Discussion-oriented classes in which you learn to articulate your perspective and respond to that of others are valuable not only for clarifying and refining your thinking, but also for developing essential tools for participating as a valued team member at work, in your avocations, and in the civic life of your community.
Given the accelerating pace of change, one has to ask: Does investing time and money in education still have the same payoff it once did? Does the particular expertise you acquire remain relevant and put you at an advantage in the real world? Or have you lost a step and several years on your way to attaining an impractical degree?
We must offer seamless transitions from other colleges, particularly community colleges, to reduce redundancy in course work while also reducing the overall cost.
Looking back, a lot of the articles I read were from the perspective of parents, and while their intentions were genuine, the questions they encouraged students to ask weren't really that relevant or even remotely difficult to find on a college's website today.
For those who are capable and willing to advance to higher education, there can be no argument that in today's day and age having a college degree is better than entering the workforce unarmed with all the necessary tools.
I've been invited to speak about the "Enduring Power of the Humanities," and while I believe in the topic (with a double major in English and humanities I better) the humanities really best speak for themselves. Yet the humanities have increasingly found themselves under attack.
This is not a new quandary; it is a question that college presidents and academics struggle with every day. All colleges and universities have the dual responsibility to educate students and to advance knowledge for all. The ideal balance of the two is legitimately worthy of discussion.
Ultimately, the student debt strike is not about "illegitimate" vs. "legitimate" debt, but the illegitimacy of student loan debt as such.
The lingo we use in academe today does not necessarily have to replace other terms in order to signal a shift in values and priorities. The jargon that circulates now in our discussions reveals much about our values.
We need faculty to make the switch and drop their traditional textbook for an open textbook. It's not hard, but it's not easy, and institutions can make a huge impact by providing training and resources for interested faculty to make the switch.
Is it even possible to "legislate" or impose bureaucratically a solution to how to create a seamless pathway between two-year and four-year institutions?
You might not have observed what is called "street art stickers" before, but once you do, you'll start seeing them everywhere.
Sex assault and rape are huge problems on our campuses in New York and across the country. Indeed, evidence suggests that the information gap in this area adds to the problem and proves to be highly misleading for students and families.
In addition to arguing passionately, even persuasively, that research universities in particular and higher education in general deserve greater state support, we are left with the unspoken question of what else we should be doing.
When HBCU leaders decide that they want to break the mold, they have to go so far beyond the norm, that its almost appears like a stunt. But its not a stunt; it truly is what must be done for a campus to gain a foothold in changing public perceptions and attracting more resources.
We believe that budget discussions should consider the growing role that institutions like ours play in educating our young people, long before freshmen check into their residence hall rooms for fall semester.