What Next ? - The future of higher EducationMahavir Pati
This presentation explores the future trends in Education, The skills that will be important in Future and some revolutionary and cutting edge developments in the Domain of Higher Education
The cost of education has increased at a faster rate than average consumer costs over the last decade. These rising expenses and a changing economic environment make planning for education all the more important. The discussion in this newsletter covers important topics surrounding managing education costs.
What Next ? - The future of higher EducationMahavir Pati
This presentation explores the future trends in Education, The skills that will be important in Future and some revolutionary and cutting edge developments in the Domain of Higher Education
The cost of education has increased at a faster rate than average consumer costs over the last decade. These rising expenses and a changing economic environment make planning for education all the more important. The discussion in this newsletter covers important topics surrounding managing education costs.
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing.
The world of higher education is changing quickly and dramatically. An Economist Intelligence Unit research program explores the changes shaping the higher-education market and identify the steps that institutions are taking to flourish and remain relevant in the 21st century.
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing.
The world of higher education is changing quickly and dramatically. An Economist Intelligence Unit research program explores the changes shaping the higher-education market and identify the steps that institutions are taking to flourish and remain relevant in the 21st century.
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
#20RAPPS Participación,activos comunitarios y atención primaria de salud.Be...SaresAragon
#20RAPPS XV Jornadas de la RAPPS Red Aragonesa de Proyectos de Promoción de la Salud. Zaragoza, 24 Noviembre 2016.-Seminario de Trabajo en Red C: Participación y activos comunitarios. "Participación y activos desde atención primaria". Belén Benedé, médica de Familia y Comunitaria, Coordinadora del PACAP de Aragón
Franklin County, Florida: Disaster Planning for the Business Communitynado-web
How are communities, businesses, and regions preparing for, responding to, and recovering from natural and man-made disasters? This session will explore effective strategies to foster resilience and strengthen local economies all in an effort to “build back better” following a catastrophic event.
Denise Imbler, Director, Emergency Management Program, Apalachee Regional Planning Council, Tallahassee, FL
Los contenidos que integran están dividas en varias unidades de conceptos y aportes que brinda el Libro Electrónico Multimedial que ofrece el campus virtual UDES
its a presentation on garden cities comparing the case of chandigarh and lutyens city delhi do noy copy all rights are taken....
if you need we make goo and more better ppts than this call on 9975432591 also can whatsapp on the same number
#20RAPPS.La cooperación desde los servicios municipales. Yolanda Mañas, Psicó...SaresAragon
#20RAPPS XV.Jornadas de la RAPPS Red Aragonesa de Proyectos de Promoción de la Salud. Zaragoza, 24 Noviembre 2016.-Seminario de Trabajo en Red B:Intersectorialidad y trabajo en red entre los centros.- "La cooperación desde los servicios municipales". Yolanda Mañas, Psicóloga, Jefa de Servicio de Servicios Sociales Especializados, Ayuntamiento de Zaragoza
1 Student name DePaul University Office at .docxaulasnilda
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
1 Student name DePaul University Office at .docxcroftsshanon
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
Financial literacy is one of the biggest problems facing government employees, especially teachers. Based on the Salary Standardization Law 1, public teachers have better compensation than any other government employees, considering their basic salary and all of the benefits. However, teachers were financially challenged in understanding and managing their own finances. Therefore, the study focused on the level of financial literacy, financial perspectives, and financial practices of the public junior high school teachers who are permanent for at least two years in their respective schools in the urban municipalities (Bayombong, Bambang, and Solano) of Nueva Vizcaya. Moreover, the concept of the study was drawn from the theories of Maslow’s Hierarchy of Needs, areas of personal finance, financial literacy identifiers and core competencies, top-down processing theory, and behavioral finance. In addition, the study used a descriptive-inferential research design, and data were analyzed using several statistical tools. The result of the study showed that public secondary teachers have a high level of financial literacy and financial perspectives. But this is in contrast to the level of financial practices, which yield a low result. Based on the result of the study, the researchers recommend a personal finance model for improving the level of financial literacy and the perspectives and practices of public secondary teachers.
