* Of students graduating between 2006 and 2010, only 53% are employed full-time (21% are attending graduate or professional school).
* The median salary for students from the classes of 2009 and 2010 is $27,000 a year -- $3,000 less than that earned by their "pre-recession" counterparts from the classes of 2006 and 2007, who earned a median salary of $30,000 in their first jobs.
* Students who did internships during the course of their degrees earn a median salary $6,680 higher than those who did not.
* The difference between starting salaries for men and women is over $5,000, with men earning $33,150 and women $28,000.
* 39% of students from the classes of 2009 and 2010 earned "a lot less" than they expected in their first jobs (the figure for the classes of 2006 and 2007 is 28%).
* Those with a regular salary earn over $10,000 more per year than those paid by the hour, whose median yearly pay is $25,000.
* 3/5 of graduates used "personal connections" when looking for a job (compared to less than 1 in 3 who used "college placement offices").
* 51% of graduates had found a job within two months of leaving college (nearly 30% had arranged employment before they graduated). 75% had found employment at the two-year mark.
* Only 52% of graduates surveyed accepted jobs for which a four-year degree was required.
* 58% of graduates aged 22-25 "are receiving some form of financial support from their parents" (29% say their parents help pay for housing). Nearly a quarter say they still live with their parents.
* 58% say they were not well-prepared for the job search by their universities.
* Among recession-era graduates (classes of 2009-10), 43% say they are "not working in the area they trained for."
* 48% of students who are "satisfied with their decision to attend college and graduate with a four-year degree" nonetheless say they would be "more careful" choosing a major if they were given another chance; 47% say, looking back, they should have "done more internships or worked part time."
Showing posts with label majors. Show all posts
Showing posts with label majors. Show all posts
Thursday, May 19, 2011
Friday, May 28, 2010
No answers.
"Liam O’Reilly, who just graduated from the University of Maryland with a bachelor’s degree in history, said he had applied to 50 employers — to be a paralegal, a researcher for a policy organization, an administrative assistant — but he had gotten hardly any interviews. While continuing to search for something he truly wants, he has taken a minimum-wage job selling software that includes an occasional commission." TheNewYorkTimes.com
Over the last few weeks, I have been applying to be an administrative assistant for various companies and corporations. I knew what I was getting myself into. Certainly the jobs appear to be there now, but at a closer look they are mostly plugs employment agencies, and private parties. Two things I have been trying to avoid. Not to mention half of the ads that appear online are just scams.
“Had I realized it would be this bad, I would have applied to grad school,” Mr. O’Reilly said.
Amen, Liam. But why are people like Liam and I even in school? What's the point?
And here we are my friends, back to where we started. Liam was a history major. Shouldn't Liam be able to pursue a career based on his field of interest without having the wade in the kiddie pool for a few years? Isn't that what college is for?
With those four years, what makes Liam more qualified for a job, than someone straight out of High School, if all employers are looking for is experience and seniority? Employers that won't give it out if it doesn't benefit them finacially, especially in this job-market, as we all know by now.
“I’d call it a just-in-time job market,” said Thomas Tarantelli, director of career development at Rensselaer Polytechnic. “Many employers are holding back, waiting to see what their profits and orders will be, to see if they’re able to hire.”
So, of course, it is all up to the employers to decide whether or not to put themselves out there. It's not about whether or not you are qualified enough to even hold your head above water. There are no jobs. Right?
Jenna Alt, newly graduated from the Rensselaer Polytechnic Institute in Troy, N.Y., applied for 20 jobs in construction management in New York beginning last fall, but came up empty-handed. While she was attending a tennis party at her aunt’s house, she said, “A friend of my aunt’s said, ‘You seem like an intelligent young lady. One of my brother’s friends owns a construction company in D.C.’ ”
Thanks to that referral, Ms. Alt will join Clark Construction in the Washington area in September, and she feels grateful.
And she's damn lucky. See what I mean about ass-kissing...I mean networking? It works out 8 times out of 10. So maybe there are jobs, but you can only find them through word of mouth.
This article is called 'Glimmer of Hope' and so it does have SOME positive outlooks on the current state of the economy:
Thomas J. Nardone, an assistant commissioner of the Bureau of Labor Statistics, said that the jobless rate for college graduates under age 25 was 8 percent in April, up from 6.8 percent in April 2009 and 3.7 percent in April 2007, before the recession began.
The 8 percent unemployment rate is lower than the nation’s overall 9.9 percent jobless rate, but it is high for college graduates, who typically have a lower unemployment rate than those without bachelor’s degrees. Mr. Nardone noted that for high school graduates under age 25 who did not enroll in college, the jobless rate was 24.5 percent last month, up from 11.4 percent in April 2007.
So are we college grads really better off than those without a degree? It would seem at least a percentage of us are. Well of course, the ones who have degrees for the jobs in high demand. The rest of us were duped into "pursuing our interests".
We should all face the facts: Some degrees are worth more than others.
PayScale.com shows in its 2010 report on the earning power of bachelor's degrees.
No surprise, engineering degrees continue to be top earners--and (also no big shocker) you have to go pretty far down the list before you see the liberal arts well represented.
But there's more to choosing a major than comparing dollar amounts. We salute and congratulate the graduates whose interests (and hard work) have led them to the following degrees--the lowest-earning degrees on PayScale's list.
10. Drama (starting annual salary: $35,600; mid-career annual salary: $56,600)
Some mega-millionaire movie stars with drama degrees (Denzel Washington and Meryl Streep, for instance) may be skewing these numbers upward--for every Denzel and Meryl, there are thousands of thespians struggling to make ends meet. But you don't study drama because you want to get rich--you study drama because you love the theater. (And an ability to act comes in handy in many professions.)
