYU has
expanded to 11 new cities abroad over the last 11 years.
That colleges have been assuming massive amounts of debt to
complete these construction projects is alarming for two reasons. First,
colleges’ debts are usually financed by increases in tuition and fees. Second, a building project can only marginally improve
the quality of the education a student receives; in many cases, students end up spending far more on a building than they benefit from it. (A
good argument for bypassing that costly new athletic center: money trouble currently fuels many of the college-completion
difficulties that students, particularly first-generation
Given the high cost of higher education, should there
be limits on colleges’ non-essential expenditures? Should schools be required
to spend a certain portion of their budget directly on student education? Speak
your mind in the comments section below!