Declining by Degrees: Higher Education at Risk (2005) - VoiceTube: Learn English through videos!

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UCATION IS THE KEY TO THE AMERICAN DREAM.
(man) BUT TODAY, SOMETHING'S WRONG.
'T READ, PERIOD.
(mVIVE?
DRIVEN. 'T READ, PERIOD.
(man 4) YOU KNOW, I GOT SWALLOWED UP.
POWERFUL FORCES ARE DRIVING HIGHER EDUCATION
IN NEW DIRECTIONS.
I'M JOHN MERROW.
WHAT WE'RE GOING TO SHOW YOU, BOTH GOOD AND BAD,
ABOUT COLLEGES AND I'UNIVERSITIESW.
CAN BE FOUND ON VIRTUALLY EVERY CAMPUS IN AMERICA.
THIS PROGRAM IS PROVIDED BY: ABOUT COLLEGES AND I'UNIVERSITIESW.
ADDITIONAL SUPPORT WAS PROVIDED BY:
WITH ADDED BY:
(John Merrow) GMILLIONS EVERY FALL.
(Female Student) IT'S REALLY EXCITING
BECAUSE I'VE BEEN LOOKING FORWARD TO THIS FOR A LONG TIME.
SO, I'M JUST GLAD TO FINALLY BE HERE, MOVING IN.
(John Merrow) MORE THAN 14 MILLION UNDERGRADUATES
AT 4,200 COLLEGES, FOLLOWING A DREAM.
IT'S STILL NOT ONLY A WAY UP FOR SOME PEOPLE,
G SURE THAT YOU'VE BEEN STAMPED BY SOCIETY
FOR FUTURE SUCCESS.
PARTLY A RITUAL, YOU'VE BA TRANSITION.Y SOCIETY
IT'S ALSO A WAY OF PEOPLE
BEGINNING TO MOVE OUT OF THE FAMILY.
SO THERE'S STILL A PRETTY POSITIVE SENSE OF IT
AS PART OF THE AMERICAN DREAM.
IT'S ABOUT BUILDING CONFIDENCE,
ILDINGRT OF THE AMERICAN DREAM. YOUR COMMUNICATION SKILLS,
LEARNING TO WORK WITH PEOPLE,
(student) I'M REALLY EXCITED,
A LITTLE BIT NERVOUS SINCE WE JUST GOT HERE AND STUFF,
THE WHOLE COLLEGE EXPERIENCE AND EVERYTHING.
(woman) A VERY FEW YEARS AGO
IT WAS POSH SCHOOL
ANSUSTAIN A FAMILY,
AND EVEN SUSTAIN A MIDDLE CLASS STANDARD OF LIVING
THOSE DAYS ARE OVER.
NEVER AGAIN WILL NECESSITY FOR ANY INDIVIDUAL E
TO ENTER AND STAY IN THE AMERICAN MIDDLE CLASS.
[bells chiming]
(John Merrow) BUT EVEN WITH COLLEGE A NECESSITY,
THERE ARE WARNING SIGNS
THAT ALL IS NOT WELL IN HIGHER EDUCATION.
dogs]HERE ARE WARNING SIGNS
BUT TODAY 39% OF STUDENTS ADMIT TO BINGE DRINKING.
(man) OWWWW!
THAT WAS WEAK.
I WANT MORE!
[crowd cheering]
(John Merrow) THE DEBATE OVER THE ROLE OF SPORTS ON CAMPUS PERSISTS.
(Frank Deford) IT'S NOT ILLEGAL FOR A COACH TO MAKE $2 MILLION A YEAR
BUT IS IT RIGHT,
IS IT ETHICAL,
(John Merrow) 68% OF TODAY'S COLLEGE STUDENTS ARE WORKING
ATHOLD DOWN FULL-TIME JOBS
WHILE TRYING TO BE FULL-TIME STUDENTS.
(woman) I FREQUENTLY DO.
WHEN YOU ARE DEAD TIRED YOU DON'T HEAR THAT ALARM.
I DON'T CARE HOW LOUD IT IS.
UGH IT.
AND THAT'S HAPPENED.
(John Merrow) 44% OF TODAY'S COLLEGE FACULTY ARE PART-TIME TEACHERS.
THIS MAN TEACHES AT THREE COLLEGES.
(man) I'M PRETTY MUCH AN ASSEMBLY LINE KIND OF A GUY.
I WISH I COULD TAILOR MAKE MY DELIVERY.
CAN'T DO IT.
TOO MANY STUDENTS,
TOO MANY CLASSES.
(John Merrow) AND TEACHING IS OFTEN NOT A PRIORITY.
(man) CLEARLY IF I WANT A RAISE
IT'S GOING TO BE THROUGH RESEARCH.
I'M NOT GOING TO GET RAISES BASED ON QUALITY TEACHING,
NO MATTER HOW GOOD THAT TEACHING IS.
(John Merrow) STUDENTS WHO START MAY NOT FINISH.
MOST DISTURBING OF ALL IS WHAT'S BEING SAID
ABOUT THOSE WHO DO GRADUATE.
MOST DISTURBING OF ALL IS WHAT'S BEING SAID (Lara Couturier) THERE'S BEEN REPORT AFTER REPORT
AND COMMISSION AFTER COMMISSION FORMED OF BUSINESS LEADERS
WHO ARE CALLING OUT TO HIGHER EDUCATION AND SAYING,
"WE NEED TO CHANGE THE SYSTEM.
"WE THAT OUR EMPLOYEESWITH ARE SHOWING UP WITH."
AND THIS HAS IMPLICATIONS FOR DEFENSE,
IT HAS I MEANS TO RUN LOCAL GOV,
(John Merrow) AND YET, OTHER THAN CONCERNS ABOUT COST,
(Kay McClenney) THAT'S BECAUSE THE AMERICA PUBLIC HAS
VERY LITTLE INFORMATION.
WE DON'T REALLY HAVE ANY INFORMATION THAT TELLS US
FROMDENT LEARNING.
WHEN THOSE KIDS GO TO COLLEGE
WE DON' ACTUALLY
HING WHILE WHEN THOTHEY'RE THERE.COLLEGE
(Lara Couturier) WE HAVE NO IDEALY REALLY WHAT GOES ON AT MOST
WE MAKE HUGE ASSUMPTIONS THAT SOMETHING MAGICAL HAPPENS
IN FOUR YEARS.
(man) YOU READY FOR THIS?
BUT I'LL
I'LL BE READY TO COME BACK HOME PROBABLY.
(John Merrow) ON HIS FIRST DAY
AT WESTERN KENTUCKY UNIVERSITY,
WHICH ENROLLS MORE THAN 18,000 STUDENTS,
THE VAST MEGION.
(Matt Morris) IT'MING I GUESS.
JUST ALL THE PEOPLE,
'CAUSE I'M FROM A TOWN ABOUT 400 PEOPLE.
IT'S A BIG CHANGE,
IT'S GOING TO BE A BIG CHANGE.
(John Merrow) HIS WEEKENDS DRAG RACING.
[engine roaring]
HE'S NOT (John Merrow) WELL-PREPARED FOR COLLEGE.G.
(Matt) I COULD HAVE BEEN A STRAHOOL.
I WAS "A"-"B" WITHOUT BRINGING A BOOK HOME.
, (Matt) I COULD HAVE BEEN A STRAHOOL. I DON'T STUDY A LOT THOUGH
BECAUSE I DON'T HAVE VERY GOOD STUDY SKILLS.
FIRST IN HIS FAMILY TO GO TO COLLEGE.
HIS DAD WORKS AT U.P.S.
(Donna Morris) YOU HAVE TO UNDERSTAND THAT MATT NEVER WAS THE TYPE
ACADEMICS.
HE CONCENTRATED IN SPORTS, (Donna Morris) YOU HAVE TO UNDERSTAND THAT MATT NEVER WAS THE TYPE
A BIG CHANGE FOR HIM. ACADEMICS.
HE'S NEVER HAD THE STUDY ETHICS OR WHATEVER YOU WANT TO CALL IT.
(JohHAS HIGH HOPES.
8!
[cheers, applause]
(Matt) IT WAS KIND OF 50/50 WHETHER I WANTED TO GO TO COLLEGE,
I WANT TO HAVE A NICE RACE CAR, A NICE HOUSE.
I FIGURE IF I CAN MAKE SIXTY,
SEVENTY THOUSAND DOLLARS A YEAR, BY MYSELF,
I CAN HAANT.
(John Merrow) WHAT CLASSES ARE YOU TAKING?
COMPUTER-AIDED DRAFTING,
ENGLISH,
BOWLING,
ONOMY, ENGLISH,
AND UNIVERSITY EXPERIENCE.
THAT'S KIND OF ABOUT AS...
WHAT'S THE WORD I'M LOOKING FOR?
AY OF CLASSES AS YOU CAN GET, I'D SAY...
SOUNDS WHAT'S THE WORD I'M LOOKING FORCHALLENGING ALSO.
UH, IT'D BE PRETTY TOUGH, I'D SAY.
OF FREE TIME. WHAT'S THE WORD I'M LOOKING FORCHALLENGING ALSO.
SO YOU MIGHT AS WELL USE IT.
(John Merrow) WESTERN KENTUCKY'S MISSION IS TO SERVE THE STATE
AND ITS HIGH SCHOOL GRADUATES.
(man) I WANT A DEGREE IN THEIR HAND SO THAT THEY'RE CREDENTIALED
SO T
THE QUALITY OF LIFE
FOR THE REST OF THEIR LIFE.
THE STATE INVESTS $75 MILLION A YEAR IN THIS UNIVERSITY
AND THE PAY-OFF IS A TALENTED WORK FORCE,
AN IMPROVED QUALITY OF LIFE,
AND AN ECONOMY THAT'S BEING DRIVEN BY OUR UNIVERSITIES.
(John Merrow) MOST COLLEGES ACCEPT AT LEAST THREE QUARTERS
OF THOSE WHO APPLY.
(Professor) ALL RIGHT, WE'RE GOING TO CONTINUE TODAY
WITH THE MONETARY POLICY.
(John Merrow) THE PROFESSOR IS BRIAN STROW, AN AWARD-WINNING TEACHER.
NCOMMITTEE WOKE UP ONE DAY
AND SAYS, "YOU KNOW WHAT?
"THIS .1 OR 10% RESERVE REQUIREMENT,
MAYBE IT'S TOO LOW."
(Brian Strow) I'M HERE BECAUSE I ENJOY THE CLASSROOM,
I ENJOY BULB ON
IN A STUDENT'S HEAD, AND THEY SAY,
"OH, ECONOMICS ISN'T QUITE AS BORING AS I THOUGHT IT WAS.
THIS IS ON THE NEWS ALL THE TIME."
WE'VE GOT AN EXTRA $100 IN CASH SITTING AROUND.
THE BANK WAS PREVIOUSLY FULLY LOANED OUT,
DIDN'T REALLY WANT TO SIT ON EXTRA CASH.
WHAT'S IT PROBABLY GOING TO DO WITH THE MONEY NOW?
(male student) DIDN'T REALLY WANT TO SIT ON EXTRA CASH. LOAN IT OUT.
YEAH, LOANS ARE GOIN
(John Merrow) PROFESSOR STROW TEACHES THREE COURSES
WITH A TOTAL OF 134 STUDENTS.
MEETS THREE TIMES A WEEK.
I'VE GOT STUDENTS IN THAT CLASS WHO I'M CONFIDENT
WOULD EXCEL AT ANY IVY LEAGUE INSTITUTION,
ALL THE WAY DOWN TO STUDENTS
D THEY LET OUT WOULD EXCEL AT ANY IVY OF HIGH SCHOOL.ION,
ohn Merrow) TO ACCOMMODATE THE RANGE OF ABILITIES OF HIS STUDENTS ALL THE WAY DOWN TO STUDENTS
PROFESSOR STROW MAKES THE FIRST OF A NUMBER
HIS TEXTBOOK IS OPTIONAL. MAKES THE FIRST OF A NUMBER
I CALL IT "OPTIONAL" IN THE SENSE THAT I'M NOT GOING
TO ASK THEM QUESTIONS SPECIFICALLY ON THE TEST
THAT COME OUT OF THE TEXTBOOK.
AN ECONOMIST ON THEM? TO ASK THEM QUESTIONS SPECIFICALLY ON THE TEST
(John Merrow) INSTEAD, HE ASSIGNS FIVE ARTICLES A WEEK
(Strow) THE THIRD ARTICLE IS ON PAGE 55,
ND MEDIOCRITY."Merrow) INSTEAD, HE ASSIGNS FIVE ARTICLES A WEEK
IT HAS TO DO WITH GREAT BRITAIN'S EDUCATIONAL SYSTEM.
(Strow) I WOULD LIKE
LK ABOUT IN CLASS, SEE IT IN THE WORLD. IT HAS TO DO WITH GREAT BRITAIN'S EDUCATIONAL SYSTEM.
JUST INDEPENDENTLY ASK QUESTIONS,
"BECAUSE I SAW THIS ON THE NEWS THE OTHER DAY.
HOW DOES THAT FIT IN TO WHAT WE'RE DOING?"
WISH IT DID.
WHEN IT COMES TO GRADING,
(Strow) I END UP HAVING TO HAVE A PRETTY BIG CURVE
BECAUSE THE AVERAGE IS ABOUT A 55 OUT OF 100.
THAT'S THE AVERAGE FOR THE CLASS.
NOW I HAVE STUDENTS SCORING 96, 94.
BUT I STILL HAVE PEOPLE IN THE 40s,
THEM I GUESS--
The 50 MAGICALLY BECOMES A "C".
THERE'S A HUGE AMOUNT OF GRADE INFLATION.
SO, WHAT DOES AN "A" MEAN, WHAT DOES A "B" MEAN?
WE KNOW NOW, FOR EXAMPLE,
ARE "B" OR BETTER.
THE GRADES WERE C'S. WE KNOW NOW, FOR EXAMPLE,
S THAT MUCH BRIGHTER?
THERE'S EVIDENCE THAT WE KNOW NOW, FOR EXAMPLE,
AS WELL-PREPARED IN HIGH SCHOOL AS THEY WERE BEFORE.
(John Merrow) AT ELITE COLLEGES WHERE STUDENTS ARE WELL-PREPARED,
GRADE INFLATION CONTINUES TO BE AN ISSUE.
WELL, LET'S SAY A WORD ABOUT THE EXERCISES FIRST.
(John Merrow) WILLIAM PRITCHARD HAS BEEN TEACHING ENGLISH LITERATURE
AT AMHERST COLLEGE IN WESTERN MASSACHUSETTS FOR 47 YEARS.
(Pr'T GIVE A "C" NOW
UNLESS IT'S A STUDENT WITH A REAL WRITING PROBLEM,
AND THERE ARE SUCH, GIVE A "C" NOW
OR DONE IT IN THE MOST PERFUNCTORY WAY.
WHEREAS A "C" USED TO BE A PASSING GRADE.
[laughs]
(John Merrow) THE "GENTLEMAN C".
THAT'S WHAT IT WAS CALLED, YEAH.
S THE (John Merrow) EQUIVALENT OF AN "F"?
I THINK A "C" IS THE EQUIVALENT OF A STRONG STATEMENT
THAT YOU'VE DONE POORLY IN THIS COURSE, YEAH.
IN MEXICO, DEMAND IS GO 130.
IF YOU STARTED FAILING A LOT OF STUDENTS?
(Strow) IF I STARTED FAILING 50%, THEN YES.
IT'S RETENTION, RETENTION, RETENTION, IS WHAT WE FOCUS ON,
ARE FIRST-TIME COLLEGE STUDENTS.
THAT ISI ASKED A PROFESSOR THEIR FAMILY ABOUT GRADING ON A CURVE,
"RETENTION, RETENTION, RETENTION."
THE COMMONWEALTH OF KENTUCKY TELLS PRESIDENT RANSDELL,
ET WILL BE BASED ON "RETENTION, RETENTION, HOW MANY YOU ENROLL,"
RETAIN AND GRADUATE."
HE'S GOING TO RETAIN STUDENTS.T,
AND IT DOES THE COMMONWEALTH OF KENTUCKY NO GOOD
FOR A STUDENT TO ENROLL AND LEAVE.
FRESHMAN MATT MORRIS IS FINDING THE WORK CHALLENGING.
TODAY HE'S FACING HIS FIRST TEST, IN ASTRONOMY.
(Matt Morris) THE ASTRONOMY TEST WAS OVER, LIKE, TWO CHAPTERS.
BUT NO, NOT FOR THAT.
FREAKIN' 62,
BUT I GOT 12 POINTS IN EXTRA CREDIT THAT I CAN GET,
SO I'M SETTING DOWN TO WORK ON THAT.
YES, MOM.
PASSING BARELY.
YES, MOTHER. YES, MOM.
I'M DOING MORE EXTRA CREDIT.
MY MOM AND DAD, THEY DON'T WANT ME TO FAIL.
I'M DOII WON'T FAIL, CREDIT.
I WON'T LET MYSELF FAIL.
I KN KINDA WORRIED I'LL GET UP HERE
AND GOOF OFF AND EVERYTHING.
(John Merrow)OUT ONE I
DOES NOT MAKE IT TO SOPHOMORE YEAR.
NO ONE EXPECTS TO BE A CASUALTY, BUT IT DOES HAPPEN.
(Keith Caywood) AT THE AGE OF 18,
K YOU'RE TOP OF THE WORLD
(Keith Caywood) AT THE AGE OF 18,
I GOT SWALLOWED UP.
OW WHERE ANYth Caywood) AT THE AGE OF 18, OF MY CLASSES WERE.
IT WAS SUCH A LARGE CAMPUS.
SO MUCH EXPECTED OF YOU.
IT WAS JUST A WHOLE NEW FIELD, NEW GAME.