9. Fine arts (starting annual salary: $35,800; mid-career annual salary: $56,300)
Well, it takes an artist to make a thrift-store wardrobe look like a million bucks.
8. Hospitality and tourism (starting annual salary: $37,000; mid-career annual salary: $54,300)
Jobs that include tips may be skewing these numbers downward--and this is an industry that looks to be on the rebound as the economy improves. Plus, the perks associated with jobs in hospitality and tourism may compensate for the comparatively low salaries--many jobs in the industry allow extensive travel (or provide considerable travel discounts).
7. Education (starting annual salary: $36,200; mid-career annual salary: $54,100)
For the right people, teaching is an immensely rewarding career--and it's truly a noble one. The good news is, according to the U.S. Bureau of Labor Statistics (BLS), the employment opportunities for primary, secondary, and special education teachers are expected to grow by 14 percent in the coming decade. And there will be plenty of new opportunities in continuing education for adults, as professional skill requirements change ever more rapidly.
6. Horticulture (starting annual salary: $37,200; mid-career annual salary: $53,400)
It seems that a green thumb doesn't necessarily bring in the greenbacks. But when you work among flowers and plants in a nursery or garden, who needs 'em?
5. Spanish (starting annual salary: $35,600; mid-career annual salary: $52,600)
As an old proverb puts it, when you learn a new language, you "gain a new soul." Who could put a price on that? And certainly, knowing Spanish--the language with the second-highest number of native speakers (after Mandarin)--in addition to English opens up a world of job opportunities beyond Spanish teacher or translator (as a plus, you can better enjoy a world of fantastic Spanish-language music, movies, and literature).
4. Music (starting annual salary: $34,000; mid-career annual salary: $52,000)
Hey, if being a musician were easy, everyone would do it. Some of us are guitar heroes; most of us just play the video game.
3. Theology (starting annual salary: $34,800; mid-career annual salary: $51,500)
This is the perfect example of a degree earned by someone who's "not in it for the money": people who choose to study theology often feel they're pursuing a higher calling (and often feel a strong desire to do good in the world, no matter the cost).
2. Elementary education (starting annual salary: $33,000; mid-career annual salary: $42,400)
Specializing in elementary education means a lower median salary than an education degree (number 7).
1. Social work (starting annual salary: $33,400; mid-career annual salary: $41,600)
They say that crime doesn't pay. As this list seems to point out, neither does helping people. So it's a good thing that many college students seem to believe that helping others is its own reward--social workers are an indispensable safety net for people who've fallen on difficult times. And the BLS reports that the outlook for opportunities in this field are favorable--particularly for social workers who work in rural areas or with senior citizens.
(Source: PayScale salary survey. Methodology: Annual pay is for bachelor's graduates without higher degrees. Typical starting salaries are for graduates with two years of experience; mid-career salaries are for graduates with 15 years of experience. PayScale also provides salary information by college; for more information, check out PayScale's Best Colleges Report.)
Funny how "English" isn't even on the list...
Over the last few weeks, I have been applying to be an administrative assistant for various companies and corporations. I knew what I was getting myself into. Certainly the jobs appear to be there now, but at a closer look they are mostly plugs employment agencies, and private parties. Two things I have been trying to avoid. Not to mention half of the ads that appear online are just scams.
“Had I realized it would be this bad, I would have applied to grad school,” Mr. O’Reilly said.
Amen, Liam. But why are people like Liam and I even in school? What's the point?
And here we are my friends, back to where we started. Liam was a history major. Shouldn't Liam be able to pursue a career based on his field of interest without having the wade in the kiddie pool for a few years? Isn't that what college is for?
With those four years, what makes Liam more qualified for a job, than someone straight out of High School, if all employers are looking for is experience and seniority? Employers that won't give it out if it doesn't benefit them finacially, especially in this job-market, as we all know by now.
“I’d call it a just-in-time job market,” said Thomas Tarantelli, director of career development at Rensselaer Polytechnic. “Many employers are holding back, waiting to see what their profits and orders will be, to see if they’re able to hire.”
So, of course, it is all up to the employers to decide whether or not to put themselves out there. It's not about whether or not you are qualified enough to even hold your head above water. There are no jobs. Right?
Jenna Alt, newly graduated from the Rensselaer Polytechnic Institute in Troy, N.Y., applied for 20 jobs in construction management in New York beginning last fall, but came up empty-handed. While she was attending a tennis party at her aunt’s house, she said, “A friend of my aunt’s said, ‘You seem like an intelligent young lady. One of my brother’s friends owns a construction company in D.C.’ ”
Thanks to that referral, Ms. Alt will join Clark Construction in the Washington area in September, and she feels grateful.
And she's damn lucky. See what I mean about ass-kissing...I mean networking? It works out 8 times out of 10. So maybe there are jobs, but you can only find them through word of mouth.
This article is called 'Glimmer of Hope' and so it does have SOME positive outlooks on the current state of the economy:
Thomas J. Nardone, an assistant commissioner of the Bureau of Labor Statistics, said that the jobless rate for college graduates under age 25 was 8 percent in April, up from 6.8 percent in April 2009 and 3.7 percent in April 2007, before the recession began.
The 8 percent unemployment rate is lower than the nation’s overall 9.9 percent jobless rate, but it is high for college graduates, who typically have a lower unemployment rate than those without bachelor’s degrees. Mr. Nardone noted that for high school graduates under age 25 who did not enroll in college, the jobless rate was 24.5 percent last month, up from 11.4 percent in April 2007.
So are we college grads really better off than those without a degree? It would seem at least a percentage of us are. Well of course, the ones who have degrees for the jobs in high demand. The rest of us were duped into "pursuing our interests".
We should all face the facts: Some degrees are worth more than others.
PayScale.com shows in its 2010 report on the earning power of bachelor's degrees.
