Approaching the Millennium

The Eighties & Nineties

EDAD 76595

History

Of

Higher

Education

Spring 2005

Learning Objectives/Themes:

• Generational Shift in Students• Students as Consumers (Financial Aid)• Accreditation and Assessment/Accountability• Technological Advances in Higher Education

– Distance Education– Educational Technologies– On-line Institutions

• International Education• Tribal Colleges• Wrap up and tie together

Generational Shifts

July 13th, 1985

Generational Shifts

Generational Shifts

Generational Shifts

• Total enrollment in degree-granting institutions – selected years

Generational Shifts

Generational Shifts

Total Fall Enrollment in Institutions of Higher Education by Age

232%2,731 2,749 2,484 1,421 823 35 years old and over

172%1,326 1,265 1,322 1,243 487 30 to 34 years old

123%2,393 1,960 1,982 1,871 1,074 25 to 29 years old

122%3,231 2,617 2,144 1,989 1,457 22 to 24 years old

97%3,695 3,045 2,761 2,424 1,880 20 and 21 years old

54%4,002 3,531 2,950 2,901 2,600 18 and 19 years old

-37%162 145 177 247 259 14 to 17 years old

104%17,541 15,312 13,819 12,097 8,581 TOTAL

% ∆20102000199019801970

Fall 1970 to Fall 2010 Projected (in Thousands)

Generational ShiftsFall 1970 to Fall 2010 Projected (in Thousands)

Men 5,044 5,874 6,284 6,722 7,561 50% 14 to 17 years old 130 99 87 63 65 -50%

18 and 19 years old 1,349 1,375 1,421 1,583 1,780 32% 20 and 21 years old 1,095 1,259 1,368 1,382 1,683 54%

22 to 24 years old 964 1,064 1,107 1,293 1,490 55% 25 to 29 years old 783 993 940 862 1,058 35% 30 to 34 years old 308 576 537 527 541 76%

35 years old and over 415 507 824 1,012 943 127%

Women 3,537 6,223 7,535 8,591 9,980 182% 14 to 17 years old 129 148 90 82 97 -25%

18 and 19 years old 1,250 1,526 1,529 1,948 2,222 78% 20 and 21 years old 786 1,165 1,392 1,663 2,012 156%

22 to 24 years old 493 925 1,037 1,324 1,741 253% 25 to 29 years old 291 878 1,043 1,099 1,336 359% 30 to 34 years old 179 667 784 738 785 339%

35 years old and over 409 914 1,659 1,736 1,788 337%

• In 2001, approx. 20.8 % of U. S. college students were 35 or older, according to the National Center for Education Statistics.

• That's up from 11.7 % in 1980.

• For the years 1990-2000, the Center said that while a majority of undergraduates were younger than 24, about one in four were older than 30.

Generational Shifts

Generational Shifts

Enrollment: By Age Groupings

Generational Shifts

Enrollment: by Sex

Generational Shifts

Enrollment: by Attendance Status

Generational Shifts

Enrollment: Public & Private Institutions

Generational Shifts

1996 - Ebonics officially recognized by school board as native language of African-American children

• "Yo! What's up?• That low-top fade is

played out, G.• Why you all up in my

grill, I'm jus’ rolling with my homies?!

• Get to steppin' cuz I'm fixin' to pep ya!

• We outta here 5000, G”

• Hey you, what’s happening?

• Your hairstyle is no longer fashionable, guy.

• Why are you in my face being aggressive, I’m just hanging out with my close friends.

• Get out of here because I’m going to beat you up!

• We’re disappearing as fast as an Audi 5000, gangster.

Generational Shifts

Student as Consumers

• What does the use of this metaphor help solve within higher education?

• Does this metaphor place higher education within the frame of market forces?

• What are some arguments against this metaphor and how do parents and the use of financial aid come into play?

Financial Aid

• Transformation of student aid through three periods:– National economic era

• End of WWII – mid 1960s

– Universal access era• Mid 1960s through the 70s

– Diffusion of purposes era• Since the early 1980s

Accreditation

• “Accreditation matters today because it is the primary means of ensuring the quality of higher education available to its many constituencies. It is a self-regulating system of institutional peer review that is surely better than alternatives invovling direct government oversight of academe.”

