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Is that “your best and final offer?” Yes, it is. #admissions #emcat #highered

For the first time in my enrollment career just days ago I had a father of a prospective student ask me “is this your best and final?” He was asking about his daughter’s financial aid package of course. Don’t get me wrong, I’ve heard countless contortions of this question over the past 20 years, but never as straightforward and never in the same language I hear used on Bravo’s Million Dollar Listing. (Yes, I’ve watched Million Dollar Listing).

I mean really, best and final offer!!!

Most frequently this question or similar questions are not from families with demonstrated financial need, but instead are from families that view this “negotiation” as part of the process. In fact, last year I even saw eerily similar letters/emails from families requesting additional financial assistance. (The requests were so similar, in fact, I thought I might need to consult our Honors Council to determine if academic integrity had been breached and plagiarism was at hand).

While I am at it, this conversation almost always includes a reference to “we know another student at XXXX college who got a better award.” The comment is so forced it feels a little like Anthony Michael Hall’s character in The Breakfast Club describing his Canadian girlfriend. This line about knowing another student is about as believable. If you’ve never seen the clip before you can watch it here. You might picture this clip the next time you hear a similar comment from a parent.

What I’ve concluded (and should come as no surprise) is that there are consultants and services that are making a business of coaching and advising parents and students about how to go about the process of asking for more aid. (I suspect it’s all pitched at the level of “How to negotiate the best possible financial aid package”).

I understand it and have become increasingly comfortable with all of this.

But, I know it’s not good for higher education.

Over the years, I’ve responded to a number of the requests “for more aid” or for “a best and final offer.” I put a few of the responses together into one and offer it below. I’ve done everything I can to protect the innocent, but have used various “no” responses is the model below and tried to keep the tone. (My file folder on this one is titled “Mean no more money responses).

Dear XXXXX,

Your recent e-mail regarding your daughter was sent to me as a member of the scholarship committee at XXXX College. Your daughter is a very qualified candidate and we are very pleased that she is still considering XXXX College.  I am writing to address your e-mail concerning our offer of financial aid.  

First, there is nothing further that can be done in the area of merit scholarship–XXXX has earned a very fair award and in comparison to the rest of our admitted pool we cannot and will not make any further adjustment.  If my memory serves me correctly we discussed your daughter’s award previously and I explained the context for the financial assistance package that we offered. That context has not changed.

I know that this letter will come as a disappointment to you and to your daughter; however, there is nothing more that we can do unless there has been a dramatic change in your family’s financial circumstance. We do not “negotiate” a financial aid offer or package and it is my understanding that our merit scholarship offer has exceeded any demonstrated financial need.

As mentioned in your e-mail, I am aware that two of our coaches have expressed interest in your daughter, and I have no doubt that she can contribute much to our athletic program. However, her athletic ability is not factored into any equation since we abide by all guidelines governing Division III athletics. Our awards are based on need and merit and that is all.

As you and your daughter weigh final choice, I would urge you both to very carefully consider the opportunity that she has been presented with by being offered admission to XXXXXX College.  There are many things to consider when choosing a college–and cost is one. But, we sincerely hope that you will consider the qualities of and QUALITY of each of the colleges your daughter has as potential options. 

Not all colleges are equal–in cost or in quality–and it is my belief that your daughter’s financial aid offer is more than fair for the value of the educational and co-curricular options she will have if she chooses XXXXX College.  

In closing, I want to note that I don’t think the comparisons you and your daughter are making are particularly comparative when it comes down to results and outcomes, which are the aspect that are most meaningful in the end when it comes time to make a wise college choice.  Each of the colleges that your daughter has as options are very different places and offer decidedly different experiences. Please keep this in mind in the coming weeks. College is like with any other product or service; it is typical to pay more for a better product, experience or service.

If you have further questions please feel free to contact me directly. I sincerely do hope that your daughter will be a part of our student body–she has much to offer.