No surprise, engineering degrees continue to be top earners--and (also no big shocker) you have to go pretty far down the list before you see the liberal arts well represented.
But there's more to choosing a major than comparing dollar amounts. We salute and congratulate the graduates whose interests (and hard work) have led them to the following degrees--the lowest-earning degrees on PayScale's list.
10. Drama (starting annual salary: $35,600; mid-career annual salary: $56,600)
Some mega-millionaire movie stars with drama degrees (Denzel Washington and Meryl Streep, for instance) may be skewing these numbers upward--for every Denzel and Meryl, there are thousands of thespians struggling to make ends meet. But you don't study drama because you want to get rich--you study drama because you love the theater. (And an ability to act comes in handy in many professions.)
9. Fine arts (starting annual salary: $35,800; mid-career annual salary: $56,300)
Well, it takes an artist to make a thrift-store wardrobe look like a million bucks.
8. Hospitality and tourism (starting annual salary: $37,000; mid-career annual salary: $54,300)
Jobs that include tips may be skewing these numbers downward--and this is an industry that looks to be on the rebound as the economy improves. Plus, the perks associated with jobs in hospitality and tourism may compensate for the comparatively low salaries--many jobs in the industry allow extensive travel (or provide considerable travel discounts).
7. Education (starting annual salary: $36,200; mid-career annual salary: $54,100)
For the right people, teaching is an immensely rewarding career--and it's truly a noble one. The good news is, according to the U.S. Bureau of Labor Statistics (BLS), the employment opportunities for primary, secondary, and special education teachers are expected to grow by 14 percent in the coming decade. And there will be plenty of new opportunities in continuing education for adults, as professional skill requirements change ever more rapidly.
6. Horticulture (starting annual salary: $37,200; mid-career annual salary: $53,400)
It seems that a green thumb doesn't necessarily bring in the greenbacks. But when you work among flowers and plants in a nursery or garden, who needs 'em?
5. Spanish (starting annual salary: $35,600; mid-career annual salary: $52,600)
As an old proverb puts it, when you learn a new language, you "gain a new soul." Who could put a price on that? And certainly, knowing Spanish--the language with the second-highest number of native speakers (after Mandarin)--in addition to English opens up a world of job opportunities beyond Spanish teacher or translator (as a plus, you can better enjoy a world of fantastic Spanish-language music, movies, and literature).
4. Music (starting annual salary: $34,000; mid-career annual salary: $52,000)
Hey, if being a musician were easy, everyone would do it. Some of us are guitar heroes; most of us just play the video game.
3. Theology (starting annual salary: $34,800; mid-career annual salary: $51,500)
This is the perfect example of a degree earned by someone who's "not in it for the money": people who choose to study theology often feel they're pursuing a higher calling (and often feel a strong desire to do good in the world, no matter the cost).
2. Elementary education (starting annual salary: $33,000; mid-career annual salary: $42,400)
Specializing in elementary education means a lower median salary than an education degree (number 7).
1. Social work (starting annual salary: $33,400; mid-career annual salary: $41,600)
They say that crime doesn't pay. As this list seems to point out, neither does helping people. So it's a good thing that many college students seem to believe that helping others is its own reward--social workers are an indispensable safety net for people who've fallen on difficult times. And the BLS reports that the outlook for opportunities in this field are favorable--particularly for social workers who work in rural areas or with senior citizens.
(Source: PayScale salary survey. Methodology: Annual pay is for bachelor's graduates without higher degrees. Typical starting salaries are for graduates with two years of experience; mid-career salaries are for graduates with 15 years of experience. PayScale also provides salary information by college; for more information, check out PayScale's Best Colleges Report.)
Funny how "English" isn't even on the list...
Friday, April 2, 2010
The System is Down
"If life's really as short as they say, then why is the path so long?" M. Ward
A brilliant poet, M. Ward, and a valid question as well. I entitled this blog "The System is Down" because it addresses some of the of the final issues in the collegiate portion of this blog. First, the collegiate system, as we have established in previous posts, is failing. Why has it failed us? Well like any antiquated piece of machinery that isn't kept up to par, it starts to deteriorate and the holes start to show. Yes, antiquated academia has ailed us, and failed us, but I like to think there is still hope. I know it may have seemed that I am here as simply a whiny, dissenting voice. I am here, however, to instill that hope. I have some solutions to the problem. But until I get to them, let's review what we have learned so far.
As you may recall, we learned that a lot of the "success" of students comes from an early, and in some ways, premature relationship with professors. Now I know that most people read that and immediately their thinking goes south. I am not suggesting that everyone who succeeds does so because of an inappropriate relationship with their professors, although that has been the case for quite some time; let's be realistic. However, being on a friendly basis with your professors, when you are 18, 19 years old, can seem disingenuous, and feel like kissing up, but it works. I haven't exactly addressed why that is, but I will in a future blog dealing with the student/teacher dynamic. It seems that if you want anyone to perform their job appropriately, and act logically, kissing up is the only option you have. You can make a stink, but it has to be a pretty big stink. I have been told on more than one occasion that I should have sued the college I graduated from for what they put me through. I am not that kind of person. Some said I just didn't keep my mouth shut, and didn't suck up enough. Oh well, I'm not going to lose sleep over that.
We also learned that the average college student's career is dictated by the school's requirements. You may be in a "liberal" school of learning, but they still insist that you have at least a basic understanding of certain concepts regardless of what your Major is or if they even apply. We know these now as our old "friends" the GEN ED requirements. The concept of being well-rounded thinker is completely understandable in some respects. You really shouldn't give a degree to someone who can't add and subtract or write a full sentence, even though in some instances that is discriminatory. But the system of grooming "well-rounded" learners, which is hardly the case still causes many problems. 1)The schools do not always offer what they ask, no, INSIST you take. That does not bode well for completion of degree. 2)Some people are able, because of the ass-kissing, to squeak around the previous problem, is that fair to everyone else? Those people save money and others lose out? 3)Some people drop-out before their senior year as a result of the undue stress and confusion about the difficulty. The numbers are there, 33%, otherwise known as less than half, graduate. So the other 67% are too stupid? I think not. They got in, didn't they? C'mon now.
