Innovative Approach Keeps Kelley School Students Engaged When Class is Out

The following is a guest blog by Philip Cochran, associate dean of Indianapolis operations for the Kelley School of Business:

The recent ice storm tested the resolve of businesses all across the Midwest. Some fared better than others when battling the elements to deliver their goods or services without affecting the bottom line.

In higher education, however, the concept of losing nearly a week of class time presents a unique challenge: How do you keep students on track without diminishing the return on the investment for their education?

Thankfully, many students at the Kelley School of Business Indianapolis never had cause for concern. The ongoing commitment by faculty to online education and alternative teaching methods allowed for mostly business as usual, despite the closure of the IUPUI campus for three days.

Faculty members — both at the undergraduate and graduate levels — prepared for the storm by providing students access to software designed for video conferencing, online lectures and other hi-tech teaching tools. Some fought power outages and travel restrictions to keep their classes on schedule and student groups moving ahead as planned.

Kelley Indianapolis caters to many non-traditional students, many with families and child-care concerns during such a weather event. The safety of students became top priority, but fulfilling their professional commitment to these dedicated students rang loudly as well for instructors.

If the early response from students is any indication, they also greatly appreciated the opportunity to make progress using this technology. Many simply didn’t want to miss class.

One student told his instructor, “I actually prefer the online lecture format. I think it’s much more interactive, and I got a lot more out of it.”

Another student referred to the last-minute classroom conferencing as “a handy and workable alternative, and all things considered, a more lively and engaging forum than I expected.”

Faculty members are quick to point out the success of these methods requires a strong commitment to achievement among students — something in heavy supply among Kelley students.

This educational experience would not have been as successful without the talented and driven faculty and students who make up Kelley’s Indianapolis campus. Their diligence and commitment to excellence continue to impress each and every day.

In a time when more and more demands are placed on students and their families, this experience reflects positively on the Kelley school, those who help it earn its reputation and the impressive business minds of tomorrow.

New Site, Partnership Provides Higher Education Info

The Indiana Chamber is partnering with the Indiana Commission for Higher Education and the governor’s office on a grant from the Lumina Foundation for Education to enhance the performance of the state’s public colleges and universities. A recent productivity report, video success story in Richmond and much more can be found at the Achieve Indiana website.

Packing a Punch at Purdue

Purdue University doesn’t need me to make the case for its importance to the state of Indiana and beyond. It has thousands of professors, students, research leaders, and business men and women doing that every day.

But despite at least three-plus decades of personal experience (starting with a cousin who graduated from the university and still serves on the faculty in the veterinary medicine school to more than a few athletic contests, including covering the top-ranked basketball team in 1987-88), a half-day on campus earlier this month reinforced the impact being made in West Lafayette and throughout the state.

Just a few observations:

  • Discovery Park is a nice name with a clear mission. Behind the name are five leading centers, all opening between 2004 and 2009 and featuring $205 million in private donations, bringing together experts from a variety of disciplines who are working together on our future. The learning opportunities for students are nearly endless.
  • Purdue Research Parks: There is the largest gathering of technology companies in the state in West Lafayette and growing enterprises in Merrillville, New Albany and Indianapolis (AmeriPlex complex near the airport).
  • The Technical Assistance Program has been working with Indiana companies for 24 years. It drives immediate improvements in companies, training employees, increasing sales and retaining/creating jobs. And now it is doing so in the manufacturing, energy, health care and green sectors, among others.
  • And while others might come to mind first when thinking about education, Purdue’s I-STEM Resource Network and role as one of four homes for the Woodrow Wilson Indiana Teaching Fellowship program are critical. I-STEM is a partnership that includes 19 institutions, K-12 schools, business and government with the bottom line of improving outcomes for students in science, technology, engineering and mathematics studies.

One of my absolute favorite people in 12-plus years in this position was former Purdue President Martin Jischke. He was the driving force behind most of the entities mentioned above, as well as numerous others. Today’s leaders and practitioners are carrying the ball forward.

We’ll continue to help tell the Purdue stories in the months and years ahead. It was good to be reminded about the excellent work taking place there during the recent visit.

And will the 2010-2011 basketball triplets (Hummel, Moore and Johnson) equal or exceed the exploits of Troy Lewis, Todd Mitchell and Everette Stephens from 23 years ago? We’ll have to wait and see on that one.

Opening the Door to Higher Ed Alternatives

To remain competitive in a global economy, U.S. postsecondary institutions must graduate a higher percentage of their students. Government and organizations at the federal and state levels have invested millions of dollars in the pursuit to increase college completion and many smart people are working on the challenge, but how has that changed the way we run our colleges and universities?  
 
Ivy Tech Community College is one of several striving to accomplish that goal by minimizing the time it takes to earn a degree. Despite the controversy that has surrounded selected accelerated degree programs, some have boasted graduation rates higher than 50% — far above the national average for traditional associate degree programs. One distinguishing factor is that unlike traditional degree programs, accelerated ones are cohort-based. This means that students enter and exit as a group, and it is easier to advise and support students together. While it is true that not every student who walks through the doors of Ivy Tech has the option to participate in an accelerated program, that is a good thing. Accelerated programs do not work for every student. Even though the program currently is available to only some students at a few of the campuses, the important thing is that we should be open to new options for those students who can succeed in a different academic setting.
 