Redefining Ready! is a national campaign launched by AASA, The School Superintendents Association, to introduce new research-based metrics to more appropriately assess that students are college ready, career ready and life ready.
http://aasa.org/redefiningready.aspx
Redefining Ready! is a national campaign launched by AASA, The School Superintendents Association, to introduce new research-based metrics to more appropriately assess that students are college ready, career ready and life ready.
Lipe, david the impact of a program specific orientation course focus v7 n1 2013William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The Importance of Higher Education Issues in Americanoblex1
Survey respondents were asked to rate the importance of 31 higher education issues, using a five-point scale of '1' equaling "not important" to '5' equaling "very important." Respondents were directed to consider the importance of these issues for the state overall, not simply to reflect their own viewpoints or their agencies' agendas. Readers should keep in mind that our sample size is small, even though it represents nearly the entire universe of state higher education agencies. Mean scores should be treated as approximate, and small differences between items should not be over-interpreted as representing meaningful differences or trends.
The top issues in the states are:
- teacher preparation and professional development
- workforce preparation
- effectiveness and accountability
- K-16 systems/linkages between K-12 and postsecondary
- instructional technology/distance learning.
Many other issues are rated high as well, revealing the large number of "front burner" issues facing higher education today.
Perhaps most interesting, however, is how issues are shifting in importance over time. When we last collected this information in 2014, the dominant issue was adequacy of overall state financial support, reflecting lean years in state appropriations. While this issue is still an important one, it ranks relatively lower than several other issues.
Several substantive issues have grown in importance over the years. Teacher preparation has made a dramatic comeback after declining in importance since 2014. Interest in workforce development and K-16 systems have both shown gradual increases over the past decade. Effectiveness and accountability, while a more important issue area than ten years ago, ranks relatively lower today than it did in 2014. Instructional technology/distance learning, a relatively new and quite important issue in 2000, still ranks very high but is no longer as singularly dominant on the policy agenda of states. Access and diversity, rated quite high in the early part of the last decade had dropped significantly the last time we surveyed. Now this issue area is rising again in importance, most likely a result of challenges to affirmative action being made around the country and consequent concerns. Finally, it is noteworthy that in 2020, concern about faculty salaries is slightly more important than concern about faculty workload and productivity, though neither issue is currently in the top half of the list. This contrasts with the policy environment in 2014 when concern about faculty workload and productivity was significantly higher than concern about faculty salaries.
We briefly explored differences between coordinating board states and governing board states, and found that by and large, the overall patterns are similar.
Source: https://ebookschoice.com/the-importance-of-higher-education-issues-in-america/
AN INTERIM REPORT ON A PILOT CREDITRECOVERY PROGRAM IN A LAR.docxnettletondevon
AN INTERIM REPORT ON A PILOT CREDIT
RECOVERY PROGRAM IN A LARGE, SUBURBAN
MIDWESTERN HIGH SCHOOL
M . SUZANNE FRANCO
NiMiSHA H . PATEL
Wright State University
School policy regarding student failure of courses at the K-12
level generally focuses on grade retendon or social promotion,
neither of which addresses the students' needs. Grade retention
has never been effective in helping students gain mastery of
course objectives. To reduce the numbers of social promotions,
many states require 8th graders to earn a passing score on state-
mandated standardized tests. If students do not earn the required
score, they are not allowed to matriculate to the next grade,
regardless of their teacher-assigned course grades (Ezarik,
2003). A relatively unique approach to help students who have
failed one or more courses at the high school level is a credit
recovery program. Though details of such programs vary from
district to district, the one unifying aspect for atiy credit recov-
ery program is the opportunity for students to earn credit for a
course failed.
The purpose of this paper is to describe a pilot credit recovery
program implemented in a large suburban high school in the
Midwest. Historical, longitudinal student data revealed that
freshmen who fail at least one course are four times more likely
to fail to graduate in four years (R. Hankey, personal communi-
cation, July, 2009). With this is mind, the school developed a
pilot credit recovery program for freshmen who had failed at
least one course; online and traditional curricula were provided.
The short-term goal was to provide an opportutiity for freshmen
to recover credits lost due to failure; the long-term goal was to
reduce the dropout rate for freshmen who had failed at least one
course, and consequently contribute to a higher graduation rate
for the freshman class. This paper presents the results of the first
cohort of students who completed the pilot program after their
freshman year and who have now completed their second year
of high school.