As intelligent readers and thinkers we know now, thanks to some valuable sources, that these schools do not care whether or not their graduation numbers are down, even though they pretend to. Schools only care about recruitment numbers, those are the numbers that get them funding. As a result, schools really only care about what is beneficial to the finances of the school and not what is beneficial or convenient for you. Especially if their numbers are high enough to do without you. And they will do without you.
So what are the solutions?
Well, maybe colleges should start caring about it's students again. That would be a start. But in a world with an economic crisis, I don't see that happening any time soon. Maybe we should start with something small. A simple change in format.
I think the collegiate system should do away with "required" GEN EDS. For the first two years make everyone a liberal arts major. Let them take whatever classes they want. Colleges are attempting to groom young people into adults right? So give them the option to make their own choices. I did this for myself somewhat when I changed my major from Communications to Liberal Arts. I had already gotten some of my requirements out of the way which is when I discovered many majors have mostly but not all of the same requirements. Still, it promoted growth and success in a way that my previous major did not.
To find out more check out this link, and I will post some of the examples here.
1)Self-Designed Major Program
The Self-Designed Major Program offers opportunities for self-directed students to arrange the courses offered by the University of Southern Maine in a way ... www.usm.maine.edu/cas/sdm2/index.htm
2)PROPOSAL FOR THE SELF-DESIGNED MAJOR
File Format: Microsoft Word - View as HTML
The General Management: Self-Designed major is intended for students who wish to develop an area of expertise outside of the major programs offered by the ...www.csom.umn.edu/Assets/35610.doc -
I like this idea of self-design. I think this is the best option available, but there is always room for improvement.
Now what I find interesting are some of the responses the OP received, which were little bit snarky in my opinion, to say the least.
Especially this statement:
"The purpose of an education is to receive one. All facets are important, otherwise we would only have technical schools."
Once again I pose the question, if all facets are important, then why do we have the distinction of major? Quit talking in circles, that's what I say.
And this statement:
"Oh dear. Do not make your own degree. That will not be worth anything to anyone, unfortunately, or very few people anyway. then you won't graduate. you need to take required courses in order to graduate. without degree, you can't get a job."
Why can't someone have a BA degree after taking a certain number of credits? That's ridiculous. And yes, you CAN get a job withOUT a degree, just ask all the unemployed college graduates making less money than their "less-educated" peers.
And the tongue in cheek response about taking a double major:
"...since you will be going for a bachelor's degree, there are plenty of courses that not only they allow you to take.....but you are required to take several courses that have nothing to do with your major. they do this to make you a well rounded learner. plus its a good way for them to get more money out of you, lol."
How is this a solution? Sounds to me like a symptom of a problem.
My sister also suggested that colleges should just give you the list of classes you will take each semester leaving no room for error. Completely mapping out your four years, and then if there is a mistake made the student cannot be held responsible.
But are you seeing the trend here? This is like the itinerary, and it lets those useless advisors keep their jobs. But, I think that with any pencil-pushing there is always room for error, and I don't think schools would be open to this idea. As I said they would have to claim full responsibility for any mistakes. I don't see that happening.
Another and final suggestion I would make would be to do away with stringent course requirements entirely. Not just getting rid of GEN EDS, but all required classes. This would, I think be another really easy change. Just set the requirement to be a certain amount of credit hours, and let them be filled however the student chooses. No forms to fill out, nothing to be approved. Just "take 125 credits and you have your degree".
You may remember from previous posts that by graduation I had completed 129/125 credit hours, but I was not allowed to graduate "on time" because I was "missing" the "correct" class requirements. Not five of the wrong classes, but one measly lower level French class. This one meaningless, pointless class was standing inbetween my well-rounded, well-educated 26-year-old self, and my degree. This is hooey. Are you with me?
Colleges shoot themselves in the foot completely, and do things that do not make sense. Sometimes extracurricular activities make credit hours available. Sometimes these credits go completely to waste because they are not a required part of the student's major. I say if a student is willing to pay for a class, make it count.
If all they care about is my money, take the money, and give me my credits. They feel that's a fair trade on their end, so make it fair!
Taking college classes should be like shopping at the supermarket.
In a way it's the same, you wouldn't go to the frozen food section first, you would go there last. Alright, fine. Let's pretend your GEN EDs are your canned goods, your dry foods, and your major is frozen pizza and your senior year is the carton of eggs and bread. But you can definitely get your chips and cereal at the same time, and you can't NOT get cereal if they are out of chips. You are getting enough food to sustain yourself on. You can live without chips. You have cereal under your belt. What if you already have cereal at home, why would you need to buy more cereal? They wouldn't not let you leave the store if you don't buy cereal. You can buy whatever you want, as long as you pay for it. And no need to make special friends with the produce guy. I mean he is hot, but you are really hungry and don't have time to talk. Are any of you still with me?
The next post about "Planning Ahead" will just be a silly, but somewhat serious collection of questionnaires, to give people an idea of how to plan ahead and what is in store for them. It may also be fun for people who already went through it. Hindsight is 20/20, as they say.
The final post will be a collection of interviews I had taken of college students and recent graduates and their experiences. If you don't take it from me, take it from them.
Stay Tuned.
