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Thursday, September 22, 2011

Diverse Issues in Higher Education: Federal Student Loan Default Rate Rises Sharply

September 13, 2011
by Jamaal Abdul-Alim


WASHINGTON, D.C. - The federal student loan default rate for borrowers who entered repayment in 2009 shot up to 8.8 percent from 7 percent for the previous year’s cohort—a disquieting trend that Obama administration officials attributed to the state of the economy and expansion of the for-profit college sector.


“We think there are two trends behind this default rate that are worth highlighting,” James Kvaal, deputy undersecretary at the U.S. Department of Education, said Monday during a press call.


“One is that borrowers are struggling in the economy,” Kvaal said, noting what he referred to as the “strong relationship” between student loan default rates and unemployment rates, which have remained above 9 percent for most of the past two years.


Kvaal also said the increase in the number of defaulters was due to the growth in the number of for-profit colleges, whose students tend to default on their federal student loans more often than those who attended private non-profit or public institutions.


According to data released Monday by the Education Department, the number of for-profit schools increased from 2,118 in 2008 to 2,147 in 2009—a rise of 29 schools—whereas public colleges increased by only nine schools to 1,627, and private colleges increased by four schools to 1,706 during the same period.


“Many of those (for-profit) colleges offer excellent, innovative programs,” Kvaal said in what has become the administration’s standard way of not branding the entire sector as being ineffective, “but we also see disproportionate federal default rates among students enrolled in those programs.”


Indeed, the default rate at for-profit colleges shot up higher from the 2008 to 2009 cohorts than it did for the same cohorts at other colleges. Specifically, the default rate at for-profits went from 11.6 percent for the 2008 cohort to 15 percent for the 2009 cohort, whereas the default rate only went from 6 percent to 7.2 percent at public institutions, and from 4 percent to 4.6 percent at private, non-profit institutions.


The 8.8 percent of borrowers who defaulted on their loans represent about 320,000 of the 3.6 million borrowers who entered repayment in 2009. The 8.8 percent figure is the highest the default rate has been since the 1997 cohort, which also had an 8.8 percent default rate. The rate eventually went down and fluctuated between 4 percent and 6 percent for subsequent cohorts in the following years but started inching up again in 2007 when it reached 6.7 percent.


Brian Moran, interim CEO, President and General Counsel at the Association of Private Sector Colleges and Universities, which represents the for-profit college sector, said the higher default rates were disappointing but noted that the rates have gone up in all sectors. He also called attention to the role that the economy plays in default rates and sought to focus attention on the future rather than the current state of affairs.


“While default rate calculations are important, to a certain extent this is moving forward by is looking in the rear view mirror,” Moran said in a statement. “Despite today’s disappointing news, we should remain focused on the overarching mission, which is to help individuals rise as high as their talent, ability and ambition will take them.”


Debbie Cochrane, program director at The Institute for College Access &


Success (TICAS), which houses the Project on Student Debt, said the for-profit sector’s role in the default rate increases are too glaring to overlook.


"Certainly, the thing that stands out to us the most is the growth in the for-profit sector and the disproportionate rate at which their borrowers are defaulting,” Cochrane said in an interview with Diverse. “For profits not only have the largest default rate but the largest increase in default rates from the previous year.”


In a statement, Cochrane said that the two-year cohort default rates “are just the tip of the iceberg when it comes to demonstrating the extent of borrower difficulty.”


“Research indicates that most student loan borrowers who default do so after the two-year window is over,” Cochrane’s said in her statement.


Along those lines, Kvaal, of the Education Department, said the department will begin next year to calculate default rates based on three years instead of two in order to get a better sense of how many students are defaulting on their loans.


“We know there are significant numbers of students who default after that two-year period,” Kvaal said. “We think a three-year rate will be a better measure.”


Asked by Diverse for an ethnic or racial breakdown of student loan defaults, Kvaal said the department did not have data to do such a breakdown.


In terms of institutions, the default rate problem did not hit HBCUs—at least not to the point where they would be threatened with the loss of federal funds.


"As of September 2011, all 98 eligible HBCUs have official FY 2009 cohort default rates that fall below regulatory thresholds,” an Education Department web page states. It noted that only one HBCU is subject to cohort default rate sanctions or the consequent loss of Title IV student financial assistance program eligibility.
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The Brown Daily Herald Ed News Round Up: Tupac Lives on in Libraries


September 22, 2011
Fifteen years after his death, rap icon Tupac Shakur has been honored by the opening of a collection in his name at the Atlanta University Center, a consortium of four historically black colleges and universities.


The collection includes 30 boxes of Shakur's written and video work, personal letters and memorabilia as well as work by Shakur's family members and collaborators, according to the center's press release. Artifacts within the collection date from 1969 to 2008.


The collection is intended for research purposes, according to the press release. It is housed in the Robert W. Woodruff Library in Atlanta.