(John Merrow) KEITH CAYWOOD CAME TO THE UNIVERSITY OF ARIZONA
HE THOUGHT HE WAS READY.
I FIRST REALIZED
THAT I DIDN'T HAVE THE TOOLS NEEDED FOR COLLEGE
EN I WENT TO MY FIRST MATH CLASS
AND OPENED THAT BOOK AND LOOKED
AND I JUST DIDN'T HAVE A CLUE.
FEW OTHER PEOPLE IN THE CLASS AND OPENED THAT BOOK AND LOOKED LOOKED JUST AS DUMBFOUNDED
AS I SURELY WAS.
OTHER PEOPLE THEY WERE CHUCKLING ALREADY HAD THEIR PENCILS OUT,
ON THESE EQUATIONS. AS I SURELY WAS.
RIGHT, WHICH WAS-- WHAT?
(John Merrow) IASSISTANTS, NOT PROFESSORS.Y TEACHING
USING T.A.'S IS A COMMON PRACTICE AT LARGE UNIVERSITIES.
(Keith Caywood TEACHERS.
WE NEVER ACTUALLY SAW A REAL PROFESSOR OR ANYTHING.
THESE ARE PEOPLE THREE OR FOUR YEARS OLDER THAN I AM
TELLING ME HOW IT'S SUPPOSED TO BE.
ow) EVEN MORE DIFFICULT FOR KEITH THESE ARE PEOPLE THREE OR FOUR YEARS OLDER THAN I AM
WAS TRYING TO FIND HIS PLACE MY CLASSES WERE HUGE,d) 150, 200 PEOPLE.
(man A LEGITIMATE M
ASONS THAT AREO FIND HIS PLACE ESSENTIALLY ECONOMIC.d) 150, 200 PEOPLE.
IT'S THE NATURE OF THE LEARNING EXPERIENCE
IN A LARGE RESEARCH UNIVERSITY, PUBLIC RESEARCH UNIVERSITY,
AND THEY HAVE TO HAVE LARGE CLASSROOMS
R THAT PURPOSE.ARCH UNIVERSITY, PUBLIC RESEARCH UNIVERSITY,
(teacher) THE TASTE BUDS ARE ACTUALLY--
(John Merrow) LARGE CLASSES MAY MAKE ECONOMIC SENSE,
BUT EXPERTS SAY THEY ARE NOT THE BEST WAY TO TEACH.
US DRONINGJohn Merrow) LARGOF LECTURE IS MAKE ECONOMIC SENSE,
BRAIN CELLS, I THINK.Y ARE NOT THE BEST WAY TO TEACH.
WE WORRY ABOUT ALCOHOL,
BUT THERE IS VERY LITTLE GOING ON DURING A LECTURE
THAT IS REMOTELY ACCESSIBLE TO THEM.
ONE OF THE CHALLENGES, BUT THERE IS VERY LITTLE GOING O OF COURSE, ECTURE
IS THAT NOT EVERY YOUNGSTER IS SO DISCIPLINED THAT THEY CAN SIT
TO EVEN A BRILLIANT SPEECH.
EVEN A BRILLIANT ORATION BY AN EXTRAORDINARY PROFESSOR.
THAT'S HARD FOR THEM.
(Keith Caywood) BIG CLASSES YOU KNOW,
YOU'RE JUST A NAME ON A PIECE OF PAPER,
I WISH TP A CHECK ON YOU,
MAKE SURE YOU DON'T JUST GET LOST IN THE SYSTEM OR FADE OUT.
(John Merrow) ACADEMIC COUNSELING WAS AVAILABLE,
OFTEN DON'T REALIZE THEY NEED HELP
UNTIL LATE IN THE GAME.
OFTEN DON'T REALIZE THEY NEED HELP HEARING ABOUT THESE PROGRAMS,
I WAS ALREADY TOO DEEP IN IT,
ADY FAILING MY CLASSES.ZE THEY NEED HELP HEARING ABOUT THESE PROGRAMS,
MANY PEOPLE DROP OUT,
BUT BECAUSE THEY DON'T HAVE WHATEVER THE HECK IT TAKES
TO PUSH THEMSELVES THROUGH THIS PLACE,
UGHS-- BUT BECAUSE THEY DON'T HAVE WHATEVER THE HECK IT TAKES
THE ROUGH HITS AND SOMEHOW SURVIVE.
THE TRADITIONAL WAY THAT THE AMERICAN PUBLIC HAS LOOKED AT THIS,
IS THAT IF YOU GO INTO A SCHOOL,
OR PRACTICALLY NO ONE'S GRADUATING,
YOU SAY, "GET ME THE PRINCIPAL,
"GET ME THE SCHOOL BOARD, GET ME THE PARENTS, GET ME THE STATE,
IF YOU WALK INTO A COLLEGE AND SEE THE SAME THING,
60% "GET ME THE SCHOOL BOARD, GET ME THE PARENTS, GCOMPLETION RATE,
YOU SAY, "WHAT'S WRONG WITH THESE STUDENTS ANYWAY?
"WE GAO TO COLLEGE,
AND
(John Merrow) THE YEAR KEITH CAYWOOD DROPPED OUT,
ARIZONA LOST 22% OF ITS FRESHMAN CLASS.
TODAY, KEITH IS MANAGING A BAR NEAR CAMPUS
AND OFTEN POURS DRINKS FOR FORMER CLASSMATES.
I FEEL HAPPY FOR THOSE FRIENDS WHO HAVE GRADUATED.
AT THE SAME TIME,
'M AT. I FEEL HAPPY FOR THOSE FRIENDS WHO HAVE GRADUATED.
I'M NOT SETTLING.
I'M STILL MOVING FORWARD IN MY FIELD.
AND I'M ACQUIRING THE KNOWLEDGE THAT I NEED.
I WAS INDEPENDENT, AND I WAS GOING TO GO GET IT,
AND I WAS JUST GOING TO DO AMAZING THINGS.
(John Merrow) BRITNEY SCHMS OF TUCSON,
NOT FAR FROM THE UNIVERSITY OF ARIZONA.
SHE AND KEITH CAYWOOD WERE IN THE SAME FRESHMAN CLASS.
I GOT TO THIS PLACE,
AND I HAD ONE CLASS THAT WAS REALLY, REALLY INCREDIBLE
AND I REALLY FELT LIKE I WAS A PART OF SOMETHING,
AND IT WAS IT WAS REALLY, REALLY NICE.
WHEN HER FAVORITE CLASS ENDED,
SOME OF THE SAME OBSTACLES THAT DERAILED KEITH
HAD HER FLOUNDERING.
REALLY KEPT ME WANTING TO COME TO CAMPUS.
THE INSTRUCTORS WERE MORE INTERESTED IN RESEARCH
AND THEY'D COME FOR AN HOUR AND GIVE THEIR LECTURES--
EVEN IF IT WAS A GOOD LECTURE--
'D LEAVE AND THEY'D COME FOR AN HOUR ANDAND DO THEIR THING.S--
T DOING BADLY. EVEN IF IT WAS A GOOD LECTURE--
SN'T WHAT I WANTED TO DO
I WASN'T REALLY THINKING ABOUT THINGS.
(John Merrow) FROM THERE, BRITNEY'S SITUATION ONLY GOT WORSE.
I WAS JUST LIKE, YOU KNOW,
"I HAVE NO IDEA WHO I AMTO D,
"I DON'T KNOW WHAT I WANT TO DRMING."
(JLANS TO TRANSFER, BUT BEFORE SHE COULD,
THE UNIVERSITY'S REQUIREMENT
THAT ALL STUCLASSES
Y COURSE IN PLANETARY SCIENCE.
THAT ALL STUCLASSES
(Dr. Brown) BRITNEY DIDN'T REALLY EXPRESS STRONG INTEREST
IN BEING A SCIENTIST.
SHE JUST EXPRESSED INTEREST IN WANTING TO PUSH HERSELF.
THAT QUALITY IS RARER THAN YOU THINK.
SO OPEN THIS VALVE SO WE CAE SYSTEM
THAT YOU JUST PUT IN.
(Britney) WHAT ACTUALLY HAPPENED WAS I GOT TO SPEND
E WITH THADR. BROWN ASKING QUESTIONS,
AND IT JUST REALLY STARTED TO CHANGE
S THINKING. THADR. BROWN ASKING QUESTIONS,
ONE DAY DR. SAID,
"LOOK, YOU'RE INDEPENDENT ENOUGH
"TO COME IN AND TALK TO ME ABOUT THIS, TO ASK QUESTIONS.
OU'RE OBVIOUSLY "LOOK, YOU'RE INTERESTED IN IT.H
"AND IN MY EXPERIENCE,
"THAT LEVEL OF INDEPENDENCE IS SOMETHING THAT DOES
"REALLY WELL IN SCIENCE.
"AND IT SEEMS LIKE YOU REALLY LIKE IT.
(John Merrow) BRITNEY SCHMIDT GRADUATED IN MAY, 2005
HOOL AT UCLA TO STUDY
SPACE AND PLANETARY PHYSICS.
(Dr. Brown) SOMETIMES JUST A LITTLE MAKES ALL THE DIFFERENCE.
YES, I'M PROUD OF BRITNEY,
BUT I DON'T TAKE MUCH CREDIT FOR THAT.
THAT BELONGS TO BRITNEY. THAT DOESN'T BELONG TO ME.
(Peter Likins)OF THEIR,
IN UNPREDICTABLE WAYS,
MAYBE A LATE NIGHT IN A RESIDENCE HALL
YBE IN A CHEMISTRY LAB,AYS, MAYBE IN A SMALL SEMINAR,
THESE YOUNG PEOPLE DISCOVER SOMETHING USUALLY IN THEMSELVES
Y DIDN'T KNOWISTRY LAB,AYS, MAYBE IN A SMALL SEMINAR, WAS THERE.
AND THAT'S HOW THEY GROW.
WHAT'S BEAUTIFUL ABOUT HIGHER EDUCATION AT ITS BEST,
IT IS MAGICAL.
BUT NOT MAGIC THAT CAN'T BE EXPLAINED.
BUT BECAUSE IT'S AS RARE AS IT IS--
IS--
APPEARS TO BE MAGICAL.
BECAUSE THAT ABOUT.
(John Merrow) SO THE GOAL OF EDUCATION
IS AN IDENTITY CRISIS AND--
[laughs]
IT'S NOT REALLYN IDENTITY CRI.
BUT I THINK THAT MORE STUDENTS SHOULD COME IN,
IN SOME TYPE OF FIELD,
SHOULD COME IN WOPEN MIND
AS TO, "I'M 18 YEARS OLD, I DON'T HAVE TO HAVE FIGURED OUT
WHAT I'M GONNA DO FOR THE REST OF MY LIFE."
AND YOU LEARN SO MUCH MORE BY BEING OUT OF YOUR COMFORT ZONE.
SO I DOF IT AS CHANGIN.
.
SO I DOF IT AS CHANGIN.
WHAT UP, SON? WHAT ARE YOU DOING?
(Robin Bhalla) WHEN YOU GO TO COLLEGE, PEOPLE TELL YOU,
"YOU DON'T NEED TO GO TO CLASS."
THAT'S THE GREAT THING ABOUT COLLEGE COMPARED TO HIGH SCHOOL.
OL THEY "YOU DON'T NEED TAKE ATTENDANCE.
ATTENDANCE HERE.
(John Merrow) ROBIN BHALLA, A SENIOR,
CAME TO THE UNIVERSITY OF ARIZONA
FORNIA. (John Merrow) ROBIN BHALLA, A SENIOR,
I WASN'T REALLY AN INDEPENDENT KID.
I CAME OUT HERE, AND I'M LIKE, OKAY, I'M LIVING ON MY OWN,
MY PARENTS ARE 1,000 MILES AWAY, 500 MILES AWAY.
I MEAN, OTHER THAN PHONE CALLS,
THEY CAN'T REALLY WATCH ME, WHAT I'M DOING.
(John Merrow) ROBIN DISCOVERED THAT NO ONE ON CAMPUS
WAS PAYING MUCH ATTENTION EITHER.
(Robin Bhalla) NO ONE IS GOING TO STOP AND BE LIKE,
"OKAY, THIS IS WHAT YOU NEED TO DO
FOR THE REST OF THE SEMESTER TO GET A GOOD GRADE."
'S NOT HOW IT IS, "HERE'S WHAT YOU GOT TO DO, I'M NOT GOING TO WATCH YOU.
"TURN IT IN IF YOU WANT.
"IF YOU DON'T TURN IT IN, I DON'T CARE.
IT'S JUST GOING TO AFFECT YOUR GRADE AT THE END."
(John Merrow) A LOT OF RESPONSIBILITY.
RESPONSIBILITY. IT'S JUST GOING TO AFFECT YOUR GRADE AT THE END."
I WASN'T USED TO IT BECAUSE
CONSTANTLYLITY. IT'S JUST GOING TO AFFECT NAGGING ME TO DO MY HOMEWORK,
I WASN'T USED TO IT BECAUSE
SO FOR A LONG TIME I'D WAIT UNTIL THE LAST MINUTE,
TRY AND FINISH EVERYTHING AT THE LAST MINUTE.
PROBABLY NOT DO TO WELL.
- I DIDN'T HAVE ANY,
I DIDN'T KNOW HOW TO STUDY.
(John Merrow) ROBIN QUICKLY FIGURED OUT WHAT HE HAD TO DO TO GET BY.
(Robin) TEACHERS ALWAYS SAY, "READ THIS AND THIS AND THIS."
FOR EVERCERTAIN AMOUNT OF READIVER DO THAT.
TOWARDS THE END OF THE CLASS I JUST START SCANNING,
BROWSING THE READINGS OR LOOKING AT MY NOTES
TO SEE WHAT THE TEACHER SAID WAS IMPORTANT FROM THE NOTES,
AND THEN READ THOSE PARTS OF THE READINGS
AND I USUALLY DO FINE.
AN EIGHT-TO-TEN-PAGE AND THEN READ THOSE PARTS PAPER DUE ON MONDAY,
BUT I'M NOT REALLY SURE WHAT...
IT'S GOT TO BE LIKE ON THE HARDSHIP OF SLAVERY,
BUT I THINK IT'S GOT TO BE LIKE A NARRATIVE.
I'LL PROBABLY START TOMORROW.
TESTS, I'LL STUDY THE NIGHT BEFORE A COUPLE OF HOURS.
TOWARDS THE END
BROWSING THE READINGS.
LOTS OF TEACHERS GIVE OUT STUDY REVIEWS AND STUDY GUIDES
ROBIN HAD LOTS OF TIME TO PURSUE OTHER INTERESTS.
(John Merrow) HOW MUCH DO YOU PARTY?
(Robin) I'D SAY LIKE FOUR NIGHTS A WEEK.
TUESDAY, THURSDAY, FRIDAY AND SATURDAY.
SALUD!
TO A NIGHT NOT WORTH REMEMBERING.
EXACTLY.
(John Merrow) YOU PARTY HARD.
K. EXACTLY.
NOT BLACKOUT DRUNK, BUT I LIKE TO GET DRUNK,
IT'S FUN. EXACTLY.
NOT BLACKOUT DRUNK, DAMN, I'M HURTIN'. DRUNK,
(Robin) YOU'RE MORE LOOSE,
YOU'RE ABLE TO TALK TO GIRLS EASIER.
AND I LIKE GIRLS SO--
[rock music]
(Robin) AND MAYBE YOU'LL MEET GIRLS DURING THE DAY,
THE WHOLE PURPOSE IS OKAY, YEAH,
AND GO DRINK AND DO THIS,
OR GO-- YOU KNOW?
(John Merrow) DESPITE HIS LONG NIGHTS OF DRINKING, AND GO DRINK AND DO THIS,
HIS OVERALL GRADE POINT AVERAGE, ROBIN SAYS, IS 2.85.
(Robin) OBVIOUSLY I'VE DONE A LOT OF BAD THINGS IN FOUR YEARS,
BUT I'M GETTING A DIPLOMA,
I MADE DEAN'S LIST LAST SEMESTER.
(John Merrow) ARE YOU BEATING THE SYSTEM?
F I MADE DEAN'S LIST I'M BEATING IT.
I THINK I'M WORKING WITH IT.
I'M DEFINITELY MANIPULATING IT.
"I JUST RECEIVED THE HARD COPY OF THE PAPER
"YOU PUT IN MY BOX,
GOING TO DEDUCT TEN POINTS "I JUST RECEIVED THE HAFOR LATENESS." PAPER
EVEN THOUGH I USED MY EXCUSE OF FOOD POISONING AND SICKNESS,
I GUESS IT DIDN'T WORK.
SHE'S REALLY PRETTY LENIENT,
BUT I GUESS SHE'S TIRED OF MY BULL-- COMPLAINTS.
THIS IS A RS.
STUDENTS MAY NOT REALIZE THEY'VE LEARNED IT,
OR ARE LEARNING IT,
BUT THEY'RE BEING REWARDED FOR IT IN MANY WAYS.
NOT HAVE TO DO A LOT O
BUY A PAPER ON THE INTERNET,
NOT GET CAUGHT,
NO BIG DEAL.
AND THEN BRAG THAT BEING SMASHED WAS A WONDERFUL TIME,
"AND I STILL MADE IT THROUGH MY CLASS!"
(Professor) ROBIN.
NCES--
NO.
ROBIN, YOU PRESENTED NCES-- NO MITIGATORS.
LET'S FOCUS AWAY FROM--
(George Kuh) A SIZABLE NUMBER OF STUDENTS ARE ENROLLED, STAY ENROLLED,
YOU KNOW, THEY KNOW HOW THE SYSTEM WORKS--
THIS IS PARTICULARLY TRUE AT LARGER UNIVERSITIES,
AND MANY STUDENTS GO TO LARGE UNIVERSITIES FOR THAT REASON.
AND SO THEY'LL PICK LARGE CLASSES.
