This document discusses the need for real-time labor market information (LMI) tools to help guide education and career decisions. It provides examples of how real-time LMI can be used for student placement, curriculum development, forecasting emerging skills, and strategic alignment between education and industry needs. Real-time LMI is important given rising college costs, high student debt loads, fewer job opportunities for recent graduates, and the need for education programs to demonstrate career outcomes and "gainful employment".
CompTIA and Burning Glass - Opportunities in Chicago’s IT Landscape gives detailed statistics on employment opportunities, direct employers in local areas that are hiring, and knowledge of local in-demand positions.
Big Data Day LA 2015 - Data Science ≠ Big Data by Jim McGuire of ZestFinanceData Con LA
Many people think success in data science is all about big data – being able to manipulate extremely large volumes of information and scale black box algorithms. This is not always the case. Getting data science right isn’t a matter of the volume of data you have. It’s about understanding the quality of data you’re working with and knowing exactly what to look for in that data set. Data scientists are artists who use human skill and intuition to build effective models. In this talk, ZestFinance will discuss the distinction between big data and data science and share examples of how data science techniques can be used to provide insights that help predict risk, revenue outcomes and click-through behavior.
An initial look at an alternative to internships that seeks to provide experience producing reports, networking opportunities, and exposure to the professions studied. This initiative was launched in response to new information regarding DHS employee education preparation, an increased interest in teaching to increase critical and creative thinking, and a limit on available internships. Students engage in individually-graded group assignments, submit and resubmit reviewed work, and selected reports and summaries are identified as able to be submitted to official agencies and organizations.
CompTIA and Burning Glass - Opportunities in Chicago’s IT Landscape gives detailed statistics on employment opportunities, direct employers in local areas that are hiring, and knowledge of local in-demand positions.
Big Data Day LA 2015 - Data Science ≠ Big Data by Jim McGuire of ZestFinanceData Con LA
Many people think success in data science is all about big data – being able to manipulate extremely large volumes of information and scale black box algorithms. This is not always the case. Getting data science right isn’t a matter of the volume of data you have. It’s about understanding the quality of data you’re working with and knowing exactly what to look for in that data set. Data scientists are artists who use human skill and intuition to build effective models. In this talk, ZestFinance will discuss the distinction between big data and data science and share examples of how data science techniques can be used to provide insights that help predict risk, revenue outcomes and click-through behavior.
An initial look at an alternative to internships that seeks to provide experience producing reports, networking opportunities, and exposure to the professions studied. This initiative was launched in response to new information regarding DHS employee education preparation, an increased interest in teaching to increase critical and creative thinking, and a limit on available internships. Students engage in individually-graded group assignments, submit and resubmit reviewed work, and selected reports and summaries are identified as able to be submitted to official agencies and organizations.
3.5 ($million) Mistakes to avoid with Co-Founders/Hiring/FiringChris Snook
Founders Institute Mentorship session with Chris J Snook on tough and costly lessons learned over his 13 year career with regards to Co-Founders, Hiring and Firing.
Sometimes we presume to know our customers and what they would like. Then we build products based on those assumptions. Coming to IMVU, having a customer base that seemed quite foreign helps distance yourself from that assumption...
Great Workplaces Are Built, Not Born: The Role of Learning and DevelopmentHuman Capital Media
Every organizational function has a shared, yet unique role in building a great workplace — one that fosters employee innovation and effort, commitment and cooperation. Learning and development ensures that people have the language, the best practices and the support needed to build a great workplace in every department, under every manager and supervisor.
Benchmarking and best practices from Fortune’s 100 Best Companies to Work for annual list — such as Umpqua Bank, Google, Genentech, QuikTrip and Quicken Loans — are the basis for this conversation with Michael Burchell and Jennifer Robin, authors of The Great Workplace. Join them as they share lessons and insights into the unique and special opportunity that L&D holds in shaping a great workplace culture.
What Employers Want Most and Get Least from GradsPayScale, Inc.
Even though the economy is recovering, recent college graduates are struggling to find work in their chosen fields. This deck, featured in the SXSWedu panel "What Employers Want Most and Get Least from Grads," addresses the skill gap between college graduates and employer needs, and examines some of the root causes of the issue. Featuring contributions from Barnaby Dorfman, SVP of Consumer Product at PayScale; Kristen Hamilton, CEO of Koru; Tony Wagner, Expert-in-Residence at the Harvard Innovation Lab and Zach First, Senior Managing Director of The Drucker Institute.