Students celebrated the opening of the collection at a block party Sept. 13, according to an Atlanta Journal-Constitution blog post.
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Penn State Faculty Center for Teaching and Instructional Technology: The Power of Hybrid and Online Teaching & Learning


By CAROL A. MCQUIGGAN on May 16, 2011 9:20 AM

A Regional Colloquy facilitated by Penn State Harrisburg and Penn State Erie, and sponsored by The Schreyer Institute for Teaching Effectiveness, was held May 11, 2011 (see schedule details). The Harrisburg location had 60 attendees from 10 campuses, a morning keynote, and 10 concurrent sessions. Below is a listing of the sessions held at Harrisburg, including the morning keynote, and the luncheon keynote from Erie, with links to the presentations.



Morning Keynote at Harrisburg: Best Practices and Practical Strategies for Designing and Facilitating More Effective Hybrid & Online Courses by Susan Ko (Presentation file: Ko-BestPracticesandPracticalStrategiesPresentation.pdf)



Session 1A: Examining the Quality of Course Delivery: A Guide for Conducting Online Peer Reviews by Ann Taylor (Presentation file: TaylorPeerReview.pdf)



Session 1B: Social Media and Higher Education by Shannon Ritter (Presentation file: ShannonRitterSocialMedia.pptx)



Session 2A: Using the "From the Field" Recorded Interviews in an Online Introductory Course by Barb Sims



Session 2B: Nested Upside Down Traffic Light for Communicating the Learning Objectives of a Course by Emilia Kenney (Presentation file: KenneyPresentation.pdf)



Session 2C: If You Digitize It Will They Read? Digital Textbooks in the Classroom by Peter Eberle, Bill Gardner, and Tony Hoos (Presentation file: DigitalTextbooksHarrisburg0511R.pdf)



Session 3A: Learning by Doing What Works On-Line by Vera Cole (Presentation file: VERACOLELearningByDoing.pdf)



Session 3B: Teacher-Student Interactions in Hybrid and Online Courses: An Echo Analysis by Bing Ran (Presentation file: BingRanEchoAnalysis.pdf)



Luncheon Keynote: Teaching and Learning in the Cloud by Alexandra Pickett (Page of links from her talk: AlexLinks.doc)



Session 4A: The Nexus of Learning for Digital Natives: The Emergence of Digital Learning Materials (DLMs) & Open Educational Resources (OERs) by John Shank (Presentation file: JohnShank2011.pdf)



Session 5A: The Video Learning Network Project: Teaching Hybrid Courses Through Video Conferencing Technology by Lynne Johnson and Dean Shaffer (Presentation file: VLN_presentation_colloquy.pdf)



Session 5B: Using VoiceThread in Online Courses by Jeremy Plant and Wenyi Ho (Presentation file: UsingVoiceThread.pdf)



Tags:colloquy,digital textbooks,hybrid,interviews,online,peer review,social media,VLN,VoiceThread
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Black Gives Back: National Museum of African Art Launches Third Installment of “Africa Underground” after Previous Sell-Out Successes

September 21, 2011
“Africa Underground” returns Friday, Sept. 30, with “No Boundaries,” an evening of eclectic delights at the Smithsonian’s National Museum of African Art from 7 to 11 p.m. Coming on the heels of a successful second installment of “Africa Underground” in May, this fall evening event also offers patrons the chance to enjoy refreshments, dance and the museum exhibitions, as well as performances from around the continent.


The May “Africa Underground” event sold out in days. This installment will have several exciting new elements, including a fashion show by renowned designer Korto Momolu and music by DJ Underdog, who will spin African beats from each region of the continent from both the Smithsonian’s Haupt Gardens and a designated perch in the thick of “Africa Underground.” The evening will also feature Sahel, performing music from the Sahel region of Africa with Eme and Heteru playing music from Central Nigeria to compliment the museum’s exhibition “Central Nigeria Unmasked.”


“We look forward to our third ‘Africa Underground,’ an exciting way to celebrate the ties between Africa, the African diaspora and the world,” said Johnetta Betsch Cole, director of the museum. “It is particularly significant that our third ‘Africa Underground’ event focuses on the entire African continent—East, West, North, South and Central Africa. My hope is that guests will once again leave with a deeper sense of the diverse and dynamic visual arts of Africa.”


“Africa Underground” is held four times a year in the winter, spring, summer and fall. Each event is themed and features works of art, cuisine from the African diaspora from area restaurants, specialty cocktails, creative art activities, live performances and music entertainment from emerging DJs or music groups.


Tickets are $25. Advance online purchase only at http://africa.si.edu/underground/ . Entry includes one free drink with ticket purchase. Must be 21 to be admitted (IDs will be checked at the door).


Support for “Africa Underground” is provided by Thompson, Cobb, Bazilio & Associates PC, hushhush.com, Toni Ritzenberg and Afren Plc and Jerusalem restaurant of Virginia.


