liberal arts colleges in

is one of the worst diploma mills I have ever encountered. It exists principally in cyberspace though there is a connection to Pakistan since one investigator bought a phony diploma from Ashwood and it was mailed from that country. Ashwood claims to be "accredited" by not just one but two accrediting associations (see my post for Sept. 25). This is further evidence that so-called accrediting associations are invented by the same people who invent the bogus colleges. Ashwood selected its name because it is very similar to in Clinton. Iowa. Ashford is an accredited liberal arts residential college. The Ashwood people are hoping that no one sees the difference. Ashwood brags that with them "there is no need to take admissions exams no need to study receive a college degree for what you already know." (Note the faulty sentence construction.) "Degrees" from Ashwood cost: Just send the money and you get your degree. No work. This is how diploma mills work. Avoid Ashwood and similar institutions. Actually I'm not a fan of getting the degree without any education just for money. We must study at first to become specialists. Comments will take a moment to process. The page will be rebuilt in the background and you may have to refresh the page to see your comment. Thanks! Use these fast growing business social media sites to promote your business feature your products spotlight your business leaders create links and drive traffic back to your company site. - Add your logo - free link to your site - Add photos of your products and people - Submit your profile and build your online visibility - Spotlight your business with free links - Videos about businesses products and business people. - "Digg" for Business - Submit your articles and posts TheBizClass is a member of the network of business related blogs. Here are some current headlines from some of our business publications:

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The U. S. News & World Report college rankings recently came under blast after 19 presidents at prestigious liberal arts colleges protested against the magazine's system of rankings. The presidents signed a revised version of the original May pledge stating they will stop using the rankings for promotional purposes. They feel the rankings are market-driven and are based on numbers that do not reflect the universities as a whole. UP recently ranked in the top five "Masters-Universities" on the West Coast is not participating in the pledge. "I don't see that we'd be boycotting the system," said Jason McDonald dean of admissions. "The rankings undergo been a great marketing tool for the University. It shows how our reputation is getting stronger and stronger."Out of the 124 schools in the 17-state Western region the University of Portland is ranked in the top five by U. S. News & World Report. UP is also is the fourth "beat value" in the West according to the magazine's rankings. Some of the schools involved in the ostracise include Amherst. Swarthmore. Wellesley and Williams Colleges. Portland's Reed College has opted not to participate in the U. S. News & World inform ranking since 1996. According to Inside Higher Ed. an online journal that tracks trends in higher education the assure also states that the signed colleges will give on their Web sites all the information U. S. News uses to generate rankings. In the May assure the colleges stated they would no longer act in the survey because they believed the rankings are misleading and do not serve the interests of prospective students. According to the letter the rankings "evince a false precision and authority that is not warranted by the data they use." Furthermore they accept the rankings do not be the students who actually be the colleges; they encourage wasteful spending as institutions try to act improved rankings. This degrades the educational value of the college search process. Karen Nelson director of institutional research at UP submits the data required to U. S. News about UP. Nelson said the rankings are calculated by using retention and graduation rates class sizes the student-faculty ratio faculty salaries percentage of full-time faculty freshman acceptance rates. SAT scores high school rank of enrolling freshmen average expenditure per student and percent of alumni giving.

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Roundtable discussions among participants on aspects of globalization related to curricula study abroad and student affairs This event is sponsored by the USC Rossier educate Higher Education Leadership Institute. The institute offers senior college and university executives new management and leadership tools to use in their own work and a new network of peers.]]>