B1 - Top Ten Breakthrough Ideas for Enrollment OptimizationAngela Gooden
David Erdmann has been a college admission dean for more than 30 years and an independent school enrollment consultant for more than 20. Over those years David has "discovered" 10 breakthrough ideas that, when applied in combination, will help achieve enrollment success at your school. In this session he will share these breakthrough ideas and invite your comments and discussion participation.
David Erdmann, Dean of Admission and Enrollment, Rollins College, FL
Post the stakeholder role you are assuming. Then, post an explanat.docxshpopkinkz
Post
the stakeholder role you are assuming. Then, post an explanation of how you, in the particular role you are assuming, might respond to the new information in the articles you found and in Document Set 2 for your case study. In your explanation, be sure to:
Evaluate whether the new information is based on reliable sources and whether the information is relevant to the issue.
Explain your position on the case study issue from the perspective of the role you are assuming and how this new information informs this position.
Explain the steps you might take to follow-up on this information based on your role and your position on the issue.
Examples of stakeholder's roles that you could assume:
-Educator
-Parent
-State Department of Education
-Student Attending College
Throughout the Discussion, add support for your position or add to the knowledge base on the issue by finding and sharing additional resources related to the issue you are discussing. These should include scholarly resources but may include other resources such as news articles, blogs, RSS feeds, etc. Share links to the resources you identify.
Once you have decided which stakeholders role you will be assuming, respond to the below discussion questions:
Discussion #1
The stakeholder role I am assuming is the business leader. I am in support of increasing curricular focus, funding, and new hiring for professional and technical fields. In Document Set2 for this case study, it states there are 3.3 million job openings in the U.S., many going unfilled for months on end, as roughly half of employers now say they’re having a hard time finding qualified workers to hire, especially in technical fields. This information was retrieved from
White House Jobs Council
which is based on a reliable source. This information is extremely relevant to the issue because the solution to producing qualified workers is to equip students with the necessary skills and abilities. Those skills and abilities should align with the expectations established by industry leaders.
According to the White House Jobs Council in 2012
,
America is losing its position of global educational leadership in ways that could put our future living standards and business
competiveness
at risk.
This new information informs this position because without a change in focus to technical education those unfilled jobs will continue to increase.
In the PBS
Newshour
video, it gives examples of students who graduated with liberal arts degrees.
All of them had a difficult time gaining employment directly related to their field of study after graduation. In one instance, there was a graduate who majored in anthropology and he now washes trash cans part-time. In another instance, there was a graduate who majored in history with a minor in political science who is a substitute teacher one day a week. Both of the graduates agree, that they do not regret going to college although they wished they would have pursued som.
Over half of all four-year graduates in the class of 2012 were jobless or underemployed. Many returned home with significant student loan debt and limited prospects for repayment. And yet there are over 3.5 million job openings today. Houston, we have a problem, and it’s not that too few people are going or graduating from college. It’s that too many are not finding a job afterwards. Legislators are taking note, and new accountability standards are on the way to higher education. It is time for a serious and honest look at how we define student success beyond the classroom. If you don’t, someone surely will for you, and soon. In this session, participants will take away tools and techniques for addressing the employability gap in higher education through real-time market analysis, high-fidelity curriculum alignment, embedded talent pipelines, earnings and placement metrics, and the front-lines of outcomes funding.
The Employability Gap: Five Ways to Improve Employability Outcomes in Higher EdMichael Bettersworth
Colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a job.
Michael Bettersworth is the associate vice chancellor for technology advancement at the Texas State Technical College System. Shortly after joining TSTC in 2002, Michael founded TSTC Forecasting to identify and analyze new technical competencies needed by employers. The core purpose of this work is to improve student employability through curriculum alignment with market demand. TSTC Forecasting has published over 28 studies on emerging technologies and occupations leading to new college curriculum in nanotechnology, biotechnology, energy, video games, manufacturing, healthcare among other topics. New studies are currently underway in big data, unmanned aerial systems, and social media. Michael's current work focuses on the development of a new higher education funding model based on exiter earnings, the use of real-time labor market data for curriculum alignment, college program evaluations using placement and earnings data, and curriculum development through a common skills language in partnership with the Texas Workforce Commission. Michael is an unconventional thinker, an informed speaker, and a staunch advocate for the important role of education in our nation's shared prosperity.
Visit www.forecasting.tstc.edu for Forecasts and follow Michael @bettersworth
Simply having a college degree is not enough to find a job. This is especially true in today’s job market. Having the right competencies, not the right level of education, is the key to marketability and earnings. In other words, it’s not that you study but what you study that makes the difference. From a policy perspective, colleges are rewarded for enrollment and graduation, yet very little if any attention is paid to student placement and earnings. In this session, Michael Bettersworth makes the case why degrees increasingly matter less, that competencies are currency, and that student success is about much more than enrollment or graduation rates. It’s also about getting a job.