Literature Review essary. The financial and social costs stem-
ming from high school failure/dropout
High School Dropout rates in the United States are enormous. It
The focus on educadon has and con- has been esdmated that dropouts cost the
tinues to be at the forefront of the American nation billions of dollars annually (Ou &
polidcal agenda, and rightfully so. In order Reynolds, 2010).
for individuals in the United States to stay The negadve correladons associated
viable for career opportunities in the ever- with a lack of a high school diploma are
increasing technological world and earn vast. For instance, those who do not earn
livable wages, a formal education is nee- a high school diploma are more likely to
15
16/Education Vol. 132 No. 1
experience unemployment and earn a lower
annual wage. The annual medium income
of a male over the age of 24 without a high
school diploma is approximately $27,000,
whereas that for a diploma holder .
As colleges grapple with enrollment, retention, and completion difficulties, it’s clear that students need a better understanding of just how a college education can help them on the path to a solid career. Community colleges play a key role in solving this problem. When colleges use data to clearly demonstrate the connection between education and the labor market, students have the information they need to choose smart careers, select the education that is right for them, and then stick with that education to the end. In this webinar, Noah Brown, CEO of ACCT, and EMSI’s Gabriel Rench discuss how community colleges impact the economy, how they can demonstrate the ways they serve their students and communities, and how they can engage young people about career and education decisions before they hit college.
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Essay On Higher Education
Design and Methods
Introduction:
Since the inception of higher education acts, the goal of the federal government has been to increase access to students who may not have otherwise been able to attend. For Financial Aid Administrators, it is not enough to simply get low income students through the college doors of higher education, but ensuring that students are successfully persisting and progressing to the completion of their college degree. Previous studies support a connection between financial aid and college graduation.
Framework and Model (research question/hypothesis, data sources)
This study utilizes a quantitative study design to study the relationship between low income students access to financial aid and their progress...show more content...Focusing on this university as opposed to other state schools was preferable due to a large number of students and the diversity of the student population as compared to other state schools within the state. Additionally, this University has 3 campuses (one in the southern part of the state, one in the central part and one in the northern part) thus providing a representative sample of the state with regard to characteristics including socioeconomic status, race, and gender.
This study utilized secondary data analysis. The data was extracted from the larger data set through the University s Department of Institutional Research (IR). The role of this department is to collect, analyze and report on data for institutional planning, policy development and represents the university as an arm which disseminates public information services, in order to meet the needs of the university community and external sta
1. ___________________________________________________________
Introduction:
This report provides information about the necessity of a mandatory life skills course for
freshmen students at the University of West Georgia. The life skills course should
include but not be limited to: financial aid (including how to apply for loans and file
taxes), critical analysis and critical reading. Although a public speaking course is
already required by the University as well as UWG 1101-First Year Univ. Experience,
many of the courses that teach technical and financial skills are centered in the College
of Business and therefore inaccessible to a majority of students.
The ability to be financially independent as well as properly communicate in a business
setting is a universal necessity that incoming freshmen and outgoing seniors lack.
According to a study performed by the Council for Aid to Education, four in ten U.S
college students graduate
today without learning
complex reasoning skills
necessary to today’s
workforce. The study
concludes more than 31,000
students, freshmen scored on
average 31% below and 32%
basic when measured for
critical thinking and written
communication. Only 37% of
freshmen scored proficient or
higher. The test then
compares these statistics to
seniors to determine critical
development after four years
and found that 14% of seniors
were below average, with
26% having basic skills and 61% having proficient or higher critical and
communication skills (Belkin). While improvements are shown from the
percentages the prospected growth of skills from seniors is disparagingly low.
While the University has enacted the Quality Enhancement Plan, a specific course is
needed to ensure that all freshmen receive proper instruction in critical thinking as well
as the development of fundamental life skills such as applying for loans and balancing a
checkbook. These skills are transferable to college graduates looking to enter the
workforce.
Illust. A.1
2. Crystal Shelnutt April 14, 20152
Purpose:
The purpose of this report is to suggest the installation of a mandatory course for all
freshmen. The course will focus on critical thinking and written communication as well
as establishing a working knowledge of independent adult skills in finance. According to
a study by the Council for Economic Education, only 13 states require high school
students to take a personal-finance class in order to graduate.