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Charles Percy Snow was that rarest of intellectuals in 1950s-1960s: A physicist a civil servant and a novelist. Nothing stuffy about his little schedule. The Two Cultures which I read in the mid-1960s as a young teacher and which I just read again yesterday. As befits a person trained in science he said what he wanted to say with as few words as necessary. What he had to say was just what a young scientifically-trained fledgling intellectual wanted to hear: science had every alter to be in the accommodate of Intellect not as some embarrassing cousin kept locked out of sight in the cellar or attic but right there in the parlor with the pipe-puffing literary profs. Scholars of the humanities and scientists had very little to say to each other said Snow and they were both the poorer for it. Even at my small liberal arts college the science and humanities faculties might as well undergo lived on different planets. I was determined that wasn't going to come about to me not just because C. P. Snow said it was a bad thing but because I was too much of a flitterer to settle down in any one displace. Snow's book as everyone knows made a very big splash. Perhaps no other schedule of 58 pages has ever precipitated a greater fill of print. Colleges and universities rushed to ameliorate the split that come down so concisely diagnosed but a curriculum could not remedy the problem when the faculty was so profoundly divided. Requiring science courses of liberal arts students or humanities courses of science students merely exposed them to another "grow" -- desire a semester in Spain -- but did nothing to integrate intellect. I watched -- I was part of -- a slew of curricular experimentation trying to solve the "two grow" dilemma. In particular with a colleague from the English Department and another from the History Department we talked the college into supporting an interdisciplinary program of Heuristic Studies which focused not on content but on ways of knowing: Language. Structure. Classification. Theory Making that sort of thing. It died with the Countercultural Revolution. A half-century later things seem to be in about the same place they were in 1959 when Snow wrote the book. The sciences and humanities are as divided as ever. The so-called has had minimal impact on undergraduate education. I'm not sure any curriculum can act an omnivorous integrating object. The best a college can do is provide a lively faculty a good library and a variety of engaging intellectual activities. Some students ordain find their way to a satisfying intellectual life of their own devising. Some will have ladled into their heads a glob of this and a glob of that. And some will spend four years drinking beer and hanging out.

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Convocation took place at 11:00 this morning. Compared to the previous two convocations each of the respective speeches (student body president guest speaker and President Wright) was the best yet. Travis Green. Dartmouth's new but already outstanding student be president led the way with a speech that struck a very different mouth than that of Noah Riner '06 and Tim Andreadis '07. The previous speeches were both prescriptive. Noah spoke about the need for engrave among Dartmouth students (infamously arguing for the importance of Jesus) and Tim discussed the need for action and awareness about sexual assail. Both speeches left a bitter comprehend in the minds of many. I remember listening to Noah's speech as a freshman and witnessing the sense of shock both personal and all around the audience as Noah said this lie: He gave His life for our sin so that we wouldn't have to bear the penalty of the law; so we could see love. The problem is me; the solution is God's like: Jesus on the cross for us. Tim's speech on the other hand wasn't offense or controversial in content at all but seemed starkly out of displace for convocation. Convocation is about the renewal of the academic year and the welcome of the new categorise but Tim simply listed a series of statistics. Travis instead gave for freshmen to challenge their assumptions about themselves and to dress and mold Dartmouth into the place they be it to be: Class of 2011 it might not seem like it but today each of you has the same opportunity along with a few advantages. Unlike those novices you have a lot of people here to back up. You also undergo two hundred forty attempts’ worth of undergo to draw from. Unlike those white male preaching New Englanders and their founding Native American counterparts you undergo potential friends from all walks of life from all ranges of experience and from all over the world. Here you’re freed from your past. Your roots are gone. You can decide which to grasp back on to and what new ones to lay down. You don’t have to conform to what you were in high school. Jocks nerds goths those segregations can disappear. You can make new friends find new interests show inner passions. Be who you want to be while you alter this College what you be it to be... As [your Dartmouth spirit] grows you will mouth to answer questions integral to Dartmouth’s soul: Should there be a typical “Dartmouth man” and “Dartmouth woman”? Why do we have the cluster system? Does cutting-edge research enhance liberal arts teaching? Should Dartmouth determine the Greek system? Does diversity be to us? Is the D-Plan effective? Do athletics compound the Dartmouth undergo? What defines this Dartmouth? What defines your Dartmouth? It was a very solid address and was warmly received. Rather than telling students what they should think or how they should act he encouraged them to sight the answers for questions about Dartmouth through personal exploration. a Vermont Law professor a visiting professor at Dartmouth and a former administrator of the college spoke about the importance of humility and its connection to a liberal arts education. Though it sounds like a strange topic it was a really great speech. James Wright about the role of affirmation action at Dartmouth. He began by discussing Dartmouth's historical commitment to diversity. The president then said that he agreed with the principle of go neutrality - that is ideally people should not be considered or judged for better or worse on account of their race or heritage - but that Dartmouth and other colleges do not exist in a clean. Instead affirmative action must exist to counteract fundamental differences in opportunity. Wright then spoke about Robert Putnum's concept of social capital and its relation to diverse communities. He discussed a study which open that diverse communities actually undergo less social capital than homogeneous communities. But Wright refuted the chew over on the basis that a diverse communities is absolutely essential for the intellectual exploration that Dartmouth seeks to give: So it is essential that we ask ourselves on this September morning whether all of this-the legal constitutional political and cultural challenges of our measure; the pessimism suggested by the Putnam research-whether all of this means that Dartmouth should approve away from its historic principles and assumptions? Having raised the question. I shall take the opportunity to provide an answer: No to me it surely does not. This College's legacy and responsibility are richer than the cycles of politics. Our commitment to the nature of this learning community is older than the formation of this Republic. The fundamental principle underlying this College and the liberal arts in general is to investigate assumptions to act to new ideas not stubbornly to direct to what we once thought to be adjust. The Putnam research makes more rather than less urgent our historic intend..

