Love what Iowa boy Ashton “Chris” Kutcher had to say and think this will be good content for our first-year seminar.
This Ze Frank video will be good for goal setting and bucket list conversations with first year students.
One of my favorite videos for use in team building and MBTI presentations.
Another favorite, especially for peer mentor development.
Share your favorite video links in the comments. I am always looking for new content!
There is an amusement park near my home that has one of those lose your lunch inducing rides that spin faster and faster until the floor drops out. It leaves you stuck to the wall until the ride slows and you gradually resume your footing on solid ground. The science of this phenomenon is centrifugal inertial force.
My university is welcoming 4,356 6,000+ new students to campus as we begin the fall semester; colleges across the country are welcoming thousands more. Imagine the inertial force as these students navigate classes, new roommates, and campus cultures that are frequently in contrast to their personal experiences.
Now, imagine your campus as a giant spinning disk with a student planted firmly in place by centripetal force, moving along the curved path of the disk, going with the flow. All is fine as the student survives residence move-in, deciphers a schedule, and maneuvers the dining center. But soon the campus disk is spinning faster and the centrifugal inertial force can become greater than the centripetal friction force holding the student in place. A failing quiz grade, roommate argument, financial difficulties or homesickness can all be triggers to send our students flying right off the college ride.
As we in student affairs greet our new students and those who are returning, it is important that we keep these laws of physics in mind. Know what resources you have available to address student concerns. Advocate for your students when university networks are difficult to follow. Listen carefully for clues that a student may be struggling.
Understanding F = mv2/r may just graduate a student.
This post first appeared on eighteen and life on August 23, 2010.
My university named a new president last week and I was excited to learn that he has goals similar to mine in the area of decreasing student debt. This is a topic that is of great interest for me as I counsel first-generation college students, many of whom borrow large amounts of money through federal, institutional and private sources to meet expenses. As we reside in a state where 85 percent of the state’s need-based grants support students enrolled in private, not-for-profit colleges with only 6 percent supporting students enrolled in public colleges and universities, change will not be easy
It’s increasingly difficult for the middle class to afford a high-quality public education. That’s a huge concern of mine. Our long-term goal would be that any qualified Iowan could graduate debt free. That’s the direction we want to be going. ~Steven Leath, president-elect
More on the student debt challenge:
Helping students understand how to effectively manage student loan debt is a bit of a project for me. I spend much of my professional work counseling first-generation college students, most of whom have high financial need. I have shared my views on the student debt crisis here, here, and here.
Andrew Hacker and Claudia Dreifus present some excellent alternative plans for lowering student costs in higher education by encouraging students to choose community colleges and state institutions. And although I disagree with their portrayal of unscrupulous financial aid officers when describing the individuals at my own institution, I do not doubt that they are out there.
The next subprime crisis will come from defaults on student debts, starting with for-profit colleges and rising to the Ivy League. The parallels with housing are striking. In both, the written warnings aren’t understood, especially on penalties and interest rates. And in both, it’s assumed that what’s being bought will rise in value, in one case the real estate, in the other the salaries which will accrue with a degree. One bubble has burst; the second is already losing air.
No trumpets sound when the important decisions of our lives are made. Destiny is made known silently. ~Agnes de Mille
Some weeks in student affairs you make decisions that change students lives. Enrollment decisions, financial decisions, leadership decisions; decisions that have impact and meaning.
Other weeks, you decide whether the construction crew repairing your building will do more damage moving a twelve-foot tall, one-half ton wooden sculpture or building a safety barrier around it with scaffolding and bubble wrap.
It all evens out.
I have been reading a lot on student debt recently, a topic that is of great interest for me as I counsel first-generation college students. My state and institution have among the highest debt rates in the country, not a statistic to celebrate.
Student Debt and the Class of 2009 is the fifth annual report from the Project on Student Debt. It includes cumulative loan debt of students from public and private nonprofit colleges and shows that the debt level of students who graduate with student loans continues to rise with averages from $13,000 to $61,500. Low debt states are typically in the West or Southern states. High student debt rates are concentrated in the Northeast with Iowa, Minnesota, and Alaska in the top tier as exceptions. Iowa is fourth in the nation for average debt of $28,883 and second in percentage of graduates with debt, at 74%.
A variety of factors contribute to varying debt levels including cost of tuition and fees and financial aid policies of the individual institution. Generally, higher tuition is found at private colleges, but some privates, such as Cal Tech and Princeton, are also the first to institute policies of no-loan or reduced-loan for low- and middle-income students. Student debt figures are not inclusive in that not all colleges reported figures for average debt and percent with debt. In actuality, the debt figures could be and are likely much higher.
Several issues influence the accurate collection of student debt data and are recommended for improving the scope this information. These include a lack of a comprehensive annuals source of data, data on private loans, and lack of reporting on repayment terms and debt-to-income ratios for graduates in repayment.
Student Debt and the Class of 2009 reports only federal loan data. When you consider that debt attributed to private and federal student loans has surpassed $884 billion dollars in the United States and contributes to the ballooning national debt, the effectiveness and equity of relying on student loans to finance the cost of a higher education becomes paramount to all. Lawmakers and institution officials must carefully consider the impact of their tuition decisions and educate the student population as to their debt responsibility.