• Alstete, J.(2004). Accreditation matters. ASHE-ERIC report

Accreditation cont.

• First generation (1880s-1900s)– Focus on admission standards, definition of

postsecondary institutions

• Second generation (1900s-1970s)– Largely input-driven numerical analysis for

meeting standards– Third generation (late 1970s – present)– Increasing criticism of the accreditation system

Assessment

• Data sets used as a decision making technique– Shift in Administration and decision making at

colleges since 1975 towards substantially more use of data and analysis to respond to such constituencies as federal agencies, state legislators, students, and donors.

Accountability

• What is institutional accountability?

• Why are we concerned with it?

• Where has this developed from, or what has it developed out of?

Technology

“The Internet is like a giant jellyfish. You can't step on it. You can't go around it. You've got to get through it.”

• In the 1920s, some schools began enhancing and expanding upon their correspondence courses with the use of radio.

• They would broadcast lectures over the radio to supplement the written course materials that they would still distribute using mail.

• As America moved from radio to television in the 1950s, so did distance learning broadcasting.

• Schools started broadcasting the lectures on closed circuit and public television while continuing to use mail-based correspondence for texts and assignments.

Distance Learning

• As times and technology continued to change, they moved to broadcasting on dedicated cable channels and through the use of audio- and video-tapes.

• From the 1960s until the 1990s, many distance learning programs used combinations of delivery methods, primarily television-based delivery for the lecture portion of a course and written materials transmitted through the postal service.

Distance Learning

“By every measure distance learning can be just as effective as classroom

teaching.”— J. Michael Adams [President]

• Technology provides us with amazing capabilities for finding information, sorting it, storing it, transmitting it.

• Anything this powerful in processing information, has to have important implications for the teaching and learning process.

• For all practical purposes today,the only limitation isour imagination.

Learning Technologies

On-line Learning1971 - Ray Tomlinson• Inventor of email and the @ sign,

the symbol used to introduce an email address.• Worked at Bolt Beranek and Newman a company that

had a government contract to work on the Arpanet, precursor of the Internet.

• He was building an operating system to run on bargain-basement hardware and Ray came up with a 'Send Message' program. It worked only on a local system at first, but then he took it further and created cross-Arpanet mail.

• The Web is rapidly becoming a prime source of information.

• Engagement in problem-solving, aided by the advantage of asynchronous but immediate communication, is becoming a much more prevalent (and effective) methodology for instruction.

• In research, one can pick collaborators from anywhere in the world - geography is no longer an issue.

• And in both research and teaching, university professors can draw upon and include people from industry and the professions with no physical inconvenience whatsoever.

On-line Learning

• Helps students to maintain relationships with professors, friends and family during a critical growth period in their lives.

• Enhances the learning environment and facilitates research.

• Supplements rather than replaces the teaching process.

• Expands cultural awareness and develops new independent learning strategies.

• Requires monitoring to ensure that the traditional educational values–teaching, research, and service–are maintained.

On-line Learning

Ohio University President Robert Glidden lecture to the Cleveland City Club on November 19, 1999 in Cleveland, Ohio

Diploma Mills• There are more than 300 unaccredited universities

now operating globally.• It is not uncommon for a large fake school to "award"

as many as 500 Ph.D.'s every month. • Things are rapidly growing worse

– closure of the FBI's diploma mill task force,

– the indifference of most state law enforcement agencies,

– the minimal interest of the news media, and

– the growing ease of using the Internet to start and run a fake university.