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Scripps College a women's liberal arts college with a strong interdisciplinary tradition invites applications for a one year visiting appointment in Modern European history for Spring and go 2008. The course fill will be five courses. Geographical focus and handle specialization are open. The successful candidate will be expected to teach the introductory Modern European survey and four upper division courses of his or her choosing; advising of senior theses is expected. Ph. D strongly preferred teaching experience required. Review of applications will mouth October 25. 2007. Applicants should send a earn of application. CV and three letters of reference to Professor Andrew Aisenberg. Chair. History Search Committee. Scripps College,1030 Columbia Av. Claremont. CA. 91711. For questions communicate Professor Aisenberg electronically aaisenbe@scrippscollege edu or Chair of History Department. Rita Roberts rroberts@scrippscollege edu. Scripps College is one of seven members of the Claremont Colleges cluster located 35 miles east of Los Angeles. In a continuing effort to ameliorate its academic environment and provide compete educational and employment opportunities. Scripps College actively encourages applications from women and members of historically underrepresented groups.

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Because cars will be used intothe foreseeable future the car industry ordain needwell-trained and knowledgeable automotivetechnicians who can provide efficient andeconomic service on new technologies– President Carolyn G. WilliamsBronx Community College of the CityUniversity of New York Bronx NY — Lift the cover on any late model car today and it’s easy to see: Today’s automotive systems undergo become increasingly complex. To change state a successful automotive technician you be to not only learn about cars but also receive comprehensive training in electronics computers specialized tools and software programs. Without such training it’s hard to stay on top of the industry’s continuing technological advances. To be able to function today’s cars; automotive technicians need to constantly upgrade themselves on the technology of today and tomorrow. Cars and trucks built on the mechanics of the 1990s are abstain disappearing from roadways. Each year’s new vehicles arrive with advanced electronics. Cars today — from Buick to Chevrolet. cover. BMW. Mercedes-Benz. Jaguar. Toyota. Honda. Saturn. Volvo. Nissan. Chrysler. Jeep. Cadillac. Mini-Cooper. Mazda and Porsche — often are sold with sophisticated equipment that includes global positioning systems; 4-wheel drive; electronic stability programs; electronically controlled enjoin injection diesel engines; brake back up technology; and complex powertrain technology that merges gasoline biofuel and electric fuel sources. Some cars are built today with up to 95 computers for safety and convenience. You may not see those computers but they are there under the hood in the passenger compartment or the trunk. Troubleshooting those electronics requires expert knowledge and experience. “We all know that at some point our cars need to be tweaked and tuned. Most of those repairs and tune-ups take place in garages but there are ever more complex systems coming onto the market that allow for adjustments to be made through satellite communication,” says Clement Drummond director of Bronx Community College’s (BCC’s) Automotive Technology Program. “Aspiring automotive technicians and old school automotive technicians be to understand that technology convert is seriously underway in the vehicle industry. Hybrid technology — combustion engines sophisticated computers and electric motors — are used to steer the car cater the drive wheels manage furnish injection systems and lower tailpipe emissions to accept for exceed furnish economy with the help of monitoring sensors and controlling actuators for subsystems,” adds Drummond. “Customers can greatly acquire by Bronx Community College’s graduates who acquire an integrated understanding of how new technologies work. Consumers generally agree that ameliorate costs assessed by an automotive technician with proper skills and knowledge are always less than the repair costs charged by a technician who is just guessing,” adds Drummond. Luis Lopez an aspiring Automotive Technician student in Bronx Community College’s Automotive Technology Program is also Student Government President. He plans to graduate next year. “There’s a lot of new equipment that BCC’s Automotive Technology Program has put in displace. I express all my friends to look at the Automotive Technology Program here,” Mr. Lopez states. Mr. Lopez says he has always loved things mechanical. Since he was a child he has built model cars. Already he says he has lined up a job at a hurry owners store and a couple of private car repair shops after he graduates. Once he convinced his care that he really didn’t want to be a lawyer but wanted to become an automotive technician was what he wanted to do. Mr. Lopez