A brilliant poet, M. Ward, and a valid question as well. I entitled this blog "The System is Down" because it addresses some of the of the final issues in the collegiate portion of this blog. First, the collegiate system, as we have established in previous posts, is failing. Why has it failed us? Well like any antiquated piece of machinery that isn't kept up to par, it starts to deteriorate and the holes start to show. Yes, antiquated academia has ailed us, and failed us, but I like to think there is still hope. I know it may have seemed that I am here as simply a whiny, dissenting voice. I am here, however, to instill that hope. I have some solutions to the problem. But until I get to them, let's review what we have learned so far.
As you may recall, we learned that a lot of the "success" of students comes from an early, and in some ways, premature relationship with professors. Now I know that most people read that and immediately their thinking goes south. I am not suggesting that everyone who succeeds does so because of an inappropriate relationship with their professors, although that has been the case for quite some time; let's be realistic. However, being on a friendly basis with your professors, when you are 18, 19 years old, can seem disingenuous, and feel like kissing up, but it works. I haven't exactly addressed why that is, but I will in a future blog dealing with the student/teacher dynamic. It seems that if you want anyone to perform their job appropriately, and act logically, kissing up is the only option you have. You can make a stink, but it has to be a pretty big stink. I have been told on more than one occasion that I should have sued the college I graduated from for what they put me through. I am not that kind of person. Some said I just didn't keep my mouth shut, and didn't suck up enough. Oh well, I'm not going to lose sleep over that.
We also learned that the average college student's career is dictated by the school's requirements. You may be in a "liberal" school of learning, but they still insist that you have at least a basic understanding of certain concepts regardless of what your Major is or if they even apply. We know these now as our old "friends" the GEN ED requirements. The concept of being well-rounded thinker is completely understandable in some respects. You really shouldn't give a degree to someone who can't add and subtract or write a full sentence, even though in some instances that is discriminatory. But the system of grooming "well-rounded" learners, which is hardly the case still causes many problems. 1)The schools do not always offer what they ask, no, INSIST you take. That does not bode well for completion of degree. 2)Some people are able, because of the ass-kissing, to squeak around the previous problem, is that fair to everyone else? Those people save money and others lose out? 3)Some people drop-out before their senior year as a result of the undue stress and confusion about the difficulty. The numbers are there, 33%, otherwise known as less than half, graduate. So the other 67% are too stupid? I think not. They got in, didn't they? C'mon now.
As intelligent readers and thinkers we know now, thanks to some valuable sources, that these schools do not care whether or not their graduation numbers are down, even though they pretend to. Schools only care about recruitment numbers, those are the numbers that get them funding. As a result, schools really only care about what is beneficial to the finances of the school and not what is beneficial or convenient for you. Especially if their numbers are high enough to do without you. And they will do without you.
So what are the solutions?
Well, maybe colleges should start caring about it's students again. That would be a start. But in a world with an economic crisis, I don't see that happening any time soon. Maybe we should start with something small. A simple change in format.
I think the collegiate system should do away with "required" GEN EDS. For the first two years make everyone a liberal arts major. Let them take whatever classes they want. Colleges are attempting to groom young people into adults right? So give them the option to make their own choices. I did this for myself somewhat when I changed my major from Communications to Liberal Arts. I had already gotten some of my requirements out of the way which is when I discovered many majors have mostly but not all of the same requirements. Still, it promoted growth and success in a way that my previous major did not.
To find out more check out this link, and I will post some of the examples here.
1)Self-Designed Major Program
The Self-Designed Major Program offers opportunities for self-directed students to arrange the courses offered by the University of Southern Maine in a way ... www.usm.maine.edu/cas/sdm2/index.htm
2)PROPOSAL FOR THE SELF-DESIGNED MAJOR
File Format: Microsoft Word - View as HTML
The General Management: Self-Designed major is intended for students who wish to develop an area of expertise outside of the major programs offered by the ...www.csom.umn.edu/Assets/35610.doc -
I like this idea of self-design. I think this is the best option available, but there is always room for improvement.
Now what I find interesting are some of the responses the OP received, which were little bit snarky in my opinion, to say the least.
Especially this statement:
"The purpose of an education is to receive one. All facets are important, otherwise we would only have technical schools."
Once again I pose the question, if all facets are important, then why do we have the distinction of major? Quit talking in circles, that's what I say.
And this statement:
"Oh dear. Do not make your own degree. That will not be worth anything to anyone, unfortunately, or very few people anyway. then you won't graduate. you need to take required courses in order to graduate. without degree, you can't get a job."
Why can't someone have a BA degree after taking a certain number of credits? That's ridiculous. And yes, you CAN get a job withOUT a degree, just ask all the unemployed college graduates making less money than their "less-educated" peers.
And the tongue in cheek response about taking a double major:
"...since you will be going for a bachelor's degree, there are plenty of courses that not only they allow you to take.....but you are required to take several courses that have nothing to do with your major. they do this to make you a well rounded learner. plus its a good way for them to get more money out of you, lol."
How is this a solution? Sounds to me like a symptom of a problem.
My sister also suggested that colleges should just give you the list of classes you will take each semester leaving no room for error. Completely mapping out your four years, and then if there is a mistake made the student cannot be held responsible.
But are you seeing the trend here? This is like the itinerary, and it lets those useless advisors keep their jobs. But, I think that with any pencil-pushing there is always room for error, and I don't think schools would be open to this idea. As I said they would have to claim full responsibility for any mistakes. I don't see that happening.
Another and final suggestion I would make would be to do away with stringent course requirements entirely. Not just getting rid of GEN EDS, but all required classes. This would, I think be another really easy change. Just set the requirement to be a certain amount of credit hours, and let them be filled however the student chooses. No forms to fill out, nothing to be approved. Just "take 125 credits and you have your degree".