When the livelihood of our economy is resting on the hope that postsecondary institutions can try new ideas and work to increase the number of students who walk out with a diploma, it is no time for professors, administrators or policymakers to resist change simply because they fear the unknown.  Instead, we must embrace new ideas and be open to change — or else we merely accept stagnation and support the status quo. 
 
Inside Higher Ed had the details on “Picking Up the Pace” in a recent story.

Ball State Students Not Enthused About Mobile Marketing

A release from eMarketer.com contends that Ball State University students who received ads on their mobile phones were not very enthusiastic about it. (I say if you want people to get jazzed about marketing again — especially on their personal communication devices — then it’s time to bring back The Noid.)

A Ball State University study of a primarily female group of college students found that a majority of them had seen ads on their phones, including 51.2% of smartphone or touchscreen phone users and 61.3% of feature-phone users. Text ads were most prevalent.

Their reactions to ads were highly negative. More than 40% were annoyed to get an ad, compared with just 1.2% who were pleased and 17.6% who were neutral. Even more dramatic, nearly three in 10 said they were less likely to purchase a product after seeing a mobile ad for it. Slightly fewer reported their purchase intent was unchanged, but only a small number said mobile ads encouraged them to purchase.

A substantial minority of respondents (44.3%) would not be induced to receive mobile ads under any circumstances, but 37% were willing to accept them for something free in return. Free ringtones and music were the most popular exchange. In addition, almost two-thirds of all respondents said ads would be OK if they got paid to see them, and the largest segment of that group wanted at least $1 in return for each ad viewed.

Paying to Get the Students to Play

The blame for lack of student achievement typically falls in a few different camps. Ineffective teachers, administrations hamstrung by union rules, society in the form of a poor learning environment, parents that don’t emphasize education and sometimes even the young people themselves are held accountable.

In the past few years, some school districts have tried bribery as a partial solution. That is payment in cash or prizes to students for good grades, high test scores or merely showing up for class. My opinion aligned with the majority in stating that this was a serious misuse of funds. I honestly don’t know whether there has been any substantive study of the results of those efforts.

Now, the Houston public school system is preparing to offer payments to struggling students in the lowest-performing schools if they show up for Saturday tutoring sessions. Another "throw money at the problem and let’s see what happens" scenario. Maybe not in this case.

In addition to the extra weekend help (the superintendent equates the payment to a job as many of these students must work to support their families), the school district is implementing other meaningful reforms that include:

  • Extending the school year and day
  • Giving students who are performing below grade level a "double dose" of math and English
  • Removing ineffective teachers and principals
  • Students and parents signing performance contracts (a strategy employed by some successful charter schools)

It might be categorized as a desperate measure to pay students $30 a tutoring session (with free breakfast and lunch). But it’s not taking place in isolation and if some of the other reforms are successful, maybe getting students in the door will lead to improved results. Hopefully.

The Houston Chronicle has more here.

Córdova: Financial Aid, Lack of Direction Challenge Today’s Students

Today on higher education week on our blog, we feature guest posts from Purdue University President France Córdova. She answers:

  • What is the No. 1 change you would like to see in Indiana’s higher education system that would help serve students better?

Indiana is blessed with a rich array of opportunities in higher education. Students can attend community or regional colleges near their home, outstanding private four-year institutions, or world-class public research universities. The choice depends on their career plans, financial means, academic preparation and personal preference.

In spite of the choices, I’m hearing some common challenges that prospective students face when it comes to higher education: (1) the admissions and financial aid processes can be daunting, especially for those who are the first in their families to attend college; (2) students often do not know which college or university, or course of study, can best help them reach their educational and career goals; and (3) for a variety of reasons many students do not pursue their degree aggressively and fail to stay in college to degree completion.

At Purdue, we’re helping to answer these challenges in several ways:

  • We are employing more transparent online financial aid tools for students and their families. Also, we have launched a campaign to raise more scholarship funds for students who have demonstrable need for financial assistance, as well as for those who apply themselves in the classroom and show leadership potential.
  • To help students with college preparation and course selection, we are investigating the benefits of a campus-wide core curriculum, and we are working to simplify the transfer of courses among institutions, including from Ivy Tech to Purdue. Our regional campuses are looking at increased efficiencies in common credit transfer processes and shared resources, including a shared core curriculum to ease transfer among the campuses. Purdue’s campuses are working together to help power economic development across northern Indiana and everyone in the area will benefit.
  • Once a student enrolls with us, we work hard to help that student succeed. We have a large number of novel retention practices at our campuses, making use of experiential learning, information technology and social media.

We also encourage our students to be entrepreneurial through certification programs and through internships in our technology parks, Indiana companies and nonprofits; these learning experiences help the state keep more graduating students. 