AND THEY TEND, THEN, TO HANG TOGETHER.
AND SO YOU'VE GOT THIS MASS OF PEOPLE SLEEPWALKING,
IF YOU WILL, THROUGH COLLEGE.
(John Merrow) KUH'S ORGANIZATION HAS SURVEYED ALMOST 900,000 UNDERGRADUATES
AT 1,000 COLLEGES.
HE SAYS THAT ABOUT 20% OF STUDENTS ARE
DRIFTING THROUGH COLLEGE.
ST TRY AND COAST BY.
DON'T DO THE READINGS.LLEGE.
TRY AND CHEAT OFF THE HOMEWORK, COPY THEIR FRIENDS.
I ACTU A TEST.
GOT A QUIZ TOMORROW.
I TO A SMART GIRL
D CHEAT 'CAUSE I DON'T GKNOW WHAT TO READ..
[laughs]
IT WORKED LAST TIME.
FORMER COLLEGE PRESIDENT SOME CRICHARD HERSH
E STUDENTS IN A DIFFERENT WAY.
(Richard Hersh) IT'WIM.
AND IN SOME SENSE,
WE'VE TAUGHT PEOPLE HOW TO TREAD WATER.
THEY HAVE FUNCTIONALLY ASTAYED IN PLACE,,
THAT'S THE CRIME.
NG WATER IS A REALITY EVERYWHERE.
THIS IS A CLASS AT WESTERN KENTUCKY.
HOUR A NIGHT OR LESS?
I STUDY AN HOUR IN GENERAL.
I'LL JUST REVIEW NOTES FOR THE DAY AND GO ON.
A LOT OF MY CLASSES RIGHT NOW DON'T HAVE HOMEWORK,
SO IN HERE IT'S JUST LECTURE,
AND YOU JUST REVIEW YOUR LECTURE NOTES.
(John Merrow) NATIONALLY, MORE THAN D
REPORT THEY STUDY 15 HOURS OR LESS A WEEK.
S AN ACADEMIC MANTRAw) NATIONALLY, MORE THAN D
'S BEEN AROUNDTHEY STUDY 15 HOURS OR LESS A WEEK. PROBABLY FOR CENTURIES.
S AN ACADEMIC MANTRAw) NATIONALLY, MORE THAN D STUDENTS OUGHT TO SPEND AT LEAST TWO HOURS PREPARING FOR CLASS
FOR EVERY HOUR INSIDE THE CLASSROOM.
AND THEY DON'T.
LAST NIGHT I DIDN'T DO ANYTHING.
MONDAY NIGHT, DIDN'T DO ANYTHING.
OVER THE WEEKEND I DIDN'T DO ANY SORT OF STUDYING.
(John Merrow) WHAT DO YOU DO WITH THE REST OF YOUR TIME?
I JUST HANG OUT WITH MY FRIENDS.
I DON'T REALLY HAVE A JOB OR ANYTHING.
I JUST DO MY OWN THING KIND OF THING.
(John Merrow) AND WHAT IS YOUR OWN THING, WHAT IS THAT?
I JUST, YOU KNOW, HANG OUT WITH MY FRIENDS,
I DON'T REALLY NEED TO STUDY THAT MUCH TO GET GOOD GRADES.
(John Merrow) WHAT'S YOUR GPA?
ISH YOU KNOW.
BUT OTHER THAN THAT,
THAT'S IT.
(John Merrow) WHAT IS YOUR GPA?
3.4.
(George Kuh) WHO ARE THEY?
AND SOMETIMES MUCH MORE THAN PASSABLE WORK.
THIS IS UM,
IF IT'S NOT HIGHER EDUCATION'S DIRTY LITTLE SECRET,
IT OUGHT TO BE.
2.98.
OKAY? IT OUGHT TO BE.
EVER, IF STUDENTS DO G GOT A PRO,
WE'RE BACK TO THIS KIND OF FACULTY ISSUE.
WHO'S HOLDING THIS PERSON ACCOUNTABLE?
WHAT IS THE--
WHAT IS THE STANDARD?
OF THE SADDAM HUSSEINS IN THIS WORLD,
ARE CONCERNED WITH ECONOMIC GROWTH.
(John Merrow TEACHING POLITICAL SCIENCE
AT THE UNIVERSITY OF ARIZONA FOR 11 YEARS.
HER INTRODUCTION TO COMPARATIVE POLITICS CLASS
HAS 225 STUDENTS.
ANY FLAW IN THIS? NO, ZERO FLAWS.
THE IS POLITICS WITH A CAPITAL "P".
(John Merrow) DO YOU LIKE TEACHING?
YEAH, I LIKE TEACHING.
OF COURSE, I LIKE TEACHING.
I LIKE, I LIKE YEAH, I MY WORK.CHING.
SHOULD KNOW. OF COURSE, I LIKE TEACHING.
YOU DON'T KNOW?
ow)ULD KNOW. BUT PROFESSOR KURZER IS UNHAPPY WITH HER STUDENTS. OF COURSE, I LIKE TEACHING.
--THAT'S FOR DEVELOPING COUNTRIES.
(Kurzer) THEY KNOW NOTHING WHEN IT COMES TO GEOGRAPHY,
THERE'S--
(Kurzer) I GIVE THEGRADE THEM.
SO, I ASK THEM, HOW MANY PEOPLE LIVE IN INDIA?
NOW, REMEMBER THIS IS AFTER THEY WERE
SUPPOSED TO READ THE CHAPTER ON INDIA, OKAY?
REMEMBER.
SO, I GET BACK,
14 MILLION,
20 MILLION.
[laughs]
30 MILLION, 2 BILLION..
AD FOR TODAY? [laughs]
NO, OF COURSE NOT.
YOU SEE, IF YOU HAD READ IT,
220 STUDENTS.
MAYBE FIVE WILL SAY THEY'VE DONE THE READING.
(John URS.
NEVER.
NEVER?
WELL, NO.
I SHOULD CORRECT MYSELF.
I PROBABLY HAVE SEEN THREE STUDENTS.
ALL THREE OF THEM CAME WITH A PIECE OF PAPER
THAT I HAD TO SIGN
BECAUSE THEY WERE WITHDRAWING FROM THE COURSE
AFTER THE OFFICIAL AND THE LAST TIME I SAW THEM.
(JohZER'S POLITICAL SCIENCE CLASS MEETS
THREE TIMES A WEEK,
TWICE FOR HER LECTURES,
AND ONCE IN SMALL DISCUSSION GROUPS
LED BY TEACHING ASSISTANTS.
YOU HAVE NO O WORK,
ME AND MY THREE GRADUATE STUDENTS IN HAVING A DISCUSSION
WHAT ARE SOME THINGS THAT MIGHT NOT BE SO DESIRABLE
ABOUT THIS SYSTEM OF GOVERNMENT?
(Kurzer) IT'S A DISCUSSION SECTION, THERE'S NO LECTURE THERE,
THEY SIT.
FOR THIS DISCUSSION CLASS?
SO, TWO AND A HALF.
WHY?
THE CLASS IS JUST EASY FOR ME.
ALL I DID LAST TEST WAS READ,
I DIDN'T GO TO THE LECTURES AT ALL,
AND I GOT A 90 ON THE TEST.
SOMETIYOU HAVE OTHER TESTSHINGS TOTO STUDY FOR,
BUT YOU DO HAVE THIS CLASS TOO, SO,
AS FAR AS I'M CONCERNED THIS IS JUST AS IMPORTANT
ER CLASSES, YOU DO HAVE THIS CLASS TOO, SO,
TAKE THAT MUCH TIME TO READ
TWO OR THREE QUESTIONS.
YOU KNOW, THE YEAR IS WINDING DOWN SO--
'S ONLY APRIL!
WE ONLY HAVE LIKE A MONTH LEFT OF SCHOOL,
OR LIKE THREE WEEKS.
(John Merrow) ARE YOU DISAPPOINTED?
YOU KNOW, BY NOW I'M JUST BLASE, I JUST,
AND DON'T DO THEIR WORK.
(Kurzer) OVERHEATING OF THE ECONOMY,
OVERHEATING MEANS THAT THE ECONOMY IS
AT VERY CLOSE TO FULL CAPACITY,
THERE'S NO ROOM FOR FURTHER EXPANSION.
STUDENTS ARE NOT DEMANDING BECAUSE
YOU PROFESSORS ARE SO BORING,
AND THEY DON'T KNOW ENOUGH TO BE ANGRY
THAT THEY'RE JUST BEING DRONED AT.
YOU ARE JUST AND THEY DON'T KNOW ENOUGH TO BETHE DEVIL'S ADVOCATE,
SO I'LL CONTINUE TO TALK TO YOU.
I DON'T THINK I'M BORING,
AND THE STUDENTS KNOW THAT I INVEST A LOT IN MY LECTURES.
AND THAT'S VERY CLEAR.
(John Merrow) I'VE SAT IN A FEW LECTURES NOW,
A COUPLE OF YOURS, OTHERS,
(Paulette) YES.
(John Merrow) A PROFESSOR SAY,
"IS THAT CLEAR?
ANYBODY HAVE ANY QUESTIONS?"D T.
THE OTHER PEOPLE DIDN'T DO IT.
JUST ONE PERSON.
SO MAYBE THIS IS,
MAYBE THIS IS A PROBLEM FROM TH IT COULD BE A PROBLEM
IN A BIG LECTUDENTS.
IT'S HARD TO STOP AND ASK WHETHER IT'S CLEAR OR NOT.
(John Merrow) WHY IS THAT HARD TO STOP?
(Paulette) BECAUSE IT'S JUST A LECTURE FORMAT.
YOU DON'T SEE WHAT IS HAPPENING.
AND, YOU KNOW, IT'S NOT KINDERGARTEN.
THEY'RE ADULTS.
(John Merrow) IF YOU FAILED MORE STUDENTS,
WOULD THAT REFLECT ON YOU?
YES.
I'M AFRAID SO, YEAH.
I THINK IF I COME ACROSS
AS REALLY VERY STRICT AND RIGID
THE MAJORITY OF NOT FEMALE,
MY REPUTATION WOULD BE JUST OF A NOT NICE PERSON,
IF A MAN DOES IT THEY GET RESPECTED AUTHORITY,
BUT IF I WOULD DO IT, I'E REPUTN
OF BEING A SUPER BITCH.
THE 200 STUDENTS WHO COMPLETED HER COURSE,
62% RECEIVED EITHER AN "A" OR A "B".
ONLY A HANDFUL FLUNKED.
(RichardSPOKEN SOCIAL CONTRACT,
THAT MAY NOT EVEN BE CONSCIOUS,
"YOU DON'T BOTHER ME, I WON'T BOTHER YOU.
IT'S A PACT, IT'S A CONTRACT,
ITOKAY.
THEY DON'T DO A LOT OF WORK,
THEY DON'T DISPLAY A LOT OF CURIOSITY,
THEY DON'T EXPRESS A LOT OF INTEREST.
YOU DON'T PLACE DEMANDS ON ME,
AND I DON'T PLACE DEMANDS ON YOU.
E THERE.
(John Merrow) THAT'S THE PACT?
r) E THERE. THAT'S THE PACT.
(John Merrow) BUT THE LEVEL OF FRUSTRATION.
DO YOUR COLLEAGU OF COURSE.
ow) SOME STUDENTS AREN'T HAPPY WITH THEIR SIDE OF THE PACT. (John Merrow) BUT THE LEVEL OF FRUSTRATION.
THESE WESTERN KENTUCKY UNDERGRADUATES
EXPECTED COLLEGE TO BE MORE CHALLENGING.
TEACHERS IN HIGH SCHOOL AND TEACHERS IN MIDDLE SCHOOL
WOULD ALWAYS MAKE COLLEGE OUT TO BE LIKE,
WAIT UNTIL TEACHERS IN HIGH SCHOOL ANDYOU GET TO COLLEGE. SCHOOL
WELL I'M HERE NOW, AND IT'S NOT WHAT--
IT'S NOT AS HARD AS I EXPECTED IT TO BE.
(GKING TO ME
IS THAT STUDENTS STARTING COLLEGE,
NO MATTER WHAT TYPE OF INSTITUTION
YOU'RE TALKING ABOUT,
EXPECT TO READ MORE, EXPECT TO WRITE MORE.
YOU KNOW SOME STUDENTS CAN GET THOUGH
THEIR FIRSRGE,
AND NOT HAVE WRITTEN A PAPER.
I'VE DONE MAYBE TWO TERM PAPERS
HERE AT COLLEGE, AND THAT'S IT.
AND THAT WAS A BIG SURPRISE TO ME,
BECAUSE ALL OF MY TEACHERS TOLD ME THAT,
"YOU KNOW YOU HAVE
"THAT YOU HAVE TO DO IT LIKE THIS,
"BECAUSE WHEN YOU GET TO COLLEGE,
"YOU'RE JUST GOING TO BE--
"THERE'S GOING TO BE TONS AND TONS OF PAPERS
MY EXPERIENCE HAS BEEN AT EVERY GRADE LEVEL,
CHOOL, JUNIOR COLLEGE,OE SCHOOL
IS THAT STUDENTS RESPOND TO CHALLENGE.
THEY
TO BECOME THE BEST THEY CAN BE.
IF A TEACHER SAYS, "THIS IS NOT GOOD ENOUGH;
I KNOW YOU CAN DO BETTER,"
PEOPLE RISE TO THE OCCASION.
THAT'S REALLY WHAT PEOPLE EXPECT
AND WANT IN SOME PRIVATE WAY.
BUT WHEN THEY DON'T GET IT,
THEY DON'T RUN AND SAY,
"I'M NOT GETTING IT, PLEASE GIVE IT TO ME."
THEY SAY "THIS IS A PRETTY GOOD DEAL.
HAVE "I'M NOT GETTING IT, PLEATO DO MUCH WORK.."
"I CAN GET A'S I'LL GET MY DEGREE,
AND I'OF AN EDUCATION."
YOU CAN'T GET PEOPLE TO BE UPSET
METHING THEY AND I'OF AN EDUCATION." DON'T KNOW THEY'RE MISSING.
IF YOU THINK ABOUT IT,
AS FAR AS NOT BEING CHALLENGED ENOUGH,
I GUESS THAT COULD BE KIND OF A PROBLEM,
BUT I CAN'T SAY I'M DISAPPOINTED
BECAUSE I'M HAVING SUCH A GREAT TIME BEING HERE.
(John Merrow) WOULD YOU ED MORE OF YOU?
I KIND OF WISH IT DID,
BECAUSE I THINK YOU'RE GOING TO BE FACED
WITH CHALLENGES IN LIFE
SO I THINK IT WOULD BE BETTER
SO IT CAN HELP US IN THE FUTURE.
STUDENTS LIVE FOR THE MOMENT.
ERIENCE
THAT JUST SITTING IN A LIBRARY READING BOOKS ALL DAY,
'RE NOT GOING ERIENCE TO EXPERIENCE.
(George Kuh) YOIF YOU WANT TO POINT TO A TRAGEDY
IN AMERICAN HIGHER EDUCATION,
IT'S THAT A LOT OF THESE FOLKS
ARE GETTING THROUGH COLLEGE
WITH THE SAME DEGREE OTHER STUDENTS HAVE.
BUT THEY'VE NOT SAMPLED THE CURRICULUM,
THEY'VE NOT SAMPLED THE CULTURAL EVENTS AND AFFAIRS ON CAMPUS.
THEY PUT VERY LITTLE TIME AND ENERGY
INTO THEIR OWN STUDIES.
AND Y REGRETS ABOUT?
(Robin Bhalla) NONE.
INT AND Y REGRETS ABOUT? IN LIFE RIGHT NOW,
I'M 22, I'M IN COLLEGE,
.
AND I DON'T WANT TO BE 40 OR 50,
LOOKING BACK, "I WISH I HAD PARTIED THEN,
BECAUSE I CAN'T DO IT NOW."
(George Kuh) IT'S REALLY UNFORGIVING THAT AN INSTITUTION
AND FIND SOME WAY OF REACHING THEM.
THESE ARE NOT BAD PEOPLE, BY THE WAY.
THESE ARE PEOPLE WITH ENORMOUS POTENTIAL AND TALENT.
WE JUST NEED OUT
HOW TO GET TO THEM.
(Joh GRADUATED FROM THE UNIVERSITY OF ARIZONA
IN DECEMBER 2004, AND MOVED TO MIAMI,
(Joh GRADUATED FROM THE UNIVERSITY OF ARIZONA
HE IS WORKING FOR IRM.
(Tom Fleming) TODAY WE ARE GOING TO TALK ABOUT
CLUSTERS OF GALAXIES,
WE HNTO TWO TYPES.
WE REFER TO TWO TYPES OF CLUSTERS.
THE FIRST ARE THE RICH CLUSTERS.
TOM FLEMING KNOWS HOW TO REACH HIS STUDENTS.
HE FREQUENTLY INTERRUPTS TO FIND OUT
WHETHER THEY ARE FOLLOWING WHAT HE'S SAYING.
(Tom Fleming) GENEVIEVE, WOULD YOU LIKE TO VENTURE A GUESS
WHAT WE CALL THE OTHER CLASS OF CLUSTERS?
POOR.
POOR, VAND RANT AND RAVE
AND COMPLAIN THAT, "OH OUR STANDARDS ARE LOW,
"AND THAT STUDENTS DON'T LEARN IN HIGH SCHOOL
BUT THE FACT 135THERE NOW.
AS TO WHAT SORT OF HIGH SCD.
THEY'RE HERE, THEY'RE PAYING THEIR TUITION MONEY.
AS I TELL THEM,
"I' YOUR MONEY'S WORTH."
LOOK AT THE TWO GALAXIES
ON THE ANIMATION IN THE LEFT.
AST LOOK AT THE TWO MASSIVE GALAXY,
FIRST OF ALL, ISN'T AS BRIGHT.