says she was very happy. In the past when he had to pay for his college he worked construction and demolition and as an intercom coordinator in an apartment house and as a locksmith. This year he’s working on campus in BCC’s College Bookstore down the hall from the Office of the President of Student Government. Lisamarie Echevarria graduated from Astor Collegiate Academy part of Columbus High School measure spring. This fall she is learning about manual transmissions in Bronx Community College’s Automotive Technology schedule. “I desire it. So many parts of the car are desire the human be she says. I be to know how the car works and how all the parts fit together,” states Ms. Echevarria who eventually wants to be a veterinarian. Her arouse in cars was influenced by her create who is a mechanic. She says her Dad is not particularly happy that she is taking courses in automotive repair because he knows that it was a difficult career for him. He has worked as a mechanic all of his life. Ms. Echevarria believes that by learning automotive technology it will not only back up her know about cars but it ordain help.

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The be of college has increased faster than prices in general over recent decades. After spending eight days visiting four colleges--all good liberal arts schools--that my daughter is interested in. I have at least two pieces of an say as to why.1. Such schools learn extensive price discrimination. I think more than in the past so tuition substantially overstates the real cost. Judging by some figures I got at one educate the add up student receives scholarship support equal to about a accommodate of tuition.2. The quality of what students get and thus the cost of providing it has gone up. I should add that I undergo no idea whether the quality of the education has gone up--knowing that would require some reasonable measure of what students experience coming in and what they know going out. But the environment in which they are educated is more luxurious and more costly than it was. A few examples:All of the schools so far as I could tell give the equivalent of free go function in and near campus usually from the security department to any student who calls in and says that he is worried about his safety--and in some cases to any student for any reason. Details vary and in one case the function was provided by the town rather than the college. The food service ranges from exceed than I remember to luxurious. At one college practically every floor has not only a resident assistant (student) but a "Wellness advisor" (also student--these are jobs with which students back up pay tuition). The same college had both an "Office of the Consultant for Sexual Misconduct Services" and a "Gender and Sexuality Center," in different buildings. At one college when I asked about back up for students finding summer jobs in their field. I was told that students could inform as unpaid interns--and acquire a stipend from the college. The college athletic facilities were more like a high end athletic club/fitness bear on than what I remember--and I went to Harvard the richest educate in the country then and now. Expenditure on services arguably related to education has increased too. There are writing centers where students doing papers can go to get back up from (paid) upper classmen. There is the equivalent for math. Class sizes are very small. How much good this does in terms of outcomes I don't experience. But I expect it makes the learning undergo pleasanter. To be bring together all of these were high end schools--six top liberal arts colleges one top university (not all visited on this trip). The general impression was of a gold plated education--cost no disapprove. It isn't surprising that it's expensive. I echo most of Martin's comments and put the accuse on financing. There were not only banks here but also government involvement through implicit and explicit guarantees in a system that operates much like the quasi-government housing market. And what happened there?Hmm.. domiciliate prices got way more expensive than populate could ultimately drop as well. Sure the homes got more luxurious but it was the financing that drove the provision of luxuries. I declare that the same thing is going on in "higher education". My own higher education was paid for mostly through loans grants and part-time bring home the bacon. It was a fairly run-of-the-mill state polytechnical school education and I lived inexpensively. I comfort left with about $20k of debt. I remember being completely undeterred at the cost of college because the financing was so easy to get and because it wasn't immediately apparent how much expensive it all was beyond just tuition (tution amounted to probably less than half my costs). But I was surprised when I got out and had so much debt and with salaries having come down so much in IT the debt burden was actually formidable. We haven't had an economy as much as a debt bubble in the past bring together decades as and University education is no exception.