The National Museum of African Art is America’s only museum dedicated to the collection, conservation, study and exhibition of traditional and contemporary African art. The museum is open daily from 10 a.m. to 5:30 p.m., except Dec. 25. Admission is free. The museum is located at 950 Independence Avenue S.W., in Washington, DC near the Smithsonian Metrorail station on the Blue and Orange lines. For more information, call (202) 633-4600 or visit the National Museum of African Art’s website at africa.si.edu. For general Smithsonian information, call (202) 633-1000 or TTY (202) 633-5285. Source: Press release


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Archived Webinar: Cloud-based lecture capture makes immediate impact at Arkansas Tech University


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Jossey-Bass Faculty Development


Jossey-Bass Faculty Development is your destination for innovative, interactive online professional development seminars. We bring the brightest thought-leaders in the world of higher education directly to your desktop for interactive sessions, strategy-swapping, and networking with a rich, online community of peers.

ADAPT to the changing landscape of higher education.

ADVANCE your professional development.
NETWORK with peers from the convenience of your computer.
CREATE meaningful impact in the classroom.


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On-Demand Webcast: Evaluating Lecture Capture's Impact on Student Outcomes (Classic)


Mediasite by Sonic Foundry

Dr. James F. Craig, Professor in the Department of Health Promotion and Policy and an educational consultant in the Office of Information Technology at the University of Maryland Dental School.



Sean Brown, VP of Education, Sonic Foundry


In 2004, the Dental School, University of Maryland, Baltimore envisioned a school offering state-of-the-art technology with lecture capture at its core. Students would have access to course content 24/7, and a newly-launched distance-ed program in dental hygiene would thrive with online lectures. After an extensive evaluation they selected Mediasite for their endeavor and off they went webcasting every lecture and lab session from that point forward.


Now with five-thousand captures, half a million views and several years of student surveys compiled, Dr. James Craig, professor and educational consultant from the Dental School, is ready to share some real results that prove lecture has transformed the student experience.


Join us to hear Dr. Craig present his findings and answer your questions live, including:
- What was the most important "buy in" to get faculty on board with recording lectures?
- What impact does lecture capture have on student satisfaction?
- How does lecture capture impact student outcomes, attendance and program completion?
- How did lecture capture become a vital tool for successful board-exam preparation?
- How do you know when it's time to delete a lecture?
- How has Mediasite helped the Dental School's public relations efforts?

6/28/201111:00 AM CDT
Length:00:48:45
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Campus Technology: Jenzabar Links Course Catalogs to Facebook

By Tim Sohn
09/19/11


Jenzabar has added a new feature to its Higher Reach by Jenzabar software that lets colleges and universities connect continuing education catalogs with their Facebook pages.


Higher Reach by Jenzabar provides tools for administering continuing education, certificate, and workforce development programs.


The new social media feature lets students browse the catalog and register without leaving the Facebook page.


It's available on several database platforms, including Microsoft SQL Server, Oracle, and Postgre SQL, and on Mac OS X, Windows, Linux, and Unix operating systems.


Key features of Higher Reach include:
Support for customizing software to specific programs;
Registration and course management capabilities for a range of program types;
Multiple pricing plans, discounts, payment plans, and transfer payments;
Schedule conflict identification and prevention for students, instructors, and classrooms;
Financial analysis tools for planning and managing budgets, calculating gross margin, and break-even analysis;
Built-in export tools and solutions to integrate with Jenzabar's Internet Portal Solution, Moodle and other learning management systems, and existing traditional enterprise resource planning; and
Setting up specific access to data depending on role of staff member.


Functions of interest to students include online registration and shopping cart for course enrollment, books, child care, supplies, and other services; ability to view transactions, request section-drops, and view final grades; enrolling using pre-paid tickets; and opting in to waiting lists.


For more information, visit the Jenzabar Web site.


About the Author
Tim Sohn is a 10-year veteran of the news business, having served in capacities from reporter to editor-in-chief, of a variety of publications, including Web sites, daily and weekly newspapers, and consumer and trade magazines. He can be reached at twcsu@aol.com  and followed on Twitter @editortim.
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Innovative Educators Webinar: The Broken Spoon: How To Use High-Impact, Interactive Practices To Develop Higher Order Thinking

Wednesday, October 19 ~ 1:00-2:30pm EDT

Overview

Students think that they like being spoon-fed: passively taking notes, randomly guessing on multiple choice tests, and viewing lectures on static powerpoint slides. They think that easy learning is to open up, swallow some facts, spit them out, and forget about them. Of course, this is not learning at all. And the truth is that it really is not interesting or enjoyable either. Real learning—applying, analyzing, synthesizing, evaluating—is not only enjoyable but increases academic success and persistence.


How are you and your team breaking the spoon and stimulating higher-order thinking? How are you contributing to the critical thinking that defines a college experience? This workshop will share easy-to-implement techniques for creating interactive, high-impact experiences for students. These techniques apply to venues in the classroom as well as outside of the classroom. If you train student employees, work with student organizations, or support students academically, this workshop will prepare you to make a difference. Support the vision for students who can think for themselves.


Participants will:

How high-impact practices correlate with academic success and persistence
What is the nature of higher-order thinking and why it really matters
How to provide guide-on-the-side prompts
How to use the magical-number-seven-second wait
How to progress through false light bulb queries
How to generate collaboration and not just cooperation
How to keep your hands off the pot
How to create a 1 minute reflect and share

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