(Tom Fleming) THE STUDENTS IN MY CLASS ARE FINE ARTS MAJORS,
ENGLISH MAJORS, JOURNALISM, BUSINESS.
THEY'RE TAKING THIS (Tom Fleming) THE STUDENTS IN MY CLASS ABECAUSE THEY'RE TOLD,
"YOU SHOULD HAVE NINE UNITS OF SCIENCE
PERSON."
SO THESE ARE PEOPLE
THAT AREN'T GOING TO BECOME SCIENTISTS.
SO I FEEL THAT I NEED TO MEET THEM HALFWAY.
(John Merrow) HE DOES THAT BY GIVING THEM RADIO RESPONDERS.
THAT ALLOWS HIM TO GET IMMEDIATE FEEDBACK.
leming) (John Merrow) HE DOES THAT BY GIVING THEM RADIO RESPONDERS. SO WHATO A QUESTION,
AND DON'T WORRY, I'LL POST THIS
ON THE WEBSITE AFTER CLASS.
WHICH OF THE FOLLOWING IS LEAST EASILY EXPLAINABLE
HAS EVERYONE ANSWERED?
INTERESTING.
'S NUMBER FOUR.
BURSTS OF STAR FORMATION,"
BUT NOT EVERYONE AGREES.
SO HERE'S BURSTS OF STAR FORMAWHAT I WANT YOU TO DO.
START TALKING ABOUT IT.
IF YOU THINK YOU KNOW THE RIGHT ANSWER,
CONVINCE YOUR CLASSMATE THAT YOU'VE GOT THE RIGHT ANSWER.
SO IF TWO GALAXIES SMASH INTO EACH OTHER,
THAT'S SOMETHING PRETTY BIG.
THAT'S NUMBER THREE.
(Female Student) NUMBER THREE?
THE GOAL IN MY CLASS IS FOR THEM TO LEARN
HOW TO SOLVE PROBLEMS.
THERE'S SOME PEOPLE SAYING, "OH, WELL,
"YOU'RE JUST, PUTTING A HAPPY FACE ON THE CLASS,
MAKING IT A CIRCUS OR SOMETHING THAT'S FUN."
I DO SUBSCRIBEPPINS PRINCIPL:
A SPOONFUL OF SUGAR DOES HELP THE MEDICINE GO DOWN.
BUT DON'T FOR A MINUTE THINK
THAT I HAVE LOWERED THE STANDARDS OF MY CLASS
OR THAT I AM NOT GETTING
E STUDENTS THAT I HAVE LOWERED THETO THINK CRITICALLY.SS
(Tom Fleming) ARE WE READY TO TRY AGAIN?
LET'S SEE HOW MANY PEOPLE CHANGED THEIR MIND.
WILL BE HIGHLIGHTED IN RED.
LET ME JUST ATION.
RE'S A PERSON WHO HAS FIGURED OUT
HOW TO MARSHAL NOT ONLY THE TECHNOLOGICAL RESOURCES, LET ME JUST ATION.
BUT THE TEACHING RESOURCES
TO TRANSFORM A SLEEPY, A POTENTIALLY SLEEPY,
INTO AN ACTIVE, ALMOST AN ACTIVE SEMINAR,
OU WOULDN'T THINK TO TRANSFORM A SLEEPY, A POTCOULD OCCUREEPY,
WITH MORE THAN 15 OR 20.
HERE'S ANOTHER
MILLIONS OF YEARS AGO.
AND YOU CAN SEE THAT THIS LOOKS A LOT LIKE OUR MODELS.
THERE'S THOSE LITTLE TAILS.
(Lee Shulman) WHAT IS SO ENCOURAGING IS IT'S NOT LIKE OZ.
AND MIRRORS.
YOU CAN SEE WHAT HE'S DOING,
AND YOU LOOK AT IT AND YOU SAY,
"I COULD DO THAT."
(John Merrow) LEARNED TO DO THAT.
WHEN HE BEGAN TEACHING IN 1996,
HIS CLASSES LOOKED VERY DIFFERENT.
(Tom Fleming) I JUST LECTURED
AND THEN I GAVE THEM EXAMS AND I ASSIGNED HOMEWORK.
AND I'D HAVE OFFICE HOURS WHERE THEY COULD COME IN
AND ASK QUESTIONS ABOUT THE HOMEWORK.
OU TRAINED AS A TEACHER? AND I'D HAVE OFFICE HOURS WHERE THEY COULD COME IN
(Tom Fleming) NO, NOT AT ALL, NOT AT ALL.
I WAS TRAINED AS A RESEARCH SCIENTIST.
ARE TRAINED THAT WAY.
(John Merrow HOW TO TEACH HERE.
AND A FREE ALL RIGHT SO, DID YOU GET A CHANCE
TO TALK WITH EACH OTHER
ABOUT THIS PARTICULAR SCENARIO?
SO WHAT DID YOU COME UP WITH?
FROM THE FINE ARTS COLLEGE,
FROM HUMANITIES, FROM SOCIAL SCIENCE.
AND WHEN I STARTED TO LEARN
ABOUT SOME OF THE TECHNIQUES THEY USED,
AND HOW I COULD USE MY LAPTOP
TO IMPLEMENT SOME OF THOSE,
I DECIDED TO EXPERIMENT WITH IT.
AND OF COURSE I'M A SCIENTIST,
I LIKE TOYS,
I LIKE TO PLAY AND OF COURSE WITH TECHNOLOGY.
SO FOR ME IT WAS FUN TO TRY NEW GADGETS IN CLASS.
AND I FOUND THAT I WAS GETTING A GREATER RESPONSE
FROM THE STUDENTS.
(John Merrow) TWO THIRDS OF FLEMING'S STUDENTS
REPORT THEY STUDY AT LEAST TWO HOURS A NIGHT.
WHAT'S SOME OF YOUR OBSERVATIONS
AND WHAT DO YOU ALL THINK?
(John Merrow) ACCORDING TO THE UNIVERSITY,
CHING CENTER THIS YEAR
EITHER FOR ADVICE OR TRAINING.
BUT PARTICIPATION IS VOLUNTARY.
I HAVE FACULTY CALL,
AND/OR PRIVATELY SHARE WITH ME,
"IT'S TOUGH.
"ATO DO,
"OR COME TO YOUR WORKSHOP,
"BUT I DON'T HAVE TIME, I CAN'T.
AND SOME FACULTY HAVE EVEN SHARED WITH ME--
THEY'LL SAY "YOU KNOW KATHLEEN.
THAT'S NOT WHERE THE REWARDS ARE."
) EVEN THOUGH THE UNIVERSITY OF ARIZONA THEY'LL SAY "YOU KNOW KATHLEEN.
PAID FOR TOM FLEMING'S TRAINING
AND NOW PAYS HIM TO TEACH OTHER PROFESSORS HIS TECHNIQUES,
HE IS NOT BEING CONSIDERED FOR THE ULTIMATE REWARD,
IN HIGHER EDUCATION, THAT'S CALLED "TENURE."
(John Merrow) ARE YOU ON THE TENURE TRACK?
BY MY DEPARTMENT.
(John Merrow) WOULD YOU LIKE TO BE ON A TENURE TRACK?
IF YOU HAD ASKED ME THAT QUESTION FIVE YEARS AGO,
(John Merrow) WOULD YOU LIKE TO BE I'D SAY "YES."ENURE TRACK?
BUT AS I SEE HOW THINGS HAVE EVOLVED
HERE FOR MYSELF PERSONALLY,
I THINK I WOULD SAY ACTUALLY "NO."
FOR ME THE BOTTOM LINE IS THE STUDENTS.
I SERIOUSLY WANT THEM TO HAVE THE BEST
EDUCATIONAL EXPERI
(John Merrow) BACK AT WESTERN KENTUCKY,
BRIAFOR HIS STUDENTS TOO,
HIS SERVICE TO THE ACADEMIC COMMUNITY,
AND HIS RESEARCH.
(Brian Strow) THE TEACHING REQUIREMENT IS SOMEWHAT AMBIGUOUS.
IS SOMEWHAT AMBIGUOUS
AS TO WHAT THEY WANT,
BUT THE RESEARCH IS PRETTY WELL SPELLED OUT.
YOU WILL HAVE AT A MINIMUM
THREE PEER REVIEW JOURNALS OR ARTICLES PUBLISHED,
OR YOU WILL BE FIRED AT THE END OF SIX YEARS.
IS A LOT OF PRESSURE THREE PEER REVIEW JOURNALS FROM THE ADMINISTRATION
CLEARLY IF I WANT A RAISE,
IT'S GOING TO BE THROUGH RESEARCH.
I'M GOING TO DO RESEARCH IF I WANT MORE MONEY.
I'M NOT GOING TO GET RAISES BASED ON QUALITY OF TEACHING
NO MATTER HOW GOOD THAT TEACHING IS.
BE, "AM I GETTING I'M NOT GOING TO GET RAISES BATHE ARTICLES PUBLISHED?"NG
I NEED TO FIND IN THE UNITED STATES
THE PRICE, QUANTITY DEMANDED, QUANTITY SUPPLIED--
(BriTY
THAT ESSAY EXAMS WERE NOT THE WAY TO GO.
SCARCE RESOURCES.
AS AN ECONOMIST I UNDERSTAND SCARCE RESOURCES.
I CAN'T PUBLISH,
AND SPEND ALL MY LIFE GRADING ESSAYS.
(John Merrow) AND SO BRIAN COMPROMISES.
IN HIS INTRODUCTORY CLASS,
HE DOES NOT ASSIGN A TERM PAPER,
AND HIS EXAMS ARE MOSTLY MULTIPLE CHOICE,
TRUE-FALSE AND FILL-IN-THE-BLANK QUESTIONS.
NOT QUITE.
WELL HERE, I'LL PUT THE ANSWERS
ON THE BOARD SO YOU CAN PRACTICE
FOR THE FINAL EXAM.
YOU ASK THEM FOR A THREE-PAGE OR FOUR-PAGE ESSAY
ONCE A WEEK.
YOU DO THE ARITHMETIC.
WELL, ARE YOU GOING BE ABLE TO SET THE BAR
IF YOU'RE TO GRADE?
AND SO WHAT ENDS UP HAPPENING IS,
YOU END UP ASKING LESS FROM YOUR STUDENTS,
AND THEY IN TURN EXPECT LESS IN THE WAY OF FEEDBACK,
CORRECTION,
HELP WITH STYLE, ETCETERA.
SO THOSE ALL SIX PARTS OF THE ANSWER,
TO KNOW THAT
FOR THE FINAL EXAM NEXT THURSDAY.
WE NEED TO RECOGNIZE
THAT OUR COLLEGES AND UNIVERSITIES DO
IS TO TEACH STUDENTS.
ULTY ARE REWARDED
FOR BEING GOOD TEACHERS.
INSTEAD OF BEING DRIVEN
PUBLISH, FORPUBLISH, PUBLISH,ERS.
OR NOT GET TENURE.
BECAUSE THE RESULT IS THAT FACULTY
HAVE THE TIME
OR THE PRIVILEGEHAVE 30.
GIVE ME THREE SPECIFIC WAYS
THE FEDERAL RESERVE CAN LOWER THE MONEY SUPPLY.
(John MerrowBRIAN STROT
IF HE HAS EARNED TENURE. THE FEDERAL RESERVE CAN LOWER THE MONEY SUPPLY.
(John Merrow) WHAT DO YOU THINK YOUR CHANCES ARE?
I THINK MY CHANCES ARE REALLY GOOD
AS LONG AS I HAVE MY MIN
ERO, I THINK MY CHANCES ARE REALLY GOOD
MY PUBLICATIONS IN.
I GOT THE QUESTION ABOVE MY OTHER ONE.
(John Merrow) MATT MORRIS,
HE WAS WO'D BARELY PASSED.
(John Merrow) MATT IS LUCKY.
HE'S PART OF A "LIVING LEARNING COMMUNITY" AT WESTERN KENTUCKY.
FRESHMEN LIVE TOGETHER,
TAKE MANY OF THE SAME CLASSES,
(Matt Morris) WHEN YOU ACTUALLY HAVE A TEST,
RE'S 10,E MANY OF THE SAME CLASSES, 15 OTHER PEOPLE
SO YOU CAN GO STUDY WITH THEM.
THAT'S WHAT I LIKE ABOUT IT. I STUDY WITH A BUDDY.
AND IN ASTRONOMY I DO THE SAME THING.
ME AND MY BUDDY STUDY TOGETHER.
SO I LIKE IT BETTER JUST 'CAUSE
U CAN ONLY STUDY SO MUCH ME AND MY BUDDY STBY YOURSELF..
BUT IF ELSE KNOWS, AND YOU K,
HER,N ONLY STUDY SO MUCH ME AND MY BUDDY STBY YOURSELF..
IF STUDENTS STUDY TOGETHER
HER,N OAND THEY DIVIDE UP THEIR WORK ME AND MY BUDDY STBY YOURSELF..
AND GIVE ONE ANOTHER RESPONSIBILITY FOR LEARNING
THAT MATERIAL AND THEN TEACHING IT TO ONE ANOTHER,
LEVEL,
AND THAT'S SOMETHING THAT I THINK IS A BENEFIT
OF ANY KIND OF GROUP WORK.
INTERESTINGLY, STUDENTS IN THE LEARNING COMMUNITIES
SEEM TO REALLY GRAVITATE TOWARDS THAT SENSE OF FAMILY,
THE SENSE THAT SOMEONE'S LOOKING AFTER YOU.
SEEM TO REALLY GRAVITATE TOWARDS THAT SENSE OF FAMILY, IT AIN'T REGISTERING WITH ME,
LIKE WHAT YOU MEAN ABOUT SUMMARIZING AND ANALYZING.
OKAY.
WHAT YOU'RE DOING RIGHT NOW IS TELLING ME WHAT THE ESSAY SAYS,
IT MAKES MORE SENSE NOW.
(John EARLY 16,000 UNDERGRADUATES,
THE "SMALLER" APPRE HELP HE N.
THIS PARTICULAR ASSIGNMENT ASKED THEM TO ANALYZE AN ESSAY,
AND HE WASN'T FAMILIAR WITH ANALYSIS.
BUT MOST OF THE STUDENTS WEREN'T,
AND HADN'T BEEN ASKED TO DO THIS BEFORE,
SO IT'S A NEW SKILL.
(John Merrow) LEARNING COMMUNITIES DON'T COST MORE,
BUT THEY REQUIRE MORE WORK AND COOPERATION
ON THE PART OF PROFESSORS.
rge Kuh)HEY REQUIRE MORE WORK AND COOPERATION SO YOU TAKE PERSONALLY EVERY STUDENT'S SUCCESS.
YOU TELL THEM THAT ON THE WAY IN.
YOU MAKE IAT IT TAKES TO SUCCE.
YOU EXPOSE THEM IN THE EARLY WEEKS AND MONTHS OF COLLEGE
TO THE BEST TEACHING,
AND YOU HOLD THEM ACCOUNTABLE BY GIVING THEM ASSIGNMENTS,
GIVING THEM FEEDBACK,
CREATING SOME HABITS OF THE MIND AND THE HEART
THAT WILL STAND THEM WELL,
NOT JUST THROUGH COLLEGE BUT THROUGH LIFE.
AND NOW FEELS HE BELONGS IN COLLEGE.
NOT JUST THROUGH COLLEGE BUT THROAND GOING RACING.
(John Merrow) WESTERN KENTUCKY WILL OPEN TWO MORE
LIVING LEARNING COMMUNITIES IN THE FALL.
BUT STILL, ONLY A FEW HUNDRED FRESHMEN WILL BENEFIT,
OUT OF A CLASS OF ALMOST 5,000.
MANY COLLEGES AND UNIVERSITIES ARE EXPERIMENTING
BUT THEY'RE STILL FRINGE ACTIVITIES.
MANY ARE OFFERING TO HELP PROFESSORS LEARN HOW TO TEACH,
BUT THAT TRAINING IS ENTIRELY VOLUNTARY.
THE PROBLEM IS WE'RE SORT OF FOND
OF INNOVATIONS AS LONG AS THEY STAY ON THE MARGINS
OUR INSTITUTIONS, THE PROBLEM IS WE'RE SORT OF FOND
AS LONG AS THEY DON'T THREATEN THE MAINSTREAM
OF THE WAY WE DO OUR WORK.
AND IF WE ARE GOING TO REALLY CAPITALIZE
ON WHAT WE'VE BEEN LEARNING ABOUT HOW STUDENTS LEARN BEST
AND HOW WE CAN HELP THEM TO SUCCEED,
WE'RE GOING TO HAVE TO THREATEN THE STATUS QUO
IN THE MAINSTREAM OF OUR WORK.
EVERY YEAR MILLIONS OF STUDENTS GO OFF TO COLLEGE.
FOR SOME IT'S INTELLECTUALLY STIMULATING,
A LIFE-CHANGING EXPERIENCE.
MANY GET LOST S INTELLECTUALLY STIMULATING,
IN A CULTURE THAT EXPECTS LITTLE.
OPENING AND CLOSING.
IT'S A STORY ABOUT MONEY.
ohn Merrow) IN BOWLING GREEN, KENTUCKY, OPENING AND CLOSING.
BEFORE SHE LEAVES, SOPHOMORE CEYLON HOLLIS,
IS SQUEEMINUTE STUDYING.
(John Merrow) HOW MUCH TIME DO YOU SPEND DOING THE HOMEWORK,
GETTING READY FOR THE CLASSES EACH DAY?
I WOULD SAY I SPEND MAYBE ABOUT
A GOOD THREE TO FOUR HOURS HOMEWORK,
GETTING THINGS READY FOR THEM.
YOU GOTTA GET IT DONE TO PASS THE COURSE.
(John NTS IT'S TIME TO RELAX.
BUT NOT FOR CEYLON.