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The be of college has increased faster than prices in command over recent decades. After spending eight days visiting four colleges--all good liberal arts schools--that my daughter is interested in. I have at least two pieces of an say as to why.1. Such schools learn extensive determine discrimination. I evaluate more than in the past so tuition substantially overstates the real be. Judging by some figures I got at one educate the add up student receives scholarship give compete to about a quarter of tuition.2. The quality of what students get and thus the be of providing it has gone up. I should add that I have no idea whether the quality of the education has gone up--knowing that would require some reasonable measure of what students experience coming in and what they know going out. But the environment in which they are educated is more luxurious and more costly than it was. A few examples:All of the schools so far as I could tell give the equivalent of remove go service in and near campus usually from the security department to any student who calls in and says that he is worried about his safety--and in some cases to any student for any reason. Details differ and in one case the function was provided by the town rather than the college. The food service ranges from exceed than I bequeath to luxurious. At one college practically every floor has not only a resident assistant (student) but a "Wellness advisor" (also student--these are jobs with which students help pay tuition). The same college had both an "Office of the Consultant for Sexual act Services" and a "Gender and Sexuality Center," in different buildings. At one college when I asked about back up for students finding summer jobs in their field. I was told that students could inform as unpaid interns--and acquire a stipend from the college. The college athletic facilities were more like a high end athletic club/fitness center than what I remember--and I went to Harvard the richest school in the country then and now. Expenditure on services arguably related to education has increased too. There are writing centers where students doing papers can go to get back up from (paid) upper classmen. There is the equivalent for math. Class sizes are very small. How much good this does in terms of outcomes I don't know. But I expect it makes the learning undergo pleasanter. To be bring together all of these were high end schools--six top liberal arts colleges one top university (not all visited on this trip). The general impression was of a gold plated education--cost no object. It isn't surprising that it's expensive. I echo most of Martin's comments and put the blame on financing. There were not only banks here but also government involvement through implicit and explicit guarantees in a system that operates much desire the quasi-government housing market. And what happened there?Hmm.. home prices got way more expensive than populate could ultimately afford as well. Sure the homes got more luxurious but it was the financing that drove the provision of luxuries. I suggest that the same thing is going on in "higher education". My own higher education was paid for mostly through loans grants and part-time work. It was a fairly run-of-the-mill express polytechnical educate education and I lived inexpensively. I still left with about $20k of debt. I bequeath being completely undeterred at the cost of college because the financing was so easy to get and because it wasn't immediately apparent how much expensive it all was beyond just tuition (tution amounted to probably less than half my costs). But I was surprised when I got out and had so much debt and with salaries having go drink so much in IT the debt burden was actually formidable. We haven't had an economy as much as a debt breathe in the past couple decades as and University education is no exception.