Simply having a college degree is not enough to find a job. This is especially true in today’s job market. Having the right competencies, not the right level of education, is the key to marketability and earnings. In other words, it’s not that you study but what you study that makes the difference. From a policy perspective, colleges are rewarded for enrollment and graduation, yet very little if any attention is paid to student placement and earnings. In this session, Michael Bettersworth makes the case why degrees increasingly matter less, that competencies are the real currency, and that student success is about much more than enrollment or graduation rates. It’s also about getting a job.
3.5 ($million) Mistakes to avoid with Co-Founders/Hiring/FiringChris Snook
Founders Institute Mentorship session with Chris J Snook on tough and costly lessons learned over his 13 year career with regards to Co-Founders, Hiring and Firing.
Sometimes we presume to know our customers and what they would like. Then we build products based on those assumptions. Coming to IMVU, having a customer base that seemed quite foreign helps distance yourself from that assumption...
Great Workplaces Are Built, Not Born: The Role of Learning and DevelopmentHuman Capital Media
Every organizational function has a shared, yet unique role in building a great workplace — one that fosters employee innovation and effort, commitment and cooperation. Learning and development ensures that people have the language, the best practices and the support needed to build a great workplace in every department, under every manager and supervisor.
Benchmarking and best practices from Fortune’s 100 Best Companies to Work for annual list — such as Umpqua Bank, Google, Genentech, QuikTrip and Quicken Loans — are the basis for this conversation with Michael Burchell and Jennifer Robin, authors of The Great Workplace. Join them as they share lessons and insights into the unique and special opportunity that L&D holds in shaping a great workplace culture.
What Employers Want Most and Get Least from GradsPayScale, Inc.
Even though the economy is recovering, recent college graduates are struggling to find work in their chosen fields. This deck, featured in the SXSWedu panel "What Employers Want Most and Get Least from Grads," addresses the skill gap between college graduates and employer needs, and examines some of the root causes of the issue. Featuring contributions from Barnaby Dorfman, SVP of Consumer Product at PayScale; Kristen Hamilton, CEO of Koru; Tony Wagner, Expert-in-Residence at the Harvard Innovation Lab and Zach First, Senior Managing Director of The Drucker Institute.
B1 - Top Ten Breakthrough Ideas for Enrollment OptimizationAngela Gooden
David Erdmann has been a college admission dean for more than 30 years and an independent school enrollment consultant for more than 20. Over those years David has "discovered" 10 breakthrough ideas that, when applied in combination, will help achieve enrollment success at your school. In this session he will share these breakthrough ideas and invite your comments and discussion participation.
David Erdmann, Dean of Admission and Enrollment, Rollins College, FL
Post the stakeholder role you are assuming. Then, post an explanat.docxshpopkinkz
Post
the stakeholder role you are assuming. Then, post an explanation of how you, in the particular role you are assuming, might respond to the new information in the articles you found and in Document Set 2 for your case study. In your explanation, be sure to:
Evaluate whether the new information is based on reliable sources and whether the information is relevant to the issue.
Explain your position on the case study issue from the perspective of the role you are assuming and how this new information informs this position.
Explain the steps you might take to follow-up on this information based on your role and your position on the issue.
Examples of stakeholder's roles that you could assume:
-Educator
-Parent
-State Department of Education
-Student Attending College
Throughout the Discussion, add support for your position or add to the knowledge base on the issue by finding and sharing additional resources related to the issue you are discussing. These should include scholarly resources but may include other resources such as news articles, blogs, RSS feeds, etc. Share links to the resources you identify.
Once you have decided which stakeholders role you will be assuming, respond to the below discussion questions:
Discussion #1
The stakeholder role I am assuming is the business leader. I am in support of increasing curricular focus, funding, and new hiring for professional and technical fields. In Document Set2 for this case study, it states there are 3.3 million job openings in the U.S., many going unfilled for months on end, as roughly half of employers now say they’re having a hard time finding qualified workers to hire, especially in technical fields. This information was retrieved from
White House Jobs Council
which is based on a reliable source. This information is extremely relevant to the issue because the solution to producing qualified workers is to equip students with the necessary skills and abilities. Those skills and abilities should align with the expectations established by industry leaders.
According to the White House Jobs Council in 2012
,
America is losing its position of global educational leadership in ways that could put our future living standards and business
competiveness
at risk.