On-line Learning

On-line Learning

• Developed by a Canadian Co. early 90s.• Currently in its 4th Version

– Campus Edition Version 5

• WebCT Vista – Academic Enterprise System– basically WebCT Version 6

– Almost a “Websites for Dummies” Course Tool

– Very Expensive [ORACLE backend]

– Needs lots of personnel and admin support

• Math/Physics department have had their own websites for about 15 years [Unix]

WebCT

International Education

Place of Origin 1992/93 1999/00 % Change

AFRICA 20,518 30,292 47.6%ASIA 260,669 280,146 7.5%MIDDLE EAST 30,241 34,897 15.4%EUROPE 58,012 78,485 35.3%LATIN AMERICA 43,253 62,098 43.6%NORTH AMERICA 21,552 24,128 12.0%OCEANIA 4,295 4,676 8.9%

WORLD TOTAL 438,618 514,723 17.4%

F O R E I G N S T U D E N T S B Y P L A C E O F O R I G I N

International Education

What attracts International Students to the USA? The US is the premiere destination for international

students from all over the world. The main advantages of higher education in the USA

are as follows: The US has more institutions of higher learning than any

other country in the world. More importantly than that, however, is the quality of these

academic bodies. Most American colleges and universities offer top-notch

education programs with highly qualified teaching staff. The research at many of these universities is cutting-edge and

more often published in journals worldwide. Many of the professors are leading authorities in their field.

International Education

Benefits: World class learning institutions Endless study choices Worldwide recognition Supporting industries, training & research People and culture Technology Flexibility Campus experience Global focus

International Education

Terrorists enterUS on student visas

1993 WTC first attack Suicide Bomber in garage

1996 Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA)

Section 641 of this Act declared that a system to record information about international students on three visa categories – F, J, and M – should be enacted no later than January 1, 1998.

International Education Specifications in IIRIRA led to a pilot program known

as the Coordinated Interagency Partnership Regulating International Students (CIPRIS) - This was implemented in 1997 &upheld until October 1999.

CIPRIS was re-engineered as SEVP (National Student and Exchange Visitor Program) in 2000 and was tested in and around Boston.

9-11-2001 Two on board

On January 30, 2003Student Exchange VisitorInformation System(SEVIS) launched Mohammed

AttaMarwan

Al-Shehhi

International Education

SEVIS International educators are caught

between a government trying to make the U.S. secure and legitimate international students wanting to study in the U.S.

Since its introduction the position of international students within the U.S. education system and society is more precarious than it has ever been.

Tribal Colleges• The American Indian Higher Education

Consortium http://www.aihec.org

• Office of Indian Education Programs http://www.oiep.bia.edu

• What are tribal colleges?

• What purpose do they fill?

Approaching the millennium

• Historic campus model of classroom/library/ teacher/student is changing as traditional colleges & universities face redefined education environment

• Internet-based, distributed, asynchronous learning competing with classroom learning

• Students can be anyone, anywhere, anytime

Wrap-Up• Generational Shift in Students

• Students as Consumers

• Accreditation and Assessment/Accountability

• Technological Advances in Higher Education

• International Education

• Tribal Colleges

• David Noble's Articles on Digital Diploma Mills• Part I: The Automation of Higher Education

October, 1997 • Part II: The Coming Battle Over Online Instruction

March,1998 • Part III: The Bloom Is Off the Rose

November, 1998 • Part IV: Rehearsal for the Revolution

November, 1999. • Part V: Fool's Gold

March, 2001

On-line Learning

Source Websites• http://nces.ed.gov/• http://nces.ed.gov/ipeds/• http://www.cats.ohiou.edu/president/REPORTS/cityclub.html• http://www.wsws.org/articles/2002/mar2002/ins-m19.shtml• http://www.fdu.edu/newspubs/magazine/01sp/media.html• http://www.twurl.com/Controversy/Data/DL/Vocabularies_for_dl/dl/dl.htm• http://www.dol.gov/asp/programs/history/herman/reports/futurework/execsum.htm• http://students.uis.edu/calle03s/Research%20Paper.htm• http://www.program-online-degree.com/history/history_online_education.htm• http://www.degree.net/html/diploma_mills.html• http://www.wes.org/ewenr/00july/feature.htm• http://education.pwv.gov.za/che/consultconf/beginning.htm• http://www.csudh.edu/dearhabermas/teaching.htm• http://www.ucc.ie/publications/heeu/Millennium/index.htm#contentsproceedings