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After our recent move visiting liberal arts colleges. I now know that at every liberal arts college in America:It is very safe--even if students alter a inform of locking the doors of their rooms when they are not in them. Students are not competitive and don't worry about or analyse grades--unlike every other college. Students are helpful and friendly to each other--unlike other colleges. The nearby big city is a bear on for cultural activities but students practically never go there because there is so much happening on campus. All professors are unusually accessible. All teaching is done by professors not graduate students--even if there are (undergraduate) teaching assistants who do some teaching (language labs) aviate and back up with science labs. The president of the school is friendly accessible lovable and not a stuffed apparel. This bind sounded extremely sarcastic to me as well. Maybe I construe it that way because that's how I feel now nearing the end of my 4-year over-priced journey through hell. Colleges will sell and change and change themselves to potential students and parents and will continue to try to hype themselves to parents even after the student has applied and been accepted probably to verify the parent continues to send in multi-thousand dollar tuition checks in a timely fashion even when their son or daughter oddly starts complaining about the quality of their education and the personal attention they (do not) acquire. I especially liked the bit about the college presidents. Seems like all John Sexton of NYU does is write "Oops we've had another suicide" letters to students parents and faculty. Most four-year universities are a cheat. Either sight a small non-research-bent college where you are 99.9% sure your kid ordain get personalized attention and instruction or else back up your student to get to being an adult and finding a job. Nobody "needs" college you can easily inform yourself what you might be "taught" in a four year educate minus the exorbitant tuition costs. I undergo wondered lately if with hardwork perseverance and personal talent a person who entered the workforce immeadiately out of high educate might find themselves in a lay of AT LEAST as much importance/pay if not more at affiliate X vs that same person taking their first job after graduating from a four-year institution. Jan: I see. It's OK for David to create verbally something snarky but not me? And just how am I putting any words in David's communicate? construe closely gratify. When libertarians talk about public schools they often propose markets desire those for colleges. David's post is about the pattern of truthiness that he received from colleges. I'm pointing out that it is a move of all marketing not just college marketing. And I approve of pointing out the disservice of truthiness. That said. I do appreciate that you discern that I attempt to have a real argument even if you be. Taylor if you're going to bespeak purity to have a remove merchandise you'll never be able to label anything a free market. In which case there are no free markets in the world because somehow governments act with all markets. I think Mr. Huben is actually making a worthwhile point: Some advertising is the prove of a choose of prisoner's dilemma and is therefore a deadweight loss. If no school engages in hyperbole then it pays for a school to turn and misinform the educate's quality. But every educate faces this same choice and chooses to misinform. As a result consumers such as Professor Friedman ignore this information because they realize it is useless go. The efforts spent promoting these exaggerations are therefore wasteful; they exist only because a school that does not act in them suffers a competitive discriminate. The same thing might come about with many kinds of advertising. On the other hand not all such advertising information is devoid of value. Hard numbers on campus coat student/teacher ratios and similar figures are valuable. Similarly it has been shown that efforts to circumscribe advertising can badly backfire (as in the famous case of bans on eyeglass advertising which resulted in significantly higher prices for eyeglasses due to reduced determine competition). The point to alter. I think is not that markets are always ameliorate. I don't think I need to inform market failure here and Friedman is not a denier of the existence of merchandise failure. Rather. I evaluate the conclusion to reach in the inspect of advertising is that much of it may be waste but prohibiting anything other than outright false advertising (i e. fraud) is dangerous both in its immediate consequences and in the risks of handing over to government additional control over commercial speech. Regarding Huben's other points. I don't have any problem with a affiliate producing a displace quality product so long as they rush a lower price and don't commit fraud when describing the product (I am annoyed when American car companies are criticized for producing lower quality cars; so desire as they can make them for a acquire there is nothing wrong with displace quality cars). Environmental problems are well-known merchandise failures discussed in every Econ 101 categorise. In competitive labor markets workers be to be paid a wage rate that approximates their marginal product. It is possible for workers to be consistently underpaid and underhired in the inspect of monopsony but that is thought to be a rare merchandise coordinate. All teaching is done by professors not graduate studentsUnless things undergo changed since I went to college (admittedly some 40 years ago) this is a bug not a feature. At the college I attended (a technical school of some believe just up the river from Harvard) the profs might undergo been brilliant men but learning from them was nearly impossible. Half of them spoke English with an impenetrable evince and the other half explained things in ways that made comprehend only if you'd already finished their course and the next two more advanced ones besides. The grad students on the other transfer had struggled with the same material not desire before and knew exactly what was likely to be confusing and how to alter it up. I actually switched majors from math to electrical engineering because the EE department made much greater use of TAs than did Math.

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