(Ceylon) I'M ON A SCHEDULE EVERY DAY, MONDAY THROUGH FRIDAY.
I HAVE SOMEWHERE TO BE--
EITHER CLASS, GET HOME,
AND GET INTO BED, GO TO SLEEP.
MY SCHEDULE IS VERY TIGHT.
BECAUSE AT 10 O'CLOCK I NEED TO BE WAKEN UP
(John Merrow) TTHE GRAVEYARD SHIFT
ANY AS 48 HOURS A WEEK BECAUSE AT 10 O'CLOCK I NEED TO BE WAKEN UP
AT A LOCAL AY,
WHERE SHE EARNS $11.43 AN HOUR.
ON THE AIR FILTER.
THEN I PUT IT IN THE MACHINE AND I HIT THE LITTLE LEVER.
AND WHAT IT DOES THE LASER,
AND PUT IT IN THE BOX.
IN ONE NIGHT MY QUOTA IS BETWEEN
YOU NEVER KNOW IF YOU ARE GOING TO HAVE ANY DOWN TIME
OR IF ANY OF THE MACHINES ARE GOING TO GO DOWN.
(John Merrow) ALTHOUGH CEYLON'S FAMILY IS MIDDLE CLASS,
SHE HAS TO PAY FOR COLLEGE HERSELF.
(Ceylon) MY PARENTS, THEY HAVE ALWAYS TOLD ME
BECAUSE THEY HAVE HAD FINANCIAL PROBLEMS OF THEIR OWN,
SO THEY'VE ALWAYS TOLD ME (Ceylon) MY PARENTS, THSINCE I WAS IN HIGH SCHOOL
THAT I NEEDED NEY FOR SCHOOL
IT DIDN'T HAPPEN.
CEYLON DOESN'T MAKE ENOUGH TO COVER ALL HER BILLS.
STARTED COLLEGE,.
I USED TO HAVE CREDIT CARDS,
AND THAT'S WHAT I USED TO PAY MY CLASSES OFF WITH--
CLASSES AND BOOKS.
GOING TO BE ABLE AND THAT'S WHAT I USED TO PAY MY CLASSES OFF WITH--
TO GET THOSE CREDI
IT JUST GOT BIGGER AND BIGGER,
AND THE NEXT THING YOU KNOW,
THAT CARD WAS MAXED OUT AND I GOT ANOTHER ONE IN THE MAIL.
(John Merrow) BETWEEN HER CREDIT CARD DEBT AND LOANS,
CEYLON COULD OWE AS MUCH AS $26,000 BY GRADUATION.
AND SHE'S NOT ALONE. BETWEEN HER CREDIT CARD DEBT AND LOANS,
FOR 65% OF AMERICAN COLLEGE STUDENTS,
GOING INTO DEBT IS THE NEW REALITY.
IT HASN'T ALWAYS BEEN THIS WAY.
60 YEARS AGO, PUBLIC SUPPORT WAS STRONGER.
THE GOVERNMENT BECAME A PARTNER IN HIGHER EDUCATION
SIGNED THE G.I. BILL INTO LAW.
(McClenney) THE G.I. BILL WAS INVENTED IN POST WORLD WAR II AMERICA,
AS A WAY OF DEALING WITH LARGE NUMBERS OF RETURNING G.I.s,
TO GET THEM OFF THE YMENT.
AS A WAY OF DEALING WITH LARGE NUMBERS OF RETURNING G.I.s,
WAS ONE WAY TO DO THAT.
(movieR WAS SUCH A MASS MOVEMENT
TOWARDS HIGHER EDUCATION.
(John Merrow) AMERICA WEATHERED THE CRISIS.
APPROXIMATELY ENT TO COLLEGE,
R OWN LIVES AND COLLEGE CAMPUSES,
BUT ALSO CHANGING PUBLIC ATTER EDUCATION.
ORDINARY AMERICANS LEARNED
IT WAS WITHIN EVERYONE'S REACH.
TO THE MIDDLE CLASS,
BUD STATE FUNDS.
IN 1972, THE FEDERAL GOVERNMENT OPENED THE DOOR
TO PROSPERITY TO THE POOR.
IN IT GAVE LOW INCOMEGOVERNMENT STUDENTS GRANTS,
WHICH DID NOT HAVE TO BE PAID BACK--
NOW CALLED "PELL GRANTS."
HAD ABOUT 3 OR 4 BILLION DOLLARS IN IT,
AND IT COVERED OVER 95% OF THE AVERAGE TUITION
AT A FOUR-YEAR PUBLIC COLLEGE OR UNIVERSITY.
(John Merrow) MILLIONS JOINED THE MIDDLE CLASS.
GOVERNMENT HELPED THOSE WHO COULDN'T AFFORD TUITION,
AND AMERICA PROSPERED.
(Lara Couturier) THE FOUNDING OVERSITIES
AND A LOT OF THE SUPPORT
THAT HAS COME TO THEM OVER THE YEARS,
ON THE IDEA
THAT HAS COME TO THEM OVER THE YEARS, IS GOOD FOR OUR CITIZENS,
AND THAT IT HELPS PEOPLE TO HAVE A BETTER LIFE.
AMERICA HAD AGREED TO AL CON.
HAD AGREED TO HELPS COLLEGE ,
MILY'S. AMERICA HAD AGREED TO AL CON.
TO KEEP TUITION LOW,
STATES LEGISLATURE SUPPORTED THEIR PUBLIC COLLEGES.
OF THE FEDERAL GOVERNMENT TO KEEP TUITION LOW,
WAS TO PROVIDE SCHOOR.
THAT HAVING A COLLEGE DEGREE ADDED A MILLION DOLLARS
TO YOUR LIFETIME EARNINGS.
SINCE ESSENTIALLY THE REAGAN ADMINISTRATION,
WE'VE DECIDED THAT IT'S A PRIVATE GOOD.
THAT BECAUSE YTO COLLEGE ECONOY
YOUR SALARIES GO UP.
AND SO WE'VE SAID,
INSTEAD OF RECOGNIZING THAT HIGHER EDUCATION
(John Merrow CONTRACT,
O OPEN HIGHER EDUCATION TO ALL, INSTEAD OF RECOGNIZING THAT HIGHER EDUCATION
BEGAN TO FALL APART.
GOVERNMENT FUNDING MOVED AWAY FROM GRANTS
A PELL GRANT, WHICH ONCE PAID 95%
PAYS ONLY ABOUT HALF THE TUITION TODAY.
TO TRY TO STAY ON TOP OF HER TUITION PAYMENTS,
AND TOANTS,
CEYLON HOLLIS MEETS WITH A FINANCIAL COUNSELOR
AT WESTERN KENTUCKY UNIVERSITY.
SO YOU'IME?
YES MA'AM.
ARE YOU WORKING 40 HOURS OR MORE A WEEK?
I'M WORKA WEEK.
OF A STUDENT THAT GRADUATES ARE YOU WORKING 40 HOURS OR MORE A WEEK?
AVERAGED OUT JUST A LITTLE OVER 10,000,RS LATER,
OIT WAS ASNT THAT GRADUATES ARE YOU WORKING 40 HOURS ORMUCH AS $20,000.
A LOT OF TIMES WITH STUDENTS AND WITH PARENTS.
ESPEUT, AND THEY REALIZE
IF THEY WORK AND EARN SOME MONEY,
THEY MAY NOT QUALIFY AS MUCH FOR FINANCIAL AID ESPEUT, AND THEY REALIZE
YET IF THEY DON'T WORK
AND QUALIFY FOR THE FINANCIAL AID,
THAT'S NOT QUITE ENOUGH.
HT PAY AND QUALIFY FFOR THEIR EDUCATION,,
BUT IT DOESN'
HTANY KIND OF QUALITY AND QUALIFY FFOR THOF LIFE.ATION,,
(John Merrow) QUALITY OF LIFE ENDS UP TAKING A BACK SEAT TO WORK.
TODAY 68% OF ALL UNDERGRADUATES
WORK AT LEAST 15 HOURS A WEEK.
20% ARE IN CEYLON'S SHOES. OF ALL UNDERGRADUATES
(John Merrow) SOJOB AS A STUDENT,
AT A FACTORY.
WHEN DO YOU SLEEP?
[laughing]
I SLEEP--
P TWO HOURS HERE,
GO TO CLASS, COME BACK,
SLEEP TWO HOURS,
DO HOMEWORK, SLEEP TWO HOURS.
I NEVER GET TO LAY DOW
SEVEN HOURS LIKE MOST PEOPLE DO.
ow) I NEVER GET TO LAY DOW DO YOU MISS CLASS?
(Ceylon) OH, YEAH.
I FREQUENTLY DO.
WHEN YOU'RE DEAD TIRED, YOU DON'T HEAR THAT ALARM.
I IT IS.
AND THAT'S HAPPENED.
(George Kuh) THERE ARE LIMITATIONS ON THE HUMAN EXPERIENCE
AND THE BRAIN.
HOW MUCH CAN YOU DO WITH SO LITTLE SLEEP?
AND WE KNOW ATHE GREAT--N.
THE DOWNSIDE OF WORK IS WHEN STUDENTS WORK OFF CAMPUS,
THEY ARE LESS LIKELY TO PERSIST
MISSING OUT
OF THE COLLEGE EXPERIENCE?
(Ceylon) I THINK I AM.
ON ON CAMPUS.EGE EXPERIENCE?
THEY HAVE GUEST SPEAKERS,
THEY HAVE EVENTS.
FOOTBALL GAMES, THEY HAVE GUEST SPEAKERS,
EM.
AND I FEEL LIKE THAT'S MISSING.
I WOULD LIKE TO JOIN A SORORITY,
BUT I DON'T HAVE THE TIME.
I GOTTA WORK TO GET MY TUITION PAID OFF.
(John Merrow) CEYLON WILL HAVE TO KEEP UP THIS SCHEDULE
FOR THREE MORE YEARS TO MAKE IT TO GRADUATION.
(John Merrow) FOR A FORTUNATE FEW, MONEY IS NOT A CONCERN.
NG UP
HE'S HAVING A VERY DIFFERENT KIND OF COLLEGE EXPERIENCE.
(Jason Merrill) I REALLY JUST ENJOY THE LOGICAL PUZZLE OF TAKING
PROBLEMS FROM STEP TO STEP TO STEP.
AND THEN WHEN YOU FINALLY ARRIVE AT THE ANSWER,
L PROBLEMS FROM STEP TO STEP TO STEP. A SENSE OF ACCOMPLISHMENT.
(John Merrow) A STRAIGHT "A" STUDENT WHO SCORED
IN THE 98th .,
JASON WA TO A TOP PUBLY IN HIS STATE,
BUT HE TURNED IT DOWN TO ATTEND A PRIVATE COLLEGE,
ASSACHUSETTS,
EDUCATION COSTSNED IT DOWN TO ATT$40,000 A YEAR.OLLEGE,
WHEN YOU THINK ABOUT THE MONEY THAT YOU PUT IN
DEGREE OVER FOUR YEARS,
IT'S A STAGGERING ECONOMIC INVESTMENT.
THIS TYPE OF EDUCATION AND THIS TYPE OF ENVIRONMENT.
(John Merrow) ONLY ABOUT 3% OF STUDENTS--
400,000 OUT OF 14 MILLION--
WHICH TURN DOWN AT LEAST TWO THIRDS OF THOSE WHO APPLY.
JASON'S COLLEGE, AMHERST,
WITH ONLY 1,600 STUDENTS AND A BILLION-DOLLAR ENDOWMENT,
CAN AFFORD TO FOCUS ON TEACHING AND LEARNING.
ONE OF THE GREAT BENEFITS ANDOF A COLLEGE OF THIS SIZENT,
A FACULTY-STUDENT RATIO OF 9 TO 1 OR 8 TO 1
MEANS THAT THE FACUL
(Jason) DO THEY ACTUALLY OVERLAP?
YEAH, THEY DO, MEANS THAT THE FACUL RIGHT THERE.
THEY DO THERE, BUT THEY'RE GOING IN DIFFERENT DIRECTIONS.
RIGHT, SO IT DOESN'T REALLY MAKE ANY DIFFERENCE.
(John Merrow) DO YOU KNOW PROFESSORS OUTSIDE OF CLASS?
I KNOW THE PROFESSORS PRETTY WELL.
(John Merrow) WHAT DOES A STUDENT GET FOR $40,000?
THE TWO THINGS I THINK, THAT YOU WOULD GET
IS BEING SURROUNDED BY EXTRAORDINARY PEERS,
WHO NOT ONLY TEACH WELL,
YOU'RE THE GOVERNOR OF CALIFORNIA LET'S SAY.
(Austin Sarat) ONE OF THE THINGS THAT IS A PRIVILEGE FOR ME
TUNITY TO TEACH YOU'RE THE GOVERNOR IN AN ENVIRONMENTT'S SAY.
IN WHICH I CAN GET TO KNOW THE STUDENTS,
AND THE STUDENTS KNOW THAT I'M COMMITTED TO THEM.
(Student) I STILL THINK THERE SHOULD BE
MORE FACTS OR EVIDENCE TO SUPPORT--
(Austin Sarat) YOU WANT MORE EVIDENCE?
(Austin Sarat) MY CHALLENGE, IN THE CLASSROOM,
IS TO GET MY STUDENTS TO THINK AND TO THINK HARD.
KEVIN, DOES THAT STRIKE YOU AS A PLAUSIBLE ARGUMENT?
(Austin Sarat) WHAT THEY KNOW IS LESS IMPORTANT
HINK,
TO ENVISION,
D THE HORIZON OF WHAT THEIR VIEWS NOW ARE.
THE AVERAGE FULL PRO
FOR TEACHING FOUR CLASSES A YEAR.
BUT THE LIBERAL ARTS CURRICULUM
ENCOURAGES HIM TO EXPLORE NEW SUBJECTS,
LIKE MUSIC AND DRAWING.
IT'S ABOUT JUST EXPANDING YOUR HORIZONS
E LIKE MUSIC AND DRAWING. WHILE YOU HAVE THE CHANCE.
(John Merrow) AMHERST COULD FILL THE COLLEGE
WITH STUDENTS LIKE JASON--
APPLICANTSJohn Merrow) AMWHOSE FAMILIES CAN AFFORDEGE
TO PAY $40,000 A YEAR,
BUT IT CHOOSES NOT TO.
(Anthony Marx) AMHERST COTS WHO COME
FROM PRIVILEGE AND FROM LACK OF PRIVILEGE
BECAUSE WE BELIEVE THAT IS PART OF OUR RESPONSIBILITY
AS AN EDUCATIONAL INSTITUTION,
THE QUALITY BECAUSE WE BELIEVE THAT IS PART AND THE RESOURCES THAT WE HAVE.
(John Merrow) WHEN JASON ENROLLED AT AMHERST,
HE PICKED ONE OF THE FEW COLLEGES WITH THE MONEY
AND THE COMMITMENT TO UPHOLD THE SOCIAL CONTRACT.
LAST YEAR AMHERST GAVE OUT $21 MILLION IN FINANCIAL AID,
HELPING HALF OF ITS STUDENTS.
T. PATTERSON, FRappella]
(John Merrow) HE'S A SENIOR WITH A MUSICAL GIFT.
AND ATHLETIC TALENT.
ME OF HIS COLLEGE CAREER,
HE HELPED AMHERST BEAT ARCH RIVAL WILLIAMS.
(T) THAT'S THE WAY TO GO OUT RIGHT THERE.
T IT WOULD BE.
(T) THAT'S THE WAY TO GO OUT RIGHT THERE. GOT IT DONE.
THERE IT IS, IT'S BEEN A GREAT FOUR YEARS.
COULDN'T GET (T) THAT'S THE WAY TO GO OUT RIGANY BETTER. GOT IT DONE.
(John Merrow) HIS MAJOR IS LAW, JURISPRUDENCE AND SOCIAL THOUGHT.
AS FAR AS STRETCHING ME OUT
TO THINK ABOUT THINGS IN DIFFERENT FASHIONS.
AND KIND OF DIG DEEPER TO COME TO NEW UNDERSTANDINGS
HAVE BEFORE.
(John Merrow) ON HIS FEDERAL PELL GRANT. WOULD HAVE BEEN FAR DIFFERIF 'D
THAT FREE MONEY, INTENDED TO HELP LOW INCOME STUDENTS,
AVERAGS 16 TIMES THAT.
THE COLLEGE MAKES UP THE DIFFERENCE FOR T.
AND FOR THE 16% OF AMHERST STUDENTS
WHO RECEIVE PELL GRANTS.
(John Merrow) YOUR HOME'S IN HARLEM.
THAT YOU'VE HAD?
YEAH, THERE'S A RIDICULOUS AMOUNT OF YOUNG MEN AND WOMANEM.
WHO AREN'T GETTING THE SAME OPPORTUNITIES.
I COULD DEFINITELY SEE
WHERE THE COUNTRY WOULD BE
(John Merrow) FOR THOSE WHO GET THE OPPORTUNITY,
SUCCESS IS ALMOST GUARANTEED.
MHERST IN FOUR YEARS.) FOR THOSE WHO GET THE OPPORTUNITY,
IN JUNE, 2005,
MA FEW THOUSAND DOLLARS FOR THOSE WHO GET THE OPPORTUNITY,
FOR HIS COLLEGE EDUCATION.
A FEW WEALTHG AMHERST'S LED
AND KEEPING
A FEW WEALTHG AMHERST'S LED I THINK THE ENTIRE EDUCATIONAL SYSTEM OF THIS COUNTRY,
NEEDS TO BE MAKING A STRONGER CASE
AS A SOCIETY, THE GOVERNMENT,
PRIVATE FUNDERS NEED TO BE IAT THIS POINT.
OR ALL THE THINGS THAT WE HOLD DEAR
ARE GOING TO SLIP AWAY.
(John Merrow) WHERE WERE YOU ACCEPTED?