You may remember from previous posts that by graduation I had completed 129/125 credit hours, but I was not allowed to graduate "on time" because I was "missing" the "correct" class requirements. Not five of the wrong classes, but one measly lower level French class. This one meaningless, pointless class was standing inbetween my well-rounded, well-educated 26-year-old self, and my degree. This is hooey. Are you with me?
Colleges shoot themselves in the foot completely, and do things that do not make sense. Sometimes extracurricular activities make credit hours available. Sometimes these credits go completely to waste because they are not a required part of the student's major. I say if a student is willing to pay for a class, make it count.
If all they care about is my money, take the money, and give me my credits. They feel that's a fair trade on their end, so make it fair!
Taking college classes should be like shopping at the supermarket.
In a way it's the same, you wouldn't go to the frozen food section first, you would go there last. Alright, fine. Let's pretend your GEN EDs are your canned goods, your dry foods, and your major is frozen pizza and your senior year is the carton of eggs and bread. But you can definitely get your chips and cereal at the same time, and you can't NOT get cereal if they are out of chips. You are getting enough food to sustain yourself on. You can live without chips. You have cereal under your belt. What if you already have cereal at home, why would you need to buy more cereal? They wouldn't not let you leave the store if you don't buy cereal. You can buy whatever you want, as long as you pay for it. And no need to make special friends with the produce guy. I mean he is hot, but you are really hungry and don't have time to talk. Are any of you still with me?
The next post about "Planning Ahead" will just be a silly, but somewhat serious collection of questionnaires, to give people an idea of how to plan ahead and what is in store for them. It may also be fun for people who already went through it. Hindsight is 20/20, as they say.
The final post will be a collection of interviews I had taken of college students and recent graduates and their experiences. If you don't take it from me, take it from them.
Stay Tuned.
Monday, March 15, 2010
The Major and Minor Problem.
Hi there, and welcome back. This blog is going to address the issue of colleges getting in the way of it's students' success. That's quite a mouthful, but let's begin. First I want to discuss what I prefer to call:
The Major Problem.
If you are unaware, this is a play on words, really. The most pressing problem I see in academia is the distinction of Major. First of all, so many majors are seemingly distinct by name, but really have you taking many of the same courses in the first two years. At the blissful first hours of orientation, as far as the student is aware, they are a Literature major and in fact in a separate faction of learning than their friend the Dance Major. They would do well however, to get to know each other. Maybe even room together. They will be seeing a lot of each other in the next two years. The school most likely views the Literature and Dance major as cut from the same cloth. Students both pursuing liberal arts degrees, they are viewed as similarly ineffectual, but fiscally necessary. Schools attempt to be somewhat transparent about this. They will tell you that your particular department is either in the "Arts" or "Sciences" and you will receive a degree based on that distinction. What they do not tell you is, that because you chose a "creative" mode in life, you will be forced to be savvy and creatively teach yourself. I'll get to that in a bit.
Before I do, I need to concentrate on one particular part of this problem. Whether you attend University, Community College or a Private Institution, you have to know going in, that your first two years are completely useless. That is not to say that you will gain nothing in those first two years, on the contrary. But the classes you choose to take have no impact on your eventual ambitions whatsoever. In fact, I suggest not making any decisions about the classes you take in the first two years. Have your advisor print up your itinerary of required classes, hand it to you, and create your life around them. If you have done everything "correctly" up until this point you will only be 17 or 18 years old, so you can be flexible. On this itinerary, there will be roughly 60 credits worth of GENERAL EDUCATION. These classes, about 20 or so, can be split into 5 classes per semester, 2 semesters in a year. There you have it. So simple. If you take all of these classes, and of course when you should, you will have learned enough highly useful information to qualify you to enter into studying your major! If you do it that way you will be done your first two years... in two years. Bravo!
What?
It's not that simple, you say?
Well how can that be? You are told the classes you need to take, which are the same, whether you major in Psychology or Basket-weaving...what's the problem?
Oh look! more “Major” Problem(s)...
What schools are offering vs. what they require, is one of the major problems in academia.Imagine this scenario. You are a 19 year old college Sophomore. You have taken 57 of your required General Education credits. You do fairly well for a Dance major forced to take Advanced Biology and Trigonometry. You look at your itinerary that your wonderfully helpful advisor has given you and see that you have checked off all the required classes, all but one. English 102. English 102, is a course required for you to complete your degree. You are anxious to start taking your first Dance Choreography workshop, so you go to your advisor. He/she agrees that you MUST take this class next semester, and would be foolish to put it off. He/she has a plethora of information about how you can get around the class, but is either fiscally or morally obligated to keep quiet. He/she looks at her computer screen for what is available next semester. English 102 is not on the list. How can this be? Isn't English 102 required of all of it's students? It's an imperative course, in which a student learns how to properly indent and use commas! How can you even be a successful dancer without this information?! Biting your lip and praying for a solution you ask your advisor what can be done. Play-acting bewildered they say:
We're clean out of English 102's, might you try Native American History?
There are so many things wrong with that scenario, I do not know where to begin. Well, I guess I do. First of all, remember how I mentioned that your advisor knew ways for you to get around taking the class, but for some reason, didn't say anything. Yeah, I have a big problem with that. I am still in the process of figuring out why this is, beyond the most obvious and glaring reason, to get more money out of you, which is a recurring theme here. So you take Native American History (good for you). You fill the hole in your schedule with a "useless" class, not one with useless information per se, but one that does not give you the required credits to check off. You leave Native American History with a renewed understanding of injustice, still three credits shy of being a Junior. Ah, the irony. Yes, you wasted your time, Yes, you wasted your money, but you know what you have now, my friend? Something that isn't measured in credit hours: Life Experience! Yes, life experience doesn't get you a degree, but it will get you further in life than a degree would in some cases. So what did you learn from that experience?
