Considering the changing job market and demands, does the value of a liberal arts degree change? Are there certain characteristics of a liberal arts degree that have become obsolete? Or some that have become more desired?

Many parents that financial support their children through college discourage a liberal arts degree. These parents stress the need that students graduate and are placed in a steady job. Supporters of the liberal arts, such as Humpherys, believe that the liberal arts provide the necessary career readiness skills. What defines career readiness? Is it only related to a student’s major and proficiency in specific classes? Or does it involve other skills learned from the experiences inside and outside the classroom?

Andrew Coulson wrote that the liberal arts “perpetuate a 15^th century approach to higher education.” Do you think the liberal arts are becoming outdated and irrelevant to higher education? Can the basis of the liberal arts be preserved while modifying some of the practices used?

A new approach to higher education, the “practice-oriented” study, was suggested. This practice involves a hybrid of liberal arts studies and pre-professional training. This can be achieved with 3/2 programs and co-op programs. Does this seem like a fair balance for higher education?

Many people involved in higher education believed that liberal arts schools are producing strong graduates, who land success job and have fruitful careers. Despite having statistics in their favor, many liberal arts schools are not drawing the number of students they need or want. Do you think the emotional language of the literature that emphasizes the “demise of the liberal arts college” affects too many people? How can liberal arts colleges stress their supportive data and appeal to the emotions of students facing the college process? Should liberal arts schools avoid all pre-professional program or is this change necessary to continue their growth?

Donna Stern is an advocate for “By Any Means Necessary,” a pro-affirmative action organization. She stated that the Michigan ban on affirmative action through the support of 58% of voters was attributed to “white men voting to preserve white privilege.” She, then, compared the situation to the elimination of the Jim Crow laws, saying that if the electorate of Alabama and Mississippi was responsible the Jim Crow laws would not have been eliminated.  Does this statement imply that college admissions and Jim Crow laws carry the same legal consequences? Should the college admission process be concerned with same “rights” involved with Jim Crow? This made me consider the underlying principle of Jim Crow, which created the idea of “separate but equal.” Try applying that phrase the current issue, does affirmative action condemn “separate but equal” or does it promote it?

All of these readings discuss the different approaches used to promote student diversity, including race, ethnicity, socioeconomic status, and demographics. If all of these factors are being considered for an applicant, how much focus remains on academics and other related activities?

This idea of “critical mass” implies that a certain proportional student population be achieved to include minorities. According to supporters, this “critical mass” is needed to keep minority students from feeling isolated in the classroom. How is this to be effectively proliferated considering the various course offerings (all with different times/sections) and the different major choices and requirements for students? Do you think “critical mass” is better suited in the K-12 environment, where there is less variation in students’ scheduling and choices?

After reading about affirmative action and the various implications of it, how do you think this affects non-traditional students? How does affirmative action affect “non-traditional” schools, such as conservatories?

When the University of Michigan faced the challenge of adjusting the admission process, they decided to add an essay about diversity to their application. They hoped to use this to create diversity on their campus while adhering to the “legal” race-neutral processes. Not only does this occur at UMichigan but the 2012-13 Common Application included following question as an essay prompt option: “A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you.” Recently the 2013-14 application reworded the questions and the “diversity” essay is not included. How does this affect colleges in their attempts to achieve diversity? Do you think students are capable to understanding diversity and effectively expressing it in an essay? Could placing the expression of diversity in an essay make it more difficult for lower-achieving students to define their diverse background to colleges?

These are old reading questions that I didn’t originally post.

3/6: History of HE

According to Lagemann, one of the duties to be fulfilled by a college curriculum is to promote student awareness of civic understanding. Do you think civic education should occur on a college campus or during K-12 education?

Lagemann also stresses the concept of “long term global thinking,” as a necessary element of the college curriculum. Does this concept of “global thinking” perpetuate into all college majors? Does a focus on world issues seem pertinent to all college studies?

3/13: History of CUNY

After discussing the different structures of CUNY and the California state college systems, which system seems to be most effective for the student body? For the faculty? For the administration?

Would it be possible to implement a system similar to California’s in New York City? What would be some the logistical struggles and some of the benefits?

According to many people, SEEK is considered “systematic remediation.” Does a program like this fit into the mission of senior colleges or community colleges?

3/20: Governance of Higher Education

Recently the role of a college president has evolved to include many overarching features, such as organizational, political, and possibly religious involvement. With this considered, does the prospect co-presidency hold a logical place in the college environment? What challenges would face co-presidents and their ability to effectively lead?

We read about several different accrediting organizations, including regional and departmental accreditations. Is it necessary to have multiple accreditations or would it be more logical to offer accreditation for each degree program?

When forming a college’s mission statement, there are many important factors to consider. It should distinguish the institution from others and bind the administration, faculty and students. Yet, it should also be adaptable. How can a college avoid “mission creep” while still adapting to the changing student population and their needs?

Many institutions are experiencing a shift from full-time tenured faculty to more part-time contingent faculty. This helps the college remain adaptable to students needs, but what can be done to increase the mission commitment of these faculty members and involve them in governance of the institution?

The college environment is not simply run by internal parties. The academic environment is fiercely influenced by external organizations, including the government and other intuitional authorities. How much involvement should be allowed by these external sources? Should the government intervene with the internal workings of private colleges? If so, is there a limit on the government involvement?