This new information informs this position because without a change in focus to technical education those unfilled jobs will continue to increase.
In the PBS
Newshour
video, it gives examples of students who graduated with liberal arts degrees.
All of them had a difficult time gaining employment directly related to their field of study after graduation. In one instance, there was a graduate who majored in anthropology and he now washes trash cans part-time. In another instance, there was a graduate who majored in history with a minor in political science who is a substitute teacher one day a week. Both of the graduates agree, that they do not regret going to college although they wished they would have pursued som.
Over half of all four-year graduates in the class of 2012 were jobless or underemployed. Many returned home with significant student loan debt and limited prospects for repayment. And yet there are over 3.5 million job openings today. Houston, we have a problem, and it’s not that too few people are going or graduating from college. It’s that too many are not finding a job afterwards. Legislators are taking note, and new accountability standards are on the way to higher education. It is time for a serious and honest look at how we define student success beyond the classroom. If you don’t, someone surely will for you, and soon. In this session, participants will take away tools and techniques for addressing the employability gap in higher education through real-time market analysis, high-fidelity curriculum alignment, embedded talent pipelines, earnings and placement metrics, and the front-lines of outcomes funding.
The Employability Gap: Five Ways to Improve Employability Outcomes in Higher EdMichael Bettersworth
Colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a job.
Michael Bettersworth is the associate vice chancellor for technology advancement at the Texas State Technical College System. Shortly after joining TSTC in 2002, Michael founded TSTC Forecasting to identify and analyze new technical competencies needed by employers. The core purpose of this work is to improve student employability through curriculum alignment with market demand. TSTC Forecasting has published over 28 studies on emerging technologies and occupations leading to new college curriculum in nanotechnology, biotechnology, energy, video games, manufacturing, healthcare among other topics. New studies are currently underway in big data, unmanned aerial systems, and social media. Michael's current work focuses on the development of a new higher education funding model based on exiter earnings, the use of real-time labor market data for curriculum alignment, college program evaluations using placement and earnings data, and curriculum development through a common skills language in partnership with the Texas Workforce Commission. Michael is an unconventional thinker, an informed speaker, and a staunch advocate for the important role of education in our nation's shared prosperity.
Visit www.forecasting.tstc.edu for Forecasts and follow Michael @bettersworth
Simply having a college degree is not enough to find a job. This is especially true in today’s job market. Having the right competencies, not the right level of education, is the key to marketability and earnings. In other words, it’s not that you study but what you study that makes the difference. From a policy perspective, colleges are rewarded for enrollment and graduation, yet very little if any attention is paid to student placement and earnings. In this session, Michael Bettersworth makes the case why degrees increasingly matter less, that competencies are currency, and that student success is about much more than enrollment or graduation rates. It’s also about getting a job.
Simply having a college degree is not enough to find a job. This is especially true in today’s job market. Having the right competencies, not the right level of education, is the key to marketability and earnings. In other words, it’s not that you study but what you study that makes the difference. From a policy perspective, colleges are rewarded for enrollment and graduation, yet very little if any attention is paid to student placement and earnings. In this session, Michael Bettersworth makes the case why degrees increasingly matter less, that competencies are the real currency, and that student success is about much more than enrollment or graduation rates. It’s also about getting a job.
Seventy-percent of 2009 college graduates did not have a job upon graduation and eighty-percent moved back home with their parents. Many returned with significant student loan debt and limited prospects for repayment. And yet there are currently an estimated 3 million job openings in occupations requiring advanced technical skills. In today's economy, it is becoming increasingly clear that it's that you student but what you student that is the key to employability and earnings potential. From a policy perspective, colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a J.O.B.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
JFF Bettersworth 11-22-11
1. MICHAEL A. BETTERSWORTH
@BETTERSWORTH
MICHAEL.BETTERSWORTH@TSTC.EDU
Credentials That Work Update
Texas State Technical College
Monday, December 5, 11
12. Class of 2006
Move d Back Home.
67% Salary.
$3 0,000 S tarting
Sources: Twentysomething Inc, John J. Heldrich Center for Workforce Development
Monday, December 5, 11
13. Class of 2009
n Gradu ation.
70 % Joble ss Upo
ed Back Home.
8 0% Mov
Starting Salary.
$ 27,000 Debt.
$ 23,000 Average
Sources: CollegeGrad.com, New York Times, Heldrich Center for Workforce Development
Monday, December 5, 11
14. Class of 2010
d Back Home.
85% Move
verage Debt.