A pole by investment bank Charles Schwab has also found that 86% of students
between the ages of sixteen and eighteen agree “they would rather learn about money
management in the classroom than make financial mistakes in the real world” (Bortz).
The need for a curriculum designed specifically to prepare students for life and
workplace skills is lacking and has the potential to ensure that students graduate with a
fundamental understanding of basic adult and business skills.
Methods:
The methods used to conduct this report include several interviews with staff and
current University of West Georgia Students as well a grouping of high school seniors
preparing to enter college in the fall of 2015. This report also includes several
references to studies conducted by individuals concerning the lack of feasible financial
and life skills of graduates including employers, investment banks, and mass media
outlets. An examination of current University courses will reveal the disparity of financial
classes to the mass majority of the student body. When conducting this research the
results proved that a need for a life skills/ financial course has been recognized by
several other University systems and the issue has either been resolved or modified to
meet the growing demand for graduate financial and business credibility.
Results:
Information gathered from outside sources underline the necessity for the inclusion of a
life skills/financial introductory course for freshmen students. As previously remarked,
according to a study performed by the Council for Aid to Education, 4 in 10 U.S college
students graduate today without learning complex reasoning skills necessary to today’s
workforce. The study concludes more than 31,000 students, freshmen scored on
average 31% below and 32% basic when measured for critical thinking and written
communication. Only 37% of freshmen
scored proficient or higher. The test then
compares these statistics to seniors to
determine critical development after four
years and found that 14% of seniors were
below average, with 26% having basic skills
and 61% having proficient or higher critical
and communication skills (Belkin).
3. Crystal Shelnutt April 14, 20153
A study conducted by the Council for Economic Education has found that only 17 states
offer mandatory personal finance courses or require it to be built into an economic or
civics course in order to
graduate. Georgia does
require an economic course to
be taken but does not have a
personal finance course
requirement outside of its
inclusion in the Economic
curriculum. The CEE also
notes that in 2014 “only 6
states [Georgia excluded]
require the testing of student
knowledge in personal
finance, only one more than in
2011. An interactive video
created by the CEE presents
the statistics for the 2014
year, confirming the necessity
of financial/ life skills courses
in the United States.
Only 22 states require a
high school course in
economics and while
Georgia is one of them
as a graduate in 2012
just two years after this
survey I can conclude
that the economics
course did not contain
relevant information to
such activities as filing
taxes, applying for loans
or the management of
personal finances.
This severe disparity between states that do and do not require a financial aid course
further indicates the necessity for colleges to ensure their students.
Illust. B.1
Illust. B. 2
4. Crystal Shelnutt April 14, 20154
The CEE’s 2014 Survey of
the States also includes
statistics for the growth of
economic/financial courses
in the United States on a
state by state basis. In
2002, 27 states require
student testing in
economics.
However, in 2014, only 16 states
require student testing in economics,
meaning that in twelve years (almost
the entire span of a child’s mandatory
education) 11 states remanded their
curriculum to where it is not required
students learn basic economics.
Alan Greenspan, 13th Chairman of the Federal Reserve, argues that “The number one
problem of today’s generation and economy is
the lack of financial literacy” (CEE). The
Council for Economic Education further
concludes that student debt has tripled
between 2013 and 2014, a key indication of the
rising cost of tuition and the inability college
students to monetarily orientate themselves.
Illust. B.3
Illust. B.4
Illust. B.5
5. Crystal Shelnutt April 14, 20155
Statistically speaking, the University of West Georgia caters to roughly 12,000 students
with approximately 9,000 undergraduates. An interactive map on the Cappex student
website concludes that 1,841 freshmen from the University of West Georgia live in or
are originally from Georgia. This suggests that approximately 97% of the freshmen on
campus were not required to take a life skills/ financial course outside of basic
economics to graduate high school.
An examination of other colleges leads to the conclusion that many others have noticed
the disparity between students entering and graduating who lack financial and critical
analytical skills. Harvard and Boston College professors offer testimonials that
encourage the introduction of life skills courses on campus based on the heartening
responses of their students to seminars and workshops now offered. Julia Fox, a
professor at Harvard, notes that “the response so far has been, in a word, gratitude”
(Julia Fox qtd. Bradt). Further investigation into the lack of adult life skills high school
graduates have will reveal the need for mandated university education in finance, critical
thinking and effective written communication.