NYU, WHICH WAS SUCH A DREAM.
I WAS DANCING THAT DAY, FLOATING IN AIR.
YOU FEEL REALLY PROUD,
BECAUSE THAT'S WHAT YOU SET OUT TO DO.
IT WAS MY GOAL SINCE I WAS 15.
(John Merrow) ADRIANA VILLALBA SAW NEW YORK UNIVERSITY,
A SELECTIVE, HIGHLY REGARDED PRIVATE INSTITUTION,
[speaking Spanish]
(John Merrow) HER FAMILY MOVED TO DENVER
AND HER PARENTS TALKED OFTEN ABOUillalba) THEY BOTH PUSHED FOR IT,
Y WE HAVE TO--
WHY WE HAVE TO HAVE A COLLEGE DEGREE, WHY.
RTANT Y WE HAVE TO-- FOR US.
PAPA?
(John Merrow) ADRIANA EXCELLED IN HIGH SCHOOL.
BY THE TIME I WAS DONE FRESHMAN YEAR ENGLISH,
I WAS WAY ABOVE ANYONE'S EXPECTATIONS.
I WAS CORRECTING MY ENGLISH TEACHER.
(John Merrow) BUT WHEN SHE WAS ACCEPTEDALI.
(John Merrow) WHY DIDN'T YOU GO?
TO RAISE HER AND HER THREE SISTERS,
BUT NOT ENOUGH TO PAY $40,000 A YEAR FOR FOUR YEARS.
WE'RE NOT RICH.
SO MUCH MONEY JUST TO PAY FOR MY EDUCATION.
YOU HEAR ALL THESE COUNSELORS TELLING YOU
ALL THE TIME, "THERE'S SO MUCH MONEY OUT THERE,
YOU HAVE TO GO AND APPLY FOR YOU HEAR ALL THESE COUNTHESE THINGS." YOU
THEY DID OFFER ME SOME MONEY FOR SCHOLARSHIPS,
AND IT REALLY WASN'T WHAT I WAS EXPECTING.
(John Merrow) PRICEDADRIANA ENROLLED AT HERL
TWO-YEAR COMMUNITY COLLEGE, WHERE TUITION
IS ONLY $2,500 A YEAR.
NEARLY HALF OF ALL UNDERGRADUATES GO
TO COMMUNITY COLLEGES.AR.
FOR THEIR ENTIRE LIVES.
(John Merrow) I WONDER, DO YOU EVER SORT OF WAKE UP
FEELING SAD THAT, I MEAN, NYU IS ONE OF THE BEST
UNIVERSITI
IT'S AN AWESOME SCHOOL.
ARE AT COMMUNITY UNIVERSITI COLLEGE OF DENVER.
ARE YOU EVER SAD ABOUT THAT?
I DO LOOK BACK AT IT AND JUST THINK,
"MAN, I WORKED REALLY HARD FOR THAT."
AND THAT'S KIND OF, YOU KNOW,
LEFT MY HAND REALLY FAST.
BUT YOU KNOW, I JUST FIGURE,
I'M JUST GOING TO TAKE THIS AS AN EXPERIENCE
WHEN HE GOES OUTSIDE AND SEES THEM,
IT STARTS TO DAWN THE MINUTE HE SEES--
BE NYU WHEN HE GOES OUTSIDE WILL LOOK BACK.
MAYBE THEY'LL SAY, "OH YEAH,
OR AT LEAST HELP HER OUT."
THE BEST OPPORTUNITY TO SAVE MONEY.
MANY OF HER CLASSMATES HAVE NO OTHER CHOICE.
LOW INCOME AND YOU GO TO COLLEGE,
YOU'RE MORE LIKELY TO BE AT A COMMUNITY COLLEGE,
OR MAYBE A REGIONAL STATE COLLEGE.
BUT MOST LIKELY AT A COMMUNITY COLLEGE.
SO WE DIDN'T INVENT THE AMERICAN HIGHER EDUCATION SYSTEM
TO HAVE SOME KINDS OF COLLEGES
IT'S SUPPOSED TO BE BASED ON THEIR TALENT.
WHAT IS IT?
IT'S A BRONCO FOOTBALL? I LOVE IT.
WHEN SHE WAS 14,
DEBRA STAKE OOL AND HAD A BA.
I ALTO SCHOOL,
AND I DREAMED OF HAVING A DEGREE.
BUT IT JUST WASN'T IN THE BOOKS FOR ME RIGHT THEN AT THAT TIME.
I HAD TO WORK, I HAD TO PROVIDE FOR MY BOYS.
YOU DO WANT TO GET YOUR JAMMIES?
YEAH.
THEN TAKE YOUR SHOES OFF AND WE'LL PUT YOUR JAMMIES ON NOW.
OLD, WITH FOUR SONS,
HAS BEEN WORKING IN DAYCARE TO SUPPORT HER FAMILY.
S $10 AN HOUR. OLD, WITH FOUR SONS,
ś I'M READY TO GO OUT, I'M READY TO GO OUT ś
IN THIS FIELD IT'S A DECENT WAGE.
IT'S NOTHING TO BRAG ABOUT,
WHICH IS WHY I'M GOING TO SCHOOL.
HERE YOU GO HONEY. YOU ALL DONE?
I HAVE ALL THEOWLEDGE
BUT WITHOUT THE DEGREE I DON'T GET THE HIGHER PAY RATE.
BUT IT'S A STRUGGLE.
WORKING LY $250 A WEEK.
EVEN WITH A PELL GRANT, A RENT SUBSIDY, AND A LOAN,
LY ENOUGH MONEY TO$250 A WEEK. AFFORD COMMUNITY COLLEGE.
R HERVEN WITH A PELL GRANT, A RENT FOUR CHILDREN. LOAN,
TO HIGHER EDUCATION OPPORTUNITY.
THEY AES
WHERE ANYONE WHO IS WILLING TO WORK
CAN FIND A WL GOALS.
(John Merrow) DEBRA WANTS A DEGREE IN EARLY CHILDHOOD EDUCATION
AND IS TAKING COURSES IN REMEDIAL MATH,
SOCIOLOGY AND ENGLISH.
BUT IN GENERAL WHAT YOU WANT TO DO WITH A CONCLUSION
IS A RHETORICAL SENSE THAT, IT'S OVER.
WASN'T BUT IN GENERAL WHAT YOU WAA PART OF MY GROWING UP.ON
MEAN, I KNOW THAT MY MOM IS A RHETORICAL SENSE PROBABLY THOUGHT THAT
IT WAS IMPORTANT AND SHE SENT US TO SCHOOL EVERYDAY,
BUT IT REALLY WASN'T EMPHASIZED,
IT REALLY WASN'T--
(Professor)R REALLY SAW HOW YOU CAN ACCOMPLISH IT HOW?
"IN CONCLUSION" WILL WORK.
IT'S A LITTLE BIT CHALLENGING.
I WANT TO BE THE BEST IN THAT CLASS
SO THAT'S WHAT MAKES IT MORE CHALLENGING IS--
MY GOAL T,
I WANT TO BE THE BEST.
DEBRA STAKE MAKES IT TO GRADUATION,
SHE'LL BE BEATING THE ODDS.
TWO OUT OF EVERY THREE COMMUNITY COLLEGE STUDENTS
LEAVE WITHOUT A DEGREE.
(Kay McClenn DO HAVE LOWER PERSISTENCE RATES
AND LOWER GRADUATION RATES THAN FOUR-YEAR COLLEGES
AND UNIVERSITIES.
IN SIGNIFICANT PART THAT'S BECAUSE THEY ARE
SERVING MORE STUDENTS WHO BRING MORE CHALLENGES
OH, BIG GIRL.
STUDENTS WHO ARE WORKING ONE OR MORE JOBS,
20 OR MORE HOURS A WEEK,
STUDENTS WHO HAVE CHILDREN, AND THE LIKE.
I'M STRESSED OUT AND I'M TIRED AND I HAVE NO ENERGY.
SO YEAH, THERE'S BEEN A FEW ENCIL
ACROSS THE ROOM AND JUST SAID, "I GIVE UP.
I'M DONE, I DON'T WANT TO DO THIS ANYMORE."
BUT I WANT SECURITY FOR MY KIDS SO THAT KEEPS ME GOING.
I KNOW, I KNOW, I KNOW.
DESPITE THEIR PERSONAL CIRCUMSTANCES
AND DESPITE OVERCOMING BARRIERS NEITHER YOU NOR I HAVE FACED.
WE REALLY NEED YOU TO HELP US OUT.
(John Merrow) PRESIDENT CHRISTINE JOHNSON IS FACING CHALLENGES OF HER OWN.
THE MONEY C.C.D. G REDUCED 30.
AT THE SAME TIME,rrow) PRESIDENT CHRISTINE JOHNSON IS FACING CHALLENGES OF HER OWN.
HER ENROLL.
(John Merrow) WHAT KEEPS YOU AWAKE AT NIGHT?
BUDGETS.
OF JUST SAYING, "OKAY, WHERE DO I CUT?
AND THE IMPACT THAT IT HAS ON BOTH
THE STUDENTS AND THE SERVICES WE'LL PROVIDE THEM,
AND THE INDIVIDUALS WHOSE LIVES WILL BE IMPACTED
AND THE ANSWER OFTEN IS HIGHER EDUCATION.
PARTICULARLY BECAUSE THEY SEE HIGHER EDUCATION AS BEING
S AND THE ANSWER THE ABILITY TO RAISE REVENUE
ON ITS OWN TN AND FEES.
n Merrow) THE DISAPPEARINGURT COLLEGES, AND THE ANSWER THE ABILITY TO RAISE REVENUE
FEWER DOLLARS PER STUDENT.
MEANING PRESIDENTS HAVE TO FIND MONEY ELSEWHERE.
OR FINISHING ONE UP OR IN ONE OR PLANNING ONE,
RVIVE IN HIGHER EDUCATION TODAY.
(John Merrow) SINCE 1999,
THE COST OF RUNNING WESTERN KENTUCKY UNIVERSITY
(John Merrow) NEARLY 70%.
ENROLLMENT HAS JUMPED 28%.
DURING THAT SAME TIME HOWEVER,
IT PROVIDES PER STUDENT.
THINKING ABOUT FUND RAISING?
WELL, THINKING ABOUT IT OR DOING IT?
THINST OF THE TIME.
THE STATE TAXPAYER SUPPORT
FOR PUBLIC UNIVERSITIES IS ERODING.
THAT CREATES FINANCIAL STRESS THAT WE ALL UNDERSTAND
AND WE JUST MANAGE IT.
WITH IT THAT CREATES FINANCIAL STRESS THATTHE BEST WE CAN.ND
THE ARIZONA LEGISLATURE HAS CUT PETER LIKIN'S BUDGET AND WE JUST MANAGE IT.
NEARLY $50 MILLION IN FOUR YEARS.
TODAY, LESS THAN 30% OF THE UNIVERSITY'S ANNUAL BUDGET
IN ORDER TO COMPETE SUCCESSFULLY,
YOU HAVE TO BE ABLE TO RAISE GIFT MONEY,
AND WE'VE RAISED OVER A BILLION IN THIS RECENT CAMPAIGN.
(John Merrow) WHILE THE PRESIDENTS A SUPPOR,
COLLEGR PURSE STRINGS
TO TRY TO BALANCE THEIR BUDGETS.
(John Merrow) ARE YOU WELL PAID?
NO. NO! NO!RY TO BALANCE THEIR BUDGETS.
GREAT, YEAH.
WHAT'S YOUR SALARY?
I'M MAKING $65,000.
TENURED PROFESSOR?
SUBSEQUENTLY, FACTORIES STARTED TO LAY OFF PEOPLE
E TENUREDHUGE INVENTORIES.
(John Merrow) WHEN WE MET PAULETTE KURZER,
SHE TOLD US HER UNHAPPINESS ABOUT HER SALARY
DO YOU EVER SAY TO YOURSELF?
"I'M THE PROFESSOR, I AM GOING TO GO THE EXTRA MILE
E DO YOU EVER SAY BETTER WRITERS AND THINKERS."
NO, NO, NO, NO.
YOU CAN PUT THAT ON THE TAPE, NO.
WHY NOT?
WHY SHOULD I?
I'M MAKING $65,000.
I DON'T SEE IT THEMT YOU,
THE SKILLS THAT THEY SHOULD HAVE BEEN TAUGHT YEARS AGO.
HOW AM I GOING TO DO IT?
HOW DO YOU WANT ME TO MAKE-- TURN THEM INTO BETTER WRITERS?
LITICAL SCIENTIST. HOW AM I GOING TO DO IT?
I'M NOT A WRITING COMPOSITION EXPERT.
BUT WHY SHOULD I?
TODAY I MAKE SOMEWHERE AROUND 29, $30,000 A YEAR,
WHICH IS ABOUT THE SAME AMOUNT I WAS MAKING 20 YEARS AGO
BY HIRING PART-TIME TEACHERS.
BOB GIBSON IS HELPING BALANCE THREE BUDGETS.
HI EVERYBODY.
AS MANY AS 11 COURSES EVERY SEMESTER.
(John Merrow) GIBSON TEACHES PHILOSOPHY.
AT THREE COLLEGES IN THE DENVER METROPOLITAN AREA.
WHEN A NORMAL LOAD WAS FOUR COURSES.
THAT IS A FEMINIST THEORY.
(John Merrow) MANY OF GIBSON'S CLASSES ARE AT COMMUNITY COLLEGE OF DENVER,
WHERE PART-TIMERS DO MOST OF THE TEACHING.
(Christine Johnson) IT'S A WAY OF BOTH MANAGING COSTS
SCONTINUINGRT-TIMERS DO MOST OF THE TEACHING. PROGRAMS THAT ARE SAY,
LOW-ENROLLMENT PROGRAMS,
IF WE OFFER SOMETHING AND THERE ISN'T MUCH DEMAND,
AND IT WAS A PART-TIME PERSON, LOWTHEN WE JUST SAY,AMS,
"WE DON'SEMESTER."
IN ORDER TO BUILD AN ETHICAL THEORY
YOU HAVE TO HAVE GOALS AND OBJECTIVES
(Johnson) BUT I DON'T LIKE THAT,
I DON'T LIKE THAT WE HAVE TWO THIRDS OF OUR FACULTY
WHO ARE PART TIME.
CONCERNING THE FEMINISD
PART-TIME DOES MAKE SENSE FROM A BUSINESS PERSPECTIVE.
HEN YOU DON'T.
BUT EDUCATION IS NOT BUSINESS IN THAT SENSE.
YOU CAN'T MEASURE IT IN THE SAME EFFICIENCIES
THAT YOU CAN MEASURE PRODUCING A PRODUCT.
ES MAY SAVE MONEY, BUT STUDENTS PAY THE PRICE.
I'VE JUST COMPLETED MY THIRD CLASS OF THE DAY.
OF DENVER INTRO COURSE.
THE TIME THAT ONE MIGHT SPEND IN QUIET SOLITUDE
OR TALKING WITH STUDENTS IN AN ADVISING CAPACITY
JUST ISN'T THERE.
OF THE ACTIVITIES AS FULL-TIME FACULTY DO
IN OTHERT NECESSARILY AK
STUDENTS IN ASSIGNMENTS TO DRAW FROM DIVERSE PERSPECTIVES,
FROM DIFFERENT POINTS OF VIEW, FROM DIFFERENT COURSES.
EASON. STUDENTS IN ASSIGNMENTS TO DRAW FROM DIVERSE PERSPECTIVES,
THEY AREN'T PART OF THE FABRIC OF THE INSTITUTION.
THEY WOULDN'T KNOW WHAT COURSES
TO SUGGEST STUDENTS DRAW FROM.
THEY AREN'T PART OF THAT SYSTEM.
(John Merrow) NATIONALLY, NEARLY HALF OF ALL COLLEGE FACULTY
ARE PART-TIMERS, UP FROM ONLY 22% IN 1970.
SHUTTLING FROM CAMPUS TO CAMPUS LEAVES
I'M PRETTY MUCH AN ASSEMBLY LINE KIND OF A GUY.
THE LAST THEORY IS THE FEMINIST CRITIQUE OF ETHICAL THEORY.
(Gibson) UH, STUDT REALIZE THIS.
BUT THEY LEARN PRETTY MUCH THE SAME KINDS OF THINGS THAT
STUDENTS IN OTHER SECTIONS ARE LEARNING,
AT OTHER SCHOOLS ARE LEARNING, THE SBECAUSE THEY'RE USING AT
THE THE SAME EXAMS.
DO YOU SEE THE ASSUMPTION?
TAILOR-MAKE THE THE SAME EXAMS. MY DELIVERY AND MY TOOLS
FOR EACH CLASS, FOR EACH STUDENT.
CAN'T DO IT. THE THE SAME EXAMS. MY DELIVERY AND MY TOOLS
TOO MANY STUDENTS.
AND TOO LITTLE MONEY TO ALLOW 63-YEAR-OLD GIBSON (John Merrow)
ANY THOUGHTS OF RETIREMENT.
THE PROFESSION.
I PROBABLY WILL BE WORKING TILL THE END.
TO MAKE A GOOD ETHICAL CHOICE.
(Gibson) I DON'T THINK ANYONE REALLY KNOWS WHAT'S HAPPENED
IN THE UNITED STATES.
EVERYBODY WANTS THEIR FAMILY MEMBERS
BUT NO ONE SEEMS TO BEY THE P.
BUT THAT'S NOT NEARLY ENOUGH ATO BALANCE THE BUDGET.% OF THE FACULTY ARE PART-
WE GET $75 MILLION FROM THE STATE,
50 MILLION.
SO THAT PUTS IT IN CONTEXT RIGHT THERE.
WE'VE GOT TO GENERATE REVENUE FROM OTHER SOURCES
IN ORDER TO ACHIEVE THE QUALITY.