Education Secretary Duncan Calls Foul on NCAA

While driving into work, I listened to ESPN’s "Mike & Mike in the Morning" show relay that U.S. Education Secretary (and former Harvard basketball star) Arne Duncan has proposed NCAA teams who don’t graduate 40% of their players should not be allowed to compete in the postseason. A New York Times blog explains:

Education Secretary Arne Duncan took another swing at the National Collegiate Athletic Association and top college basketball programs Wednesday, reiterating a call he made in January to ban from postseason play teams that fail to graduate at least 40 percent of their players.

If Duncan’s proposal were to be carried out, 12 teams in the N.C.A.A. men’s tournament would be barred from competing, including Kentucky, a No. 1 seed, which has a graduation rate of 31 percent, according to a study released earlier this week by the Institute for Diversity and Ethics in Sport at the University of Central Florida. Six institutions (Brigham Young, Marquette, Notre Dame, Utah State, Wake Forest and Wofford) achieved a 100 percent graduation rate.

“If a university can’t have two out of five of their student-athletes graduate, I don’t know why they’re rewarded with postseason play,” Duncan said in a telephone conference call. His remarks were nearly identical to ones he made in a speech in January at the N.C.A.A. convention in Atlanta, where he told a crowd of athletic directors and university presidents that leaders in college sports aren’t doing enough to graduate basketball players.

ESPN’s analysts agreed the concept was well-meaning, although the logistics of such legislation would end up becoming convoluted because so many factors play into graduation rates (e.g. transfers, players who go to the NBA early, etc.). Jay Bilas also offered that coaches should not be punished for kicking a student off the team who can’t handle the academic load, since most would agree that’s the correct thing to do. He also opined that these are more than just basketball teams, they are institutions of higher learning, and they are equipped to handle these matters themselves.

What do you think? Fair or foul?

Advice for Students: How to Move from New Grad to New Hire

You completed your finals, got your diploma and … have to move into your parents’ basement? While today’s job market is certainly tougher for recent college graduates than it has been in several years, there is no need to make the same mistakes that hold back so many graduates from landing their first job. Let’s look at a few common errors that stop new graduates from becoming new hires:

While searching for a position:
What not to do: Fail to take advantage of the four years you spent building relationships with well-connected people you could be using as networking contacts who already know your academic record and job skills.

What you can do instead: Career services offices exist to find opportunities for students and often offer alumni networks. Professors keep in touch with experts in their fields of study. Administrators are in regular contact with leaders at all kinds of organizations. The best part is that all three of these groups have a vested interest in seeing you, their former student, succeed after graduation. Do not neglect a network you spent four years living with, studying for and working under.

When thinking about your old internship:
What not to do: Decide not to call the company you interned with as a student because you spent most of your summer answering phones and making coffee. By making that decision, you miss out on an opportunity to pursue one of the few companies with which you have a professional employment history.

What you can do instead: Get in touch with your former supervisor to see if any positions are open or will be soon. Ask how things around the office have been and mention a few new skills you have picked up. Even if you cannot stand the thought of going back, you may be qualified for a position you would not have known about in a different department if you had not called. If there are no current job openings, you can still ask your former supervisor to reach out to you if he or she hears about anything you might be interested in.

While perusing the classifieds:
What not to do: Sift through job listing after job listing while subconsciously saying to yourself, “Internships are for students. I need a real job now!”

What you can do instead: Jobs are great, but especially in this market, there are a lot of other good opportunities that many students are overlooking. Fellowships and internships, in particular, have become increasingly popular options for students after graduation, as have service-learning opportunities like volunteering. They may not pay the bills quite as well, but today’s graduates need to be open minded enough to consider these positions – the role they play in adding resume experience and an opportunity to expand your network could be instrumental in finding your next position.

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Indianapolis Named Top City for Recent Grads

CNN reports that according to Apartments.com and CBCampus.com, our capital city was named the top city for recent college graduates. Here is the list and criteria:

The list is based on the ranking of the top U.S. cities with the highest concentration of young adults (age 20 – 24) from the U.S. Census Bureau (2006), inventory of jobs requiring less than one year of experience from CBcampus.com (2009) and the average cost of rent for a one bedroom apartment from Apartments.com (2009).

1. Indianapolis
Average rent (1 bedroom):* $625
Popular entry-level categories from Careerbuilder: sales, customer service, health care

2. Philadelphia
Average rent: $1,034
Popular entry-level categories: sales, customer service, management

3. Baltimore
Average rent: $1,130
Popular entry-level categories: sales, customer service, health care

4. Cincinnati
Average rent: $691
Popular entry-level categories: sales, customer service, health care

5. Cleveland
Average rent: $686
Popular entry-level categories: sales, marketing, customer service

6. New York
Average rent: $1,548
Popular entry-level categories: sales, customer service, admin-clerical

7. Phoenix
Average rent: $747
Popular entry-level categories: sales, customer service, marketing

8. Denver
Average rent: $877
Popular entry-level categories: sales, customer service, health care

9. Chicago
Average rent: $1,133
Popular entry-level categories: sales, marketing, customer service

10. San Antonio
Average rent: $696
Popular entry-level categories: sales, customer service, management 

Hat tip to Chamber staffer Ashton Eller.