A poling of University students and local high school seniors will also be assessed to
determine the validity of the expansion of our curriculum to include a course designated
towards teaching freshmen financial/ life skills.
Illust. C.1
6. Crystal Shelnutt April 14, 20156
In this pole conducted on University of West Georgia students (13 respondents total
with 38.4% freshmen, 30.77 % sophomore and 30.77% juniors) the statistics reveal a
feeling of inadequacy in financial, time, technical communication skills with 2 out of 13
students claiming they believed high school had prepared them, and 11 believing
themselves to be underprepared. In hindsight, these 11 also agree that they wish they
had taken a course that focused on these specific skills so that they would have felt duly
prepared for their transition into adulthood.
Taking from the same source, when asked “What skills do you wish you could learn
before graduating?” several of the answers coincided with the proposed curriculum that
would be established by a life skills/ finance course.
The survey further concluded that 61.54% of those polled were unopposed to the
college offering a mandatory life skill course for freshmen, with only 38.46% opposed.
The readiness of the student
body to accept the introduction
of a life skills/ finance course
points to the necessity of its
inclusion into the current
University of West Georgia
curriculum. With the lack of
high school preparation more
and more college students find
themselves in capable of
conducting basic adult
financial skills such as filing
taxes or establishing budgets.
Illust.
D.1
Illust. D.2
7. Crystal Shelnutt April 14, 20157
Discussion:
The information provided above directly points to the necessity and desire for the
inclusion of a life skills/ financial mandated course for freshmen students here at the
University of West Georgia. It is crucial that students are instructed in a manner that
promotes the growth and expansion not only of their education, but of the University as
a whole. 97% of the freshmen on our campus were not required to take a financial class
outside their economics course in their high schools that was not also a mixture of
macro and microeconomics.
1 in 3 U.S adults believe that they have made bad financial decisions based on a lack of
financial education (Survey). Only 6 states, including Georgia, require high school
students to take a personal finance course, however; Georgia includes financial
coursework in their Economics curriculum, which can vary from Macro to Micro. Here, at
the University of West Georgia, a survey conducted in 2013 concludes that 21 percent
of graduates from our University graduated with a degree in Business, Management,
Marketing, and Related Support Services (University). With over 12,000 students and
only roughly 21% taking courses that introduce financing the amount of students that
leave college unprepared for basic adult life skills is unexaggerated.
These students should depart with a working knowledge of finance and the skills
necessary to succeed in the work force; however, a survey of business owners released
by the American Association of Colleges and Universities reveals that nine out of ten
employers found “recent college graduates as poorly prepared for the work force in
such areas as critical thinking, communication, and problem solving” (Am. Qtd. Belkin).
School systems are governed by the states in which they reside and therefore the
chance of a federally mandated financial education override is unlikely. This places the
pressure to provide for financial and life skills education in the university setting.
Given the amount of time and effort students spend in the pursuance of their degrees it
makes sense to ensure their skills are not wasted at the professional level. By providing
students with a mandatory critical development and financial basics course, we can
ensure their education reaps the full benefits of our capabilities as a growing university.
8. Crystal Shelnutt April 14, 20158
Conclusions:
63% of incoming freshmen scored basic or below basic in effectiveness in
communication skills (Belkin).
40% of seniors scored basic or below basic in effectiveness in communication
skills.
In 2002 27 states required testing in economics, in 2014 only 16 require it to
graduate high school.
Only 6 states require testing in financial skills and Georgia is one of them.
The University of West Georgia’s freshmen population contains 97% of in state-
tuition students meaning that of the 1,841 freshmen, there is the possibility that
only 3% were required by their respective high schools to take a financial course
to graduate.
A pole of University of West Georgia student grades freshman to junior found
that 61.53% were unopposed to the introduction of a required financial and life
skills course, while only 38.46 were opposed.
Alan B. Krueger, Former chairman of the Council of Economic Advisors, argues that
“Economic education is about much more than money, it provides students with a
framework for making good decisions that will help them and the country” (Krueger, qtd.