Wut tey learn-ned mee in skool
Yes, of course life for this would-be Junior, and Dance major isn't all bad. She has her friend the Literature Major, who she spends a great deal of time with. They both sat in much of the same classes, taking Adv. Bio and Trig, one that the Literature major almost failed. But the Literature Major is highly upset when she finds out about the English 102 class from her friend. Not only is it a GEN ED REQUIREMENT FOR EVERYONE, but it is affiliated with her major and is all the more required for her to take. Luckily, the Literature major is friends with one the professors of English in her department. She confides in her professor friend who tells her that she will talk to the prof who usually teaches English 102. She is on sabbatical this semester, but she is more than likely to come to campus and give such a promising lit major a test-out session for English 102.
:D !!!!
What's a test-out session?
:/ Oh.
Well, it's...
Hey wait you don't know about it? Well you're going to have to find out for yourself, because, evidently, it's a huge secret in academic circles!
>:P
Just kidding.
the first amendment gives me the right to tell you, so I will.
A test-out session is when brown-nosers, I mean, students who are friendly with faculty, take a written test made up by the professor who teaches the class that is unavailable. Sometimes it's even for classes that may be at an inconvenient time or in some cases, too expensive for the student. All the student has to do is somehow prove to at least one professor that he or she is brainy enough to "not need to take the class". Then the professor, who has a pre-made test all ready for such an occasion, will administer it in a hush hush top-secret after class "in my office" session. If the student passes (hallelujah!) they just squeaked around taking an expensive English course and spared about 6 months of their life. Get the picture? This is just what the Literature major did. Wouldn't you do it? The only problem is, the Literature major is in a moral dilemma. She cannot tell the Dance major who could benefit from taking the test. Why not? Well, it would only cause confusion, and problems between her and her favorite professor. Because the Dance major is well a dance major, she cannot get permission no matter what she does. In fact even if she asks the very same professor about the very same test, she will be give the stock response "You're not an English major, so I don't think you could pass it." Translation: "You're SOL, baby"Thus driving a wedge between the Literature major and Dance major,who got an A in Trig but is too dumb to test out of ENG 102. That's OK, that just gives her more time to go to the Y and take a dance class, since she still hasn't taken one at her school!!!!!
I like you, you hate me, that's what college is for me.
So, I mentioned earlier about being savvy, and learning to creatively teach yourself. Well, it's situations like the previous one and many others in which you will find yourself having to do so. Hopefully you will have people close to you, who will help you out. For God's sake, listen to these people, especially if they are giving you advice on how to find scholarship money, or just make your time easier or more enjoyable. You will find, however, that some people are very
competitive, or arrogant and will withhold information that could be very helpful. Something that I have noticed that most colleges encourage. Every woahman for her/himself!
Let's bust a re-cap
So what have we learned so far about a successful collegiate experience:
1. The first two years are highly unnecessary to your major and what you want to get out of your college experience, so get them over with as soon as possible. In fact try your hardest to just take all of the classes required of you with 100's and 200's in them NOW. You'll thank me later.
2. If you did your first two years right, you know just as much as everyone else who did them. Now the next two years are about being put into a caste system of how much ass you kissed. Enjoy!
3. Kiss a lot of ass. Kiss as much ass as possible, especially ass you don't know very well. The more ass you kiss, the more favors you will get from people. It's unbelieveable. You can try asking questions, pestering, and being annoying, but then people will just ignore you.
4. Don't take any classes that make you a more intelligent, more well-rounded human being. They aren't required of you and you're just wasting your money.
5. Make friends with cool people, or don't. They're just getting in between you and the asskissing anyway.
6. Spend a few hours in the library reading up on your major. Or take classes outside of school on the subject of interest.You won't get any of this information for two whole years remember? And you'll be ahead of the game once you do.
On Wednesday I will be discussing ....The Minor Problem as it has to do with interest vs. necessity as well as what I like to call "the major segregation".
The Major Problem.
If you are unaware, this is a play on words, really. The most pressing problem I see in academia is the distinction of Major. First of all, so many majors are seemingly distinct by name, but really have you taking many of the same courses in the first two years. At the blissful first hours of orientation, as far as the student is aware, they are a Literature major and in fact in a separate faction of learning than their friend the Dance Major. They would do well however, to get to know each other. Maybe even room together. They will be seeing a lot of each other in the next two years. The school most likely views the Literature and Dance major as cut from the same cloth. Students both pursuing liberal arts degrees, they are viewed as similarly ineffectual, but fiscally necessary. Schools attempt to be somewhat transparent about this. They will tell you that your particular department is either in the "Arts" or "Sciences" and you will receive a degree based on that distinction. What they do not tell you is, that because you chose a "creative" mode in life, you will be forced to be savvy and creatively teach yourself. I'll get to that in a bit.
Before I do, I need to concentrate on one particular part of this problem. Whether you attend University, Community College or a Private Institution, you have to know going in, that your first two years are completely useless. That is not to say that you will gain nothing in those first two years, on the contrary. But the classes you choose to take have no impact on your eventual ambitions whatsoever. In fact, I suggest not making any decisions about the classes you take in the first two years. Have your advisor print up your itinerary of required classes, hand it to you, and create your life around them. If you have done everything "correctly" up until this point you will only be 17 or 18 years old, so you can be flexible. On this itinerary, there will be roughly 60 credits worth of GENERAL EDUCATION. These classes, about 20 or so, can be split into 5 classes per semester, 2 semesters in a year. There you have it. So simple. If you take all of these classes, and of course when you should, you will have learned enough highly useful information to qualify you to enter into studying your major! If you do it that way you will be done your first two years... in two years. Bravo!
What?
It's not that simple, you say?
Well how can that be? You are told the classes you need to take, which are the same, whether you major in Psychology or Basket-weaving...what's the problem?
Oh look! more “Major” Problem(s)...