$27,200 A
Source: Twentysomething Inc
Monday, December 5, 11
15. Student Loan Debt Now Exceeds Credit Card Debt
Monday, December 5, 11
18. College Costs Expected to Continue Increase
Source: College Board
Monday, December 5, 11
19. Appropriations Down, Tuition Up
Annual Percentage Changes in State Appropriations for Higher
Education per Full-Time Equivalent (FTE) Student and Changes in
Inflation-Adjusted Tuition and Fees at Public Four-Year Institutions,
1980 81 to 2010 11
Source: College Board, Trends in College Pricing 2011, Figure 10A
URCE: The December 5, 11
Monday, College Board, Trends in College Pricing 2011, Figure 10A.!
20. Disconnect Between College Costs & Earnings
Since 2000, in real terms college costs are now up by 23%
Since 2000, in real terms real pay for college graduates is down by 11%
Ratio
Monday, December 5, 11
29. DOE National Student Loan Default Rates
“The cohort default rate is the percentage of borrowers who enter
repayment in a fiscal year and default by the end of the next fiscal year.”
Source: US Department of Education. OSFAP
Monday, December 5, 11
30. Default Rates at For-Profits Much Higher
Source: Information for Student Aid Professionals (IFAP)
Monday, December 5, 11
31. “According to unpublished data obtained by The Chronicle, one
in every five government loans that entered repayment in
1995 has gone into default. The default rate is higher for loans
made to students from two-year colleges [31%], and higher still,
reaching 40 percent, for those who attended for-profit
institutions.”
Source: Kelly Field. Chronicle of Higher Education. “Government Vastly Undercounts Defaults”. July 11, 2010
Monday, December 5, 11
32. You Can Run, But You Can’t Hide
The Government Can:
• Garnish up to 15 percent of take-home pay without a
court order for a borrower who is 12 months behind
on student loan payments.
• Intercept federal and state income tax refunds and
lottery winnings.
• Offset up to 15 percent of Social Security disability
and retirement benefit payments.
FACTOID
~72,000 federal student loan borrowers filed for
bankruptcy in 2008. Twenty-nine (.04%) succeeded in
obtaining a full or partial discharge of their loans.
You’re more likely to die of cancer or in a car crash
than to have your loans discharged in bankruptcy.
Monday, December 5, 11
34. You Have To: Gainful Employment Disclosures
As of July 11, 2011, each program that falls
under these regulations is required to report:
• Occupations, SOC codes, links to occupational
profiles on O*NET
• Costs – tuition/fees and books/supplies (may include
additional costs)
• On-time graduation (completion) rate for each
program
• Job placement rate for students completing each
program (if currently required by state or accrediting
body)
• Median loan debt incurred by students as provided
by ED (identified separately as Title IV loan debt and
private educational loan debt)
Monday, December 5, 11
35. Need to Inform Relevant Education Decisions
Monday, December 5, 11
37. 17 Million Underemployed in US
Over 317,000 waiters and waitresses have college degrees (over 8,000 of them have
doctoral or professional degrees), along with over 80,000 bartenders, and over 18,000
parking lot attendants. All told, some 17,000,000 Americans with college degrees are
doing jobs that the BLS says require less than the skill levels associated with a bachelor’s
degree.
Source: Richard Vedder. Chronicle of Higher Education. “Why did 17 million students go to college”. October 20, 2010
Monday, December 5, 11
38. The colleges that most students
attend "need to streamline
their programs, so they
emphasize employability.”
Anthony P. Carnevale
Director, Georgetown Center
Georgetown University
Monday, December 5, 11
39. “At the post-secondary level,
we need a concerted effort to
link work and learning by
providing far more
opportunities for work-based
learning.”
William C. Symonds
Director, Pathways to Prosperity
Harvard Graduate School of Education
Monday, December 5, 11
40. Accountability: Coming to a Campus Near You
What’s Measured What Counts
Enrollments Placement Rate
Demographics Earnings
Contact Hours Student Satisfaction
Course Completion Employer Satisfaction
Graduates New Companies
Numbers of Awards Return on Investment
Award Levels Value to Taxpayer
National Benchmarks Efficiency
Activity Performance
Monday, December 5, 11
41. “If you can't make
people employable,
they are not going
to participate fully
in the life of their
times in this
system.”
Anthony P. Carnevale
Director, Georgetown Center
Georgetown University
Monday, December 5, 11
42. MICHAEL A. BETTERSWORTH
@BETTERSWORTH
MICHAEL.BETTERSWORTH@TSTC.EDU
Credentials That Work Update
Texas State Technical College
Monday, December 5, 11