THAT NATIONAL PROMINENCE WE TALKED ABOUT?
APLY.
IT'S GONE UP ON COLLEGE CAMPUSES EVERYWHERE.
62% FOUR YEARS.
THE PRICE OF HIGHER EDUCATION HAS GONE UP FASTER
EXCEPT HEALTH CARE, OKAY?
SO WE MEASURE IT IN EACH STATE IN RELATION
TO
T EVERY STATE IT'S SO WE MEASURE IT IN EACH STATE IN RELATION
THAN IT WAS A DECADE AGO.
IT TAKES A LARGER SHARE OF YOUR INCOME TO GO TO COLLEGE.
(John Merrow) AND THAT KEEPS SOME HIGH SCHOOL STUDENTS FROM GOING,
WE'RE MOVING TOWARD A SYSTEM WHERE THE ONLY
(John Merrow) AND THAT KEEPS SOME HIGH SCHOOL STUDENTS FROM GOING, PEOPLE WHO WILL HAVE ACCESS TO A COLLEGE EDUCATION
ARE THOSE WHO CAN PAY FOR IT.
AT WESTERN KENTUCKY UNIVERSITY--
AT WESTERN KENTUCKY UNIVERSITY.
HOW ARE YOU DOING THIS AFTERNOON?
HE'S NOT INTERESTED, OKAY.
PLANS ON GOING TO COLLEGE?
DO YOU HAVE AN APPLICATION TO WESTERN?
WOULD YOU BE INTERESTED IN MAYBE GETTING ONE?
(John Merrow) THEY CALL IT "TELE-CRKETING.
YOU GET MORE STUDENTS WOULD YOU BE INTERESTED PAYING A HIGHER DOLLAR AMOUNT
HELLO, MAY I PLEASE SPEAK WITH SCOTT?
STUDENTS ARE CUSTOMERS, AND COLLEGES WANT MORE OF THEM.
(Gary Randell) WE'RE ABLE TO INVEST BACK IN FACILITIES,
WE'RE ABLE TO INVEST IN MORE FACULTY,
HIGHER CREDENTIALED FACULTY--
CASH FLOW FROM MORE STUDENTS AT
CAPACITY THAT WITHOUT THAT ENROLLMENT GROWTH,
WE WOULD NOT HAVE HAD.
(John Merrow) ONE WAY TOERS IS TO LOOK BETR
THAN THE COMPETITION.
WESTERN KENTUCKY HAS BUILT ACADEMIC COMPLEXES
FOR ITS MASS MEDIA,
ENGINEERING AND BIOLOGICAL SCIENCE DEPARTMENTS.
IT HAS RENOVATED ATHLETIC FACILITIES AND DORMS
AN ADDITION TO THE STUDENT CENTER AND RENOVATION
OF THE FOOTBALL STADNG WHATL "THE COOL FACTOR"
FOR OUR STUDENTS.
D IT'S PAYING OFF.L STADNG WHATL "THE COOL FACTOR"
REBUILDING THE PHYSICAL PLACE
ENSURES INSTITUTIONAL SELF-ESTEEM,
PRIDE AMONG YOUR CONSTITUENTS, R MONEY.
ENSURES INSTITUTIONAL THE ABILITY TO RECRUIT STUDENTS.
THEY WANT TO BE PART OF A PLACE THAT'S COMFORTABLE,
(John Merrow
BECOME BUILDING SITES.
SOME OF THE BUILDINGS ARE FOR ACADEMICS,
SOME ARE NOT.ILDING SITES.
(Richard Hersh) EVERY COLLES
ON THINGS THAT COMPETE WITH THE CAMPUS
DOWN THE ROAD OR ACROSS THE STATE
FALLING BEHIND ON THOSE THINGS THAT QUOTE "CONSUMERS"
ARE LOOKING FOR.
DO YOU HAVE THE BEST ATHLETIC FACILITIES IN THE WORLD?
DO YOU HAVE A
WITH MCDONALDS IN IT?
DO YOU HAVE RESIDENCE HALLS THAT ARE AT LEAST
THE EQUIVALENT 'S BECOME AN ARMS RACE,
SO YOU HAVE TO HAVE WHAT EVERYBODY ELSE HAS,
AND WHAT EVERYBODY ELSE HAS
MAY OR MAY NOT HAVE ANYTHING TO DO WITH
WHETHER IT'S GOOD FOR EDUCATION.
YOU CAN LOOK AT DECISIONS MADE MAY OR MAY NOT HAVE AON CAMPUSESDO WITH
TO BUILD NEW GYMNASIUMS,
AND UNDERSTAND WHY COLLEGE LEADERS
ARE MAKING THE CHOICES THEY'RE MAKING.
THE PRESSURES ARE VERY REAL,
AND THE PRESSURES ARE COMING FROM STUDENTS,
FROM ALUMNI, THE PRESSURES ARE VERY REAL,
FROM TRUSTEES, FROM STATE LAWMAKERS.
AND SO ALL OF IVIDUAL BASIS
MAKE PERFECT SENSE.
(John Merrow) THE UNIVERSITY OF ARIZONA IS KEEPING UP.
TO TRY TO HELP FRESHMEN SUCCEED,
IT SPENT MILLIONS CREATING THIS HIGH-TECH ACADEMIC CENTER
WHERE
AND CAN GET TUTORING AND COUNSELING.
THE UNIVERSITY ALSO BUILT NEW DORMS AND A STUDENT UNION
WITH A FOOD COURT TO RIVAL ANY SUBURBAN MALL.
(Peter Likins) THIS IS THE REALITY.
AND WHEN YOU ARE A UNIVERSITY PRESIDENT
YOU DEAL WITH REALITY.
THERE IS A LIMITED POOL OF MONEY THAT IS AVAILABLE
TO FUND THE WORK OF HIGHER EDUCATION,
AND THAT POOL SEEMS TO BE SHRINKING OVER TIME.
STATE-OF-THE-ART FITNESS CENTER CON A COLLEGE CAMPUS
OR YOU CAN BUILD A NEW STATE-OF-THE-ART CHEMISTRY LAB.
YOU MAY NOT BE ABLE TO DO BOTH OF THOSE.
I SORT OF THINK OF IT IN WAYS
LIKE YOU WALK INTO YOU MAY NOT BE ABLE TO DO A SHINY NEW SUPERMARKET
THE WHEELS AND GADGETS-
BUT THE MEAT IS SPOILED AND THE MILK IS SOUR.
YOU'VE GOT TO ATTEND TO THE FUNDAMENTALS.
(John Merrow) ELITE COLLEGES ARE BUILDING JUST LIKE EVERYONE ELSE.
AT AMHERST A NEW GEOLOGY BUILDING IS UNDER CONSTRUCTION.
S REBUILT OR RENOVATED ELITE COLLEGES ARE BUILDING JUST LIKE EVERYONE ELSE.
THIS MULTI-MILLION-DOLLAR SPORTS CENTER OPENED IN 1999.
WELL I CAN TELL YOU THAT IT'S ON THE TOUR,
THAT WHEN PEOPLE COME TO CAMPUS TO SEE THE CAMPUS,
THIS IS ONE OF THE T
IT'S PART OF THE CULTURE NOW.
, EVERYONE IS LOOKING THIS IS ONE OF THE T FOR A PLACE WHERE THEY CAN GO
AND BE COMFORTABLE AND WORKOUT.
NK THAT THAT ISOOKING A TOOL FOR RECRUITING HERE. THIS IS ONE OF THE T FOR A PLACE WHERE THEY CAN GO
IT'S AN ARMS RACE, SURE IT IS.
RACEAT THAT ISOOKING A TOOL FOR RECRUITING HERE. THIS IS ONE OF THE T FOR A PLACE WHERE THEY CAN GO
(John Merrow) ANOTHER WAY COLLEGES ATTRACT TUITION-PAYING STUDENTS IS
BY BUILDING UP THEIR ACADEMIC REPUTATIONS IN THE PAGES
OF POPULAR GUIDES LIKE THIS ONE.
OPLE GETDING UP THEIR ACADEMIC REPUTATIONS IN THE PAGES THE INFORMATION THEY NEED
TO MAKE SMART CHOICES.
YOU KNOW, KNOWLEDGE IS POWER.
(John Merrow) MILLIONS USE THESE PUBLICATIONS
TO HELP THEM CHOOSE THE RIGHT COLLEGE.
davsky) (John Merrow) MILLIONS USE THESE PUBLICATIONS WE SAY USING OUR CRITERIA,
AT DID THE BEST, SECOND BE,
davsky) (John Merrow) MILLIONS USE THESE PUBLICATIONS THIRD BEST, WE SALL THE WAY DOWN.ERIA,
AND I THINK THAT'S VERY LEGITIMATE.
I THINK IT'S HELPFUL TO PEOPLE.
(John Merrow) SCHOOLS ARE RANKED ON S.A.T. SCORES,
ALUMNI GIVIN
(John Merrow) DO YOU THINK THOSE RANKINGS
MEASURE THE QUALITY OF A COLLEGE?
(John Merrow) BUT THERE'S NO MEASURE OF STUDENT LEARNING.
IT'S TRUE, NOBODY REALLY HAS COME UP WITH
A SUCCESSFUL MEASURE OF WHAT STUDENTS ARE
IT'S SORT OF THE HOLY GRAIL OF HIGHER EDUCATION
AND ACCOUNTABILITY.
THAT MEASURES STUDENTS I'VE .
CAN YOU IMAGINE, FOR 200 YEARS WE'VE HAD A SYSTEM
IN HIGHER EDUCATION
ENTIALLY CAN YOU IMAGINE, FOR 200 YEARS RANK SCHOOLSSYSTEM
I THINK FOR THAT YOU HAVE TO BLAME THE COLLEGES
THEY' INFORMATION.
BUT THEY'VE DRIVEN THE ENTIRE SYSTEM OF HIGHER EDUCATION,
LIKE A GROUP OF LEMMINGS IS.
IT REFLECTS ONE OF THE ACHILLES HEEL
OF AMERICAN HIGHER EDUCATION I THINK, WHICH IS THAT
QUALITY AND PRESTIGE.
RANKING MAGAZINES ARE BESTSELLERS,
AN WAYS TO CLIMB.
THAT RANKS COLLEGES HEAVILY BY HOW SELECTIVE THEY ARE
AND WHAT THEIR AVERAGE S.A.T. SCORE IS,
YOU'T SAYING,
"WHY NOT BUY STUDENTS WHO ARE GOING TO MAKE US LOOK GOOD?"
IT'S AN ENORMOUSLY COMPETITTIONS,
RE "WHY NOT BUY STUDENTS WHO ARE GOING TEXCEPTION,LOOK GOOD?"
MOST INSTITUTIONS PUT MONEY ON THE TABLE
TO ATTRACT REALLY BRIGHT KIDS.
CAME KNOCKING MOST INSTITUTIONS PUT MONEY ON YOUR DOOR?THE TABLE
THEY DID.
A STUDENT LIKE KARA MONSEN, THE ARIZONA SCHOOLS IT'S A GE
BECAUSE OF HER STRONG ACADEMIC RECORD
AND HIGH STANDARDIZED TEST SCORES
THE UNIVERSITY OF ARIZONA OFFERED HER A FOUR-YEAR,
FULL SCHOLARSHIP WORTH $78,000.
$9,000 OVER THE TWO SEMESTERS.
AND A BIG CHUNK OF THAT WAS TAKEN OUT FOR ROOM AND BOARD.
BUT I GOT TO KEEP ALL THE REST.
YES, I'M MAKING A PROFIT OFF OF COMING HERE.
TO ENTICE THEM TO ENROLL.
THTHER PERKS.
(Kara) YOU GET TO LIVE IN THE HONORS DORM.
(Clare) THAT'S BASICALLY WHERE I'VE MET ALL MY FRIENDS.
(John Merrow) ON A CAMPUS OF 37,000 STUDENTS,
ONLY 588 LIVE IN HONORS DORMITORIES.
(John Merrow) DID YOU EVER FEEL LOST?
NO.
(John Merrow) AND THAT'S BECAUSE OF THE HONORS DORM?
DEFINITELY BECAUSE OF THE HONORS DORM.
THERE'S SO MANY WAYS JUST TO MAKE IT SMALLER,
AND THE HONORS DORM IS A WAY TO DO THAT.
IT HAS BEEN A WAY FOR ME TO DO THAT.
WITH MERIT AID PACKAGES.
IT'S ATTRACTING STUDENTS BECAUSE YOU KNOW THAT
THE QUALITY OF THE LEARNING EXPERIENCE DEPENDS UPON
THE QUALITY OF THE STUDENTS IN THE CLASS.
OR FOR EVERYBODY THE QUALITY OF THE LEARNING EXPERIN THE CLASS. UPON
(John Merrow) BUT HONOR STUDENTS OFTS.
'T HAVE AN EXAM?
(John Merrow) BUERICH VARNES TEACHESS. HONORS FRESHMAN PHYSICS.
GIVING A QUIZ.
OKAY, SO IT'S THE USUAL DEAL, 50 MINUTES.
LL THIS A LECTURE CLASS
BUT YOU DON'T HAVE 25 STUDENTS.
S THE BIG ADVANTAGE LL THIS FOR THE STUDENTURE CLASS
OF BEING IN THE HONORS COLLEGE.
S THE BIG ADVANTAGE LL THIS THIS LECTURE CLASS IS AN INTRODUCTORY FRESHMAN LEVEL,S
THIS IS THE FIRST PHYSICS CLASS
IF THEY WEREN'T IN THE HONORS COLLEGE THEY WOULD BE IN
A LECTURE HALL WITH THIS IS THE FIRST PHYSICS CLASS 200 STUDENTS OR SO,
G DIFFERENCE. IF THEY WEREN'T IN THE HONORS COLLEGE THEY WOULD BE IN
) A LECTURE HALL WITH BOTH CLARE AND KARA ARE ALREADY HIGH GRADES AT ARIZONA. THIS IS THE FIRST PHYSICS CLASS 200 STUDENTS OR SO,
RINGFFERENCE. LOW-INCOME STUDENTS. IF THEY WEREN'T IN THE HONORS COLLEGE THEY WOULD BE IN
IT HAS SUBSTANTIALLY INCRED.
S EMPHASIZING MERIT AID. LOW-INCOME STUDENTS. IF THEY WEREN'T IN THE HONORS COLLEGE THEY WOULD BE IN
TO GET THE KIND OF FRESHMAN CLASS THAT YOU WANT.
USING IT TO MEET THE INSTITUTION'S GOALS,
TO CREATE AN IMAGE OF ITSELF MERIT-BASED AID BUYS THEM.
BUT THEY'RE GOING TO GO SOMEWHERE.
(John Merrow) WESTERN KENTUCKY SENT RECRUITING LETTERS TO ALL
NATIONAL MERIT SCHOLARS IN THE STATE LAST YEAR.
AND GAVE SCHOLARSHIPS TO THE TEN WHO AGREED TO ENROLL.
WE WANT TO RECRUIT THE VALEDICTORIANS
AND SO FAR, THINGS ARE WORKING PRETTY WELL.
WE'UDENTS SINCE 1998.
(Merrow) NATIONALLY, MERIT AID HAS NEARLY QUADRUPLED
OVER THE LAST TEN YEARS.
TOIS HANDED OUT
TO HIGH ACHIEVING STUDENTS,
BECAUSE COLLEGES WANT THEM.
(Peter Likins) THE PRICE THAT YOU CAN EXPECT THEM TO PAY
FOR TUITION IS LOWER BECAUSE THEY'RE IN DEMAND,
IS NOT, TO MY WAY OF THINKING,
IT CERTAINLY IS CONSISTENT WITH ALL THE PRINCIPLES OF ECONOMICS.
THEY'RE IN DEMAND.
WITH OUR FINANCIAL AID TODAY,
WE'RE HELPING THE PEOPLE GOD ALREADY HELPED.
AND WE ARE LEAVING BEHIND PEOPLE WHO TRULY CANNOT AFFORD
TO PARTICIPATE IN A SYSTEM.
TO USE THE JARGON,
OULD CALL IT TO PARTI"INCENTIVE,"SYSTEM.
TO USE THE NEUTRAL WORD,
OR ONE COULD CALL IT A BRIBE.
IT'S NOT A BRIBE.
S INDICATIVE OF THE FACT OR ONTHAT AMERICA IN 2005IBE.
IS MORE MARKET DRIVEN
THAN IT WAS 30 OR 40 YEARS AGO.
[crowd chanting] U. OF A.!
U. OF A. U. OF A...
[crowd cheering]
THREE POINTER!
(John Merrow) NOWHERE ARE MARKET FORCES IN PLAINER SIGHT
THAN IN THE WORLD OF BIG-TIME COLLEGE SPORTS. THREE POINTER!
CORPORATE SPONSORSHIPS,
AND PRESTIGE MONEY CAN' OF TH. OF BIG-TIME COLLEGE SPORTS. THREE POINTER!
WHEN YOU HAVE A GOOD SPORTS TEAM, PEOPLE KNOW.
THERE'S SO MANY SCHOOLS IN THIS NATION
BECAUSE THEY DON'T HAVE A GOOD SPORTS TEAM.
[crowd cheers]
(John Merrow) TO SCORE BIG YOU NEED TO SIGN THE BEST STUDENT ATHLETES.
THAT'S A WHOLE OTHER COMPETITION.
ANDRE IGUODALA Merrow) TFROM SPRINGFIELD, ILLINOIS,N THE BEST STUDENT ATHLETES.
WAS THTED.
(Andre Igoudala) I ALWAYS KNEW I WAS GOOD AT BASKETBALL
WAS THTED. SINCE I WAS FIVE OR SIX YEARS OLD.
(John Merrow) HOW MANY COLLEGES
FROM DIFFERENT COLLEGES.