ECC). With the inability of the federal government to mandate financial and life skill
courses in the state run education system, private institutions such as the University of
West Georgia must take it upon themselves to educate students in basic financial and
analytical skills.
A large number of college graduates remain unprepared for the real world application of
their degrees, requiring those who are hired to receive extra training or face termination.
By using the proven curriculum of other universities, a program can be developed on
campus to ensure the readiness of graduates as they enter the workforce. As a scholar
at our University, I have found many students who feel they lack the skills necessary to
be an established, successful adult.
Many students entering college come straight from high school and are still heavily
dependent on their parents allowing them room to put off learning mandatory adult
skills. Several high schools do not mandate finance or critical thinking courses making
teaching today’s freshmen how to be adults a necessity. The introduction of the
proposed course will establish a basic knowledge of adult skills and promote a firm
foundation for the growth and development of freshmen.
9. Crystal Shelnutt April 14, 20159
Works Cited
Belkin, Douglas. “Test Finds College Graduates Lack Skills for White-Collar Jobs.”
Education. 16 Jan. 2015. The Wall Street Journal. Web. 18 Mar. 2015.
Bortz, Daniel. “Why Most High Schoolers Don’t Know How to Manage Their Money.”
Money. 8 Oct. 2012. U.S News and World Report. Web. 18 Mar. 2015.
Bradt, Steve. “College adds ‘Life Skills’ to its menu.” FAS Communications. 22 Mar.
2007. Harvard Gazette. Web. 19 Mar. 2015.
“Catalog Year 2016 from 201205 to 201601.” Catalog. The University of West Georgia.
2015. Web 17 Apr. 2015.
Selingo, Jeffrey. “Why are so many college students failing to gain job skills before
graduation?” Gradepoint. 26, Jan. 2015. The Washington Post. Web. 20 Mar.
2015.
“Survey of the States.” Survey of the States and the Progression of Economic
Education. Council for Economic Education. 2015. Web. 18 Apr. 2015.
<http://www.councilforeconed.org/policy-and-advocacy/survey-of-the-
states/#findings>
“University of West Georgia.” Education. U.S News and World Report. Web. 18 Mar.
2015. http://colleges.usnews.rankingsandreviews.com/best-colleges/university-
west-georgia-1601/academics
“University of West Georgia: Your Fit.” Cappex.2015. Web. 17 Apr. 2015
https://www.cappex.com/colleges /University-of- West-Georgia/your-fit
10. Crystal Shelnutt April 14, 201510
Appendix
Appendix A: Belkin, Council for Aid to Education Chart
These results are presented by the Wall Street Journal who credits the result as
an intriguing expansion upon the declining ability of graduates to compete in
critical and written communication in the business world. The article’s writer goes
on to argue, however, that the over 3,000 students polled did not all come from
the same institution and that the study was done over the course of one year, so
the freshmen and seniors are not the same group, allowing for some disparity in
the results.
11. Crystal Shelnutt April 14, 201511
Appendix B: Survey, Council for Economic Education
The “Survey of the States” findings catalogue all fifty states and closely
examine those states that do or do not mandate financial and economic courses.
The statistics of the document argue that the number of institutions that support
financial classes is on the decline leading to the necessity of universities to pick
up the slack. The website offers an educational video that highlights the key
points of their survey and includes testimony from high-ranking financial advisors.
http://www.councilforeconed.org/policy-and-advocacy/survey-of-the-
states/#findings
The website also offers an interactive map that shows that Georgia does
require a economics and finance course to be offered, however, an
examination of the high school graduation requirements course
evaluations under Social Sciences reveals that only economics is required
and the school system has placed financial education inside of it. As a
recent product of the Georgia School System, I can argue (and my survey
supports the idea that) students are not being duly prepared for basic
adult necessities that require financial and critical analytical skills.
13. Crystal Shelnutt April 14, 201513
Appendix C: Sample Survey
The following is a detailed list of all the questions and data gained from my
survey of 13 University of West Georgia students. The results are classified but
all respondents are asked to identity their class. The questions are presented in a
non-bias fashion and offer input from the taker as to what improvements or skills
they feel high school and the University has failed to teach them thus far.