What schools are offering vs. what they require, is one of the major problems in academia.Imagine this scenario. You are a 19 year old college Sophomore. You have taken 57 of your required General Education credits. You do fairly well for a Dance major forced to take Advanced Biology and Trigonometry. You look at your itinerary that your wonderfully helpful advisor has given you and see that you have checked off all the required classes, all but one. English 102. English 102, is a course required for you to complete your degree. You are anxious to start taking your first Dance Choreography workshop, so you go to your advisor. He/she agrees that you MUST take this class next semester, and would be foolish to put it off. He/she has a plethora of information about how you can get around the class, but is either fiscally or morally obligated to keep quiet. He/she looks at her computer screen for what is available next semester. English 102 is not on the list. How can this be? Isn't English 102 required of all of it's students? It's an imperative course, in which a student learns how to properly indent and use commas! How can you even be a successful dancer without this information?! Biting your lip and praying for a solution you ask your advisor what can be done. Play-acting bewildered they say:
We're clean out of English 102's, might you try Native American History?
There are so many things wrong with that scenario, I do not know where to begin. Well, I guess I do. First of all, remember how I mentioned that your advisor knew ways for you to get around taking the class, but for some reason, didn't say anything. Yeah, I have a big problem with that. I am still in the process of figuring out why this is, beyond the most obvious and glaring reason, to get more money out of you, which is a recurring theme here. So you take Native American History (good for you). You fill the hole in your schedule with a "useless" class, not one with useless information per se, but one that does not give you the required credits to check off. You leave Native American History with a renewed understanding of injustice, still three credits shy of being a Junior. Ah, the irony. Yes, you wasted your time, Yes, you wasted your money, but you know what you have now, my friend? Something that isn't measured in credit hours: Life Experience! Yes, life experience doesn't get you a degree, but it will get you further in life than a degree would in some cases. So what did you learn from that experience?
Wut tey learn-ned mee in skool
Yes, of course life for this would-be Junior, and Dance major isn't all bad. She has her friend the Literature Major, who she spends a great deal of time with. They both sat in much of the same classes, taking Adv. Bio and Trig, one that the Literature major almost failed. But the Literature Major is highly upset when she finds out about the English 102 class from her friend. Not only is it a GEN ED REQUIREMENT FOR EVERYONE, but it is affiliated with her major and is all the more required for her to take. Luckily, the Literature major is friends with one the professors of English in her department. She confides in her professor friend who tells her that she will talk to the prof who usually teaches English 102. She is on sabbatical this semester, but she is more than likely to come to campus and give such a promising lit major a test-out session for English 102.
:D !!!!
What's a test-out session?
:/ Oh.
Well, it's...
Hey wait you don't know about it? Well you're going to have to find out for yourself, because, evidently, it's a huge secret in academic circles!
>:P
Just kidding.
the first amendment gives me the right to tell you, so I will.
A test-out session is when brown-nosers, I mean, students who are friendly with faculty, take a written test made up by the professor who teaches the class that is unavailable. Sometimes it's even for classes that may be at an inconvenient time or in some cases, too expensive for the student. All the student has to do is somehow prove to at least one professor that he or she is brainy enough to "not need to take the class". Then the professor, who has a pre-made test all ready for such an occasion, will administer it in a hush hush top-secret after class "in my office" session. If the student passes (hallelujah!) they just squeaked around taking an expensive English course and spared about 6 months of their life. Get the picture? This is just what the Literature major did. Wouldn't you do it? The only problem is, the Literature major is in a moral dilemma. She cannot tell the Dance major who could benefit from taking the test. Why not? Well, it would only cause confusion, and problems between her and her favorite professor. Because the Dance major is well a dance major, she cannot get permission no matter what she does. In fact even if she asks the very same professor about the very same test, she will be give the stock response "You're not an English major, so I don't think you could pass it." Translation: "You're SOL, baby"Thus driving a wedge between the Literature major and Dance major,who got an A in Trig but is too dumb to test out of ENG 102. That's OK, that just gives her more time to go to the Y and take a dance class, since she still hasn't taken one at her school!!!!!
I like you, you hate me, that's what college is for me.
So, I mentioned earlier about being savvy, and learning to creatively teach yourself. Well, it's situations like the previous one and many others in which you will find yourself having to do so. Hopefully you will have people close to you, who will help you out. For God's sake, listen to these people, especially if they are giving you advice on how to find scholarship money, or just make your time easier or more enjoyable. You will find, however, that some people are very
competitive, or arrogant and will withhold information that could be very helpful. Something that I have noticed that most colleges encourage. Every woahman for her/himself!
Let's bust a re-cap
So what have we learned so far about a successful collegiate experience:
1. The first two years are highly unnecessary to your major and what you want to get out of your college experience, so get them over with as soon as possible. In fact try your hardest to just take all of the classes required of you with 100's and 200's in them NOW. You'll thank me later.
2. If you did your first two years right, you know just as much as everyone else who did them. Now the next two years are about being put into a caste system of how much ass you kissed. Enjoy!
3. Kiss a lot of ass. Kiss as much ass as possible, especially ass you don't know very well. The more ass you kiss, the more favors you will get from people. It's unbelieveable. You can try asking questions, pestering, and being annoying, but then people will just ignore you.
4. Don't take any classes that make you a more intelligent, more well-rounded human being. They aren't required of you and you're just wasting your money.
5. Make friends with cool people, or don't. They're just getting in between you and the asskissing anyway.
6. Spend a few hours in the library reading up on your major. Or take classes outside of school on the subject of interest.You won't get any of this information for two whole years remember? And you'll be ahead of the game once you do.
On Wednesday I will be discussing ....The Minor Problem as it has to do with interest vs. necessity as well as what I like to call "the major segregation".
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It's all about me.