(John Merrow) LUTE OLSON, ONE OF THE MOST SUCCESSFUL
COACHES IN COLLEGE BASKETBALL,
FOR THE UNIVERSITY OF ARIZONA.
(Andre Igoudala) COACH OLSON IS A HALL OF FAME COACH.
I GUESS E PUT IN THE HARD WOK
AND LISTEN TO COACH OLSON,
THEN MAYBE OUR DREAM WILL BE FULFILLED
L ANBASKETBALL SOMEWHERE.ON,
(John Merrow) ARIZONA TIC SCHOLARSHIP THEN MAYBE OUR DREAM WILL BE FULFILLED
HE STEPPED ON CAMPUS,
THE BUSINESS DEAL WAS CLEAR.
IF WE DIDN'T PLAY BASKETBALL, WE WOULDN'T BE HERE,
THAT'S JUST THE REALITY YOU HAVE TO FACE.
(John Merrow) WHEN YOU SAY THAT
"THE REASON I'M AT ARIZONA "HEY, WAIT A MINUTE,,
AREN'T YOU HERE TO GET AN EDUCATION?"
AND THAT'S ALSO TRUE,
WOULD NOT BE HERE. AREN'T YOU HERE TO GET AN EDUCATION?"
(John Merrow) DIVIDE YOUR TIME.
AND HOW MUCH IS ACADEMIC?
THE MAJORITY OF OUR TIME IS SPENT RIGHT HERE
ON THE HARDWOOD.
WE MUST, YOU KNOW, GET OUR SCHOOLWORK DONE.
IS IT 75/25?
50/50?
OH NOWHERE NEAR 50/50.
I'D SAY IT'S 80/20.
80/20?
YES.
(John Merrow) TO NURTURE ANDRE'S TALENT,
HE HAS ONE-ON-ONE SESSIONS WITH COACHES AND TRAINERS
AND THE USE OF A STATE-OF-THE-ART GYM
VARSITYONE-ON-ONE SESSIONS WITH COAATHLETES ONLY.ERS
(Professor) THE ELECTORAL COLLEGE IS THE OF THINGS WE DO.HOLE SES
ANDRE'S EDUCATION INCLUDES ACADEMIC ADVISORS,
ING, (Professor) THE ELECTORAL COLLEGE IS THE OF THINGS WE DO.HOLE SES
AND A COMPUTER CENTER IN THE SPORTS COMPLEX.
ING, ATHLETES ARE COSSETED, (Professor) THE ELECTORAL COLLEGE IS THE OF THINGS WE DO.HOLE SES
THEY'RE CODDLED,
WE LIKE TO THINK THAT SPORTS IS FAIR.
WE SAY "THE LEVEL PLAYING FIELD."
WE LIKE TO THINK THAT "MAY THE BEST MAN WIN."
BUT THE FACT OF THE MATTER IS THAT IN COLLEGE
AND UNIVERSITIES, SPORTS ARE VERY UNFAIR.
(JUNIVERSITY OF ARIZONA
GET FOR ITS INVESTMENT?
WE MET ANDRE,VERSITY THE BASKETBALL TEAM OF ARIZONA
GENERATED $13.5 MILLION IN REVENUE.
4 MILLION GOES TO THE BASKETBALL PROGRAM.
THE REST OF THE POT, $9.5 MILLION,
MOST UNIVERSITY ATHLETIC PROGRAMS DON'T DO AS WELL.
PROBABLY A DOZEN SCHOOLS IN THE UNITED STATES
MAYBE ANOTHER 30 OR 40 BREAK EVEN.
EVERYBODY ELSE LOSES MONEY.
NOW ARE WE CONFUSED BY THAT? MAYBE ANOTHER 30 OR 40 BREAK EVEN.
(John Merrow) COACH OLSON REPORTEDLY EARNS OVER A MILLION DOLLARS A YEAR
AS THE UNIVERSITY'S PRESIDENT IS PAID.
IT'S PROBABLY RIGHT.
BUT YOU KNOW WHAT?
WE'VE WON MORE GAMES OVER THE LAST 16 OR 17 YEARS
THAN ANY OTHER TEAM IN AMERICA.
AND I'M NOT AMONG THE TOP TEN
AND THAT--
IT DOESN'T-- THAT DOESN'T BOTHER ME.
I WOULLONG TIME AGO.
(Peter Likins) NOT MANY LUTE OLSONS AROUND.
AND HE DOESN'T GET THE KIND OF SALARY
THAT SOME BASKETBALL COACHES GET.
HE'S VERY, VERY WELL PAID,
HE'S VERY SUCCESSFUL IN WHAT HE DOES.
AND WHAT HE DOES HAS A HIGH MARKET VALUE.
WHEREAS IT'S AN IDIOTIC THING TO SUGGEST THAT A COACH
SHOULD MAKE MORE THAN THE SCHOOL PRESIDENT,VALUE.
IT'S PERFECTLY LEGITIMATE ONCE WE SET UP THE MODEL.
IN OTHER WORDS, WE'RE GOING TO SAY,
"WE'RE TRYING TO MAKE MONEY FOR THE SCHOOL
BY HAVING SUCCESSFUL BASKETBALL AND FOOTBALL PROGRAMS."
NOW, IF YOU START FROM THAT PREMISE,
THEN YOU JUST SIMPLY GO ALONG THE LINE AND SAY,
THE WAY WE DO THAT IS TO GET THE BEST PLAYERS THAT WE CAN.
AND WE GET THE BEST COACH WE CAN.
IS TO PAY HIM THE MOST MONEY.
(Joh
COACH OLSON UNDERSTANDS IT'S A BUSINESS.
I KNOW IN BASKETBALL THAT IF ALL OF A SUDDEN
WE WEREN'T FILLING THE ARENA HERE,
I WOULDN'T HAVE A JOB.
I DON'T CARE IF I'M IN THE HALL OF FAME OR ANYTHING ELSE.
n Merrow) BY FINDING AND DS LIKE ANDRE IG, I WOULDN'T HAVE A JOB.
ARIZONA CAN CONTINUE ITS STREAK OF PROFITABLE SEASONS.
(Merrow) DO YOU EVER SAY TO YOURSELF "HEY, WAIT A MINUTE,
THEY'RE USING ME TO FILL THESE SEATS."
UM, I THINK YOU CAN THINK LIKE THAT,
YOU KNOW, I DON'T.
THEY'RE SELLING THEM FOR $60 A PIECE,
I'M NOT GETTING A PIECE OF THAT
AND IT'S MAKING MONEY OFF ME.
BUT I'M IN A POSITION WHERE I AM PLAYING
FOR ONE OF THE BEST COLLEGES IN AMERICA.
MY COACHES HAVE TOLD ME
I HAVE THE ABILITY TO PLAY PROFESSIONALLY,
AND THEY'
WHO'S GOOD ENOUGH AND WHO'S NOT TO PLAY.
AND I'M PRETTY SURE THAT IT.
(Merrow) SO IT'S A FAIR DEAL?
UH, I DON'T THINK IT'S AN EXACT FAIR DEAL,
BUT THAT'S THE BEST WAY YOU CAN LOOK AT IT,
AND YOU JUST HAVE TO MOVE ON AND JUST DEAL WITH IT.
ow) SHORTLY AFTER THAT INTERVIEW, BUT THAT'S THE BEST WAY YOU CAN LOOK AT IT,
SOPHOMORE, ANDRE IGUODALA WALKED OFF
THE UNIVERSITY OF ARIZONA COURT FOR THE LAST TIME.
HE DROPPED OUT OF SCHOOL AND HEADED FOR THE NBA DRAFT.
IN THE LAST TEN YEARS,
MORE THAN TWICE AS MANY SCHOLARSHIP PLAYERS
AT THE UNIVERSITY OF ARIZONA HAVE BEEN DRAFTED INTO THE NBA
AS HAVE EARNED DIPLOMAS.
(Merrow) WHAT DOES THIS HAVE TO DO
WITH THE PURPOSES OF A UNIVERSITY?
nk Deford) (Merrow) WHAT DOES THNOTHING.TO DO
IT HAS NOTHING, WHATSOEVER TO DO WITH EDUCATION.
nk ON THE EDUCATIONAL SYSTEM, (Merrow) WHAT DOES THNOTHING.TO DO
WHICH IS VERY, VERY VISIBLE BUT HAS ABSOLUTELY--
(John Merrow) BUT COACH OLSON BELIEVES SPORTS PROVIDES A BUSINESS MODEL
FOR HIGHER EDUCATION.
I THINK WHAT YOU'RE SEEING RIGHT NOW IS,
WHAT THE WAVE OF THE FUTURE IS.
IT'S, IT'S THE REALIZATION THAT YOU HAVE TO HAVE
FOR NOT JUST ATHLETICS,
FOR ALL OF THE OTHER DEPARTMENTS.
ADDITION TO PROVIDING, UNIFORMS,
M, FOR ALL OF THE OTHER DEPARTMENTS.
NIKE REPOR,000 A YEAR.
(Lara Couturier) ATHLETICS IS ONE OF THE AREAS
OF HIGHER EDUCATION THAT HAS ALREADY GONE TOO FAR.
THAT NOW IT'S ABOUT CORPORATE SPONSORSHIP.
IT'S ABOUT WINNING TEAMS.
IT'S ABOUT SELLING JERSEYS.
IN OUR ATHLETIC SYSTEM.
AND IT'S A GOOD EXAMPLE IT'SOF WHERE WE COULD GOYS.
I THINK IT'S SORT OF LIKE STICKING OUR HEAD IN THE SAND
TO SAY THAT, YOU KNOW,
I THINK IT'S SORT OF LIKE STICKI TO EXIST WITHOUTE SAND
THE SUPPORT OF OUTSIDE GROUPS.
(John Merrow) ALREADY 30% OF THERE BUDGET
AND GOVERNMENT AGENCIES.
(Lara Couturier) IT'S UNREASONABLE AND UNREALISTIC TO THINK THAT
COLLEGES AND UNIT PARTNER
WITH THE PRIVATE SECTOR. TO HAVE THOSE PARTNERSHIPS.CIY
BUTO THINK VERY CAREFULLY
ABOUT HOW YOU STRUCTURE THAT RELATIONSHIP.
WE'RE MOVING TOWARD A SYSTEM THAT DOESN'T FUNCTION
(John Merrow) THE BARGAIN ANDRE STRUCK PAID OFF.
FOLLOWING THE DRAFT,
HE SIGNED A FOUR-YEAR, $9 MILLION CONTRACT
PHILADELPHIA 76ERS.DRAFT,
WE'LL HAVE PEOPLE SAY,
AND GET HIS DEGREE."
RIGHT.
I'M LOOKING AT A STUDENT IN BUSINESS, LET'S SAY.
M COMES IN AND OFFERS HIM
A $15 MILLION CONTRACT.
HE'S GOING TO SAY, "NO, NO, NO, NOT RIGHT NOW.
"I NEED TO STAY HERE AND GET MY DEGREE,
IT'S TOTALLY UNREALISTIC.
(John Merrow) BACK IN KENTUCKY,
CEYLON HOLLIS, WHO'S STILL STRUGGLING
IF IT WEREN'T FOR ME GOING TO SCHOOL,
THEN I WOULD PROBABLY HAVE TO WORK HERE
FOR THE REST OF MY LIFE,
AN HERE FOR A LONG TIME.
I DON'T WANT TO DO THAT.
I CANNOT WAIT TILL THEDGE BACK AN HERE FOR A LONG TIME.
ECISION INDUSTRIES, I DON'T WANT TO DO THAT.
OUT THERE WAIT TILL THEDGE BACK AN HERE FOR A LONG TIME.
WORLDON INDUSTRIES, IWITH MY BUSINESS SUITT.
AND, LIKE I SAID, MY OFFICE, MY SECRETARY.
THAT'S HOW I PICTURE MYSELF.
(John Merrow) CEYLON'S SHIFT ENDS AS THE SUN RISES.
I'M TIRED.
I JUST WANT TO SLEEP NOW BUT I KNOW I CAN'T.
I'VE GOT TO STUDY FOR CLASS.
(John Merrow) ARE YOU UNDER PRESSURE?
I AM UNDER PRESSURE.
I FEEL AS THOUGH
IF I DON'T GET THINGS DONE, I'M GOING TO FAIL.
JUST BECAUSE YOU WORK,
SO IT'S STRESSFUL, VERY STRESSFUL.
(John Merrow) CEYLON'S JUGGLING ACT COLLAPSED IN THE SPRING OF 2005.
SHE TRANSFERRED TO COMMUNITY COLLEGE.
SHE JOINS PEOPLE FOR WHOM COMMUNITY COLLEGE REPRESENTS
THE BEST, AND OFTEN THE AMERICAN DREAM.
(John Merrow AND LIVING AT HOME,
AND WILL GRADUATE DEBT FREE.
SHE HOPES TO CONTINUE AT A FOUR-YEAR COLLEGE.
DEBRA STAKE'S SCHOOL YEAR WAS MORE DIFFICULT.
SHE GOT MARRIED,
AND HER HOUSING SUBSIDY WAS REDUCED,
BUT HER HUSBAND'S INCOME WASN'T ENOUGH
TO MAKE UP THE DIFFERENCE.
STRAPPED FOR MONEY, JUST THREE WEEKS
BEFORE THE END OF THE SECOND SEMESTER,
DEBRA DROPPED THREE CLASSES
AND WENT BACK TO WORK FULL TIME.
SHE HOPES TO SAVE ENOUGH MONEY IN THE SUMMER
TO RETURN TO C.C.D. IN THE FALL.
THE LOSS OF THE SOCIAL CONTRACT HURTS THE POOREST STUDENTS
AND THE POOREST INSTITUTIONS THE MOST.
COLLEGES, THE PLACEIAL CONTRACT HUOF LAST RESORT FOR MANY,
HAVE BEEN FORCED TO TURN AWAY STUDENTS,
OVER 200,000 IN JUST TWO STATES,
CALIFORNIA AND FLORIDA.
IT'S NOT RIGHT.
AMERICA HAS ALWAYS BEEN ABOUT OPPORTUNITY
AND PROMISE, AND HOPE.
AND THAT WAS THE AGREEMENT BETWEEN GENERATIONS,
AND THAT WAS THE AGREEMENT FROM THE PREVIOUS GENERATION
TO OUR GENERATION.
AND IT'S THE PROMISE WEE YOU SAYIWE'RE BREAKING IT?
TODAY IS GRADUATION DAY
AND I FEEL REALLY NERVOU I .
I'M LOOKING FORWARD TO BECOMING A PART OF SOCIETY.
ACTUALLY HAVING A WORKING JOB AND MAKING AN ACTUAL INCOME
S I'M LOOKING FORWARD TO BECOMINON TWO THINGS,CIETY.
I AM A FIRST-GENERATION FOURTH-YEAR GRADUATE
FROM MY FAMILY, I'M LOOKING FORWARD TO SO I HAD A LOT TO LIVE UP TO,
ANACCOMPLISHED IT.
LOOK GOOD, KIDDO.
(man) MICHAEL JOSEPH HAMLIN.
(woman) YEAH MICHAEL!
rrow) EVEN AS COLLEGE ACROSS THE STE (man) MICHAEL JOSEPH HAMLIN.
THAT TRANSFORMS THEM INTO COLLEGE GRADUATES...
rrow) EVEN AS COLLEGE ACROSS THE STE (man) MIADAM AMBUS HARPERIN.
THERE ARE TROUBLING STATISTICS THAT CANNOT BE IGNORED.
ABOUT HALF OF THOSE WHO START COLLEGE
AND MANY WHO DO LEAVE COLLEGE HEAVILY IN DEBT.
DEBT. ABOUT HALF OF THOSE WHO START COLLEGE
ABOUT $40,000 LET IT BE KNOWN.
EY GET THE EDUCATIONTHOSE WHTHEY PAID FOR?E
HOW CAN WE MAKE SURE THEY DO?
DOORS THE EDUCATIONTHOSE FOR HUNDREDS OF THOUSANDS
WHO'VE BEEN LEFT OUT?
AND HELP THOSE WHO ARE WARGOOD TEACHING?
(woman) MARIBEL R. CRUZ.
AND HOW MUCH TIME DO WE HAVE?
(womaI FEEL ANXIOUS, MARIBEL RI FEEL EXCITED.
..ND HOW MUCH TIME DO WE HAVE?
(Lara Couturier) THE SYSTEM IS AT GREAT RISK,
WE HAVE TO STOP NOW.
WE HAVE TO HAVE THIS CONVERSATION NOW
I WORRY THAT 10 OR 20 YEARS FROM NOW
HIGHER EDUCATION IS ABOUT THE FUTURE.
IN TERMS OF BEING PREPARED,
OR IT'S THE WAY IN WHICH WE FAIL THE FUTURE.
ALL YOU HAVE TO DO
TO REALLY UNDERSTAND THIS IS TO READ THAT FINE PRINT
IN TL FUND PROSPECTUS,
WHERE IT SAYS:
"PAST PERFORMANCE IS NO GUARANTEE OF FUTURE RESULTS."
AND YOU WILL KNOW WHAT OUR CHALLENGE
AND PREDICAMENT IS IN HIGHER EDUCATION TODAY.
WE SPENT TWO YEARS ON COLLEGE CAMPUSES,
AND WHAT WE SAW IS DISTURBING.
THE FUTURE DOES NOT LOOK BRIGHT.
THE COUNTRY NEEDTRACT SO THATE
ENT AND DETERMINATION DOES NOT LOOK BRIGHT. CAN GO TO COLLEGE.
AND COLLEGES NEED TO PAY MORE ATTENTION
TO TEACHING AND LEARNING.
WE DON'T HAVE MUCH TIME.
BECAUSE WHILE AMERICAN HIGHER EDUCATION IS DECLINING,
<font color="#00ff00"> www.elrom.tv</font> MUCH OF THE INDUSTRIALIZED WORLD IS MOVIN
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