Yours very sincerely,

W. Kent Barnds

It’s probably not all that mean really, but I am interested in your impressions and whether or not you have or have seen similar response. I’ve become more courageous over the years in sending letters like this, but I am sure I still don’t send it enough.

What are your thoughts and experiences?

Thanks for reading.

W. Kent Barnds a.k.a. @bowtieadmission

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New blog post: Tough questions about #tuition cuts and freezes. #highered #college #admissions

In the last few weeks there have been several reports of colleges that are cutting or freezing tuition. Here’s a pretty neat announcement from Belmont Abbey College and here and here are announcements from Wittenberg and Mount Holyoke about tuition freezes. Given the growth in tuition (and the media attention surrounding the high cost of higher education) these reports have been met with a great deal of praise (as they should be).

However, I have to admit to being very curious about what these colleges are doing (or stopping) in order to freeze or cut their tuition?

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So far, I’ve not read much “inside higher education” commentary about these practices. I think the silence is because so many higher ed. administrators are hesitant to heap on too much praise or criticism.

In this case, too much praise could elicit calls to do the same; and, too much criticism is pretty dangerous because we all may need to follow.

I am hesitant to write about it myself because my “crystal ball” is so cloudy about the vexing problem surrounding the perception of high cost in higher education.

However, I offer a couple of questions I’d like to have answers to so I can be more thoughtful in responding to those who are asking when we will follow the lead of the freezers and the cutters.

If I were a journalist covering all of this (which I am not), I’d ask the following questions?

  • Will the net-cost to attend change or remain the same for students?
  • Will you be reducing institutional financial aid? If so, by how much?
  • Do you expect to net more revenue per student (or overall)? If so, how and why?
  • Is this a short- or long-term plan?
  • Will this reduce a student’s need to borrow for college?
  • Can you project future increases?

If I were a student or parent of a student considering one of these college (which I am not), I’d ask the following questions?

  • Are you making cuts to any programs or services in order to do this? If so, which programs?
  • How will my experience be different from the experience of a student five years ago who was paying more to attend?
  • Are you cutting financial aid in order to do this?
  • What will future increases be?

As a college administrator, I want to ask.

  • Does your plan entail growing enrollment and therefore making up for lost revenue by attracting more students? (Do you have the resources and facilities to accommodate growth without adding to your expenses?)
  • How will you continue to offer financial aid to increasingly financially needy students?
  • How will you continue to offer pay raises to faculty, staff and administrators?
  • How will you meet inflationary demands on operating budgets and operating expenses—particularly benefits, health care and energy?
  • How will you maintain your physical plant without increasing revenues to address plant depreciation?

I know higher ed. is competitive, but it would serve us all to know how the cutters and freezers are doing what they are doing. They probably know something the rest of us don’t. I want in on it.

W. Kent Barnds a.k.a @bowtieadmission

What makes a college experience and experiences in college valuable? #admission #highered #.edu

What makes a college experience and experiences in college valuable?

The idea of communicating value is often elusive, especially in higher education. I’ve done my best to discuss value and valuable experiences in a previous blog post, which you can read here and here. And, I’ve heard myself say, “We need to sell value” to various stakeholders here at Augustana College. Typically, blank faces stare back with no idea how to take the next step. I understand this and quite frankly have never been absolutely certain what tools to provide to those who need to deliver the message.

Thanks to some very fine work in Augustana’s Office of Institutional Research and Assessment, I believe we are closer than ever to being equipped with the answers to two important questions:

What makes a college experience valuable?

What experiences in college are most valuable?

While I am not sure we’ve captured lightning in a bottle, I think we may be close. Recently, I was thrilled to be able to sit down with my colleague Dr. Mark Salisbury (who also writes this great blog, which you should check out) and go over the recent results of our Senior Survey, which was redesigned to ask more relevant questions that help us understand what works and what doesn’t.

In future blog posts, I will unpack this information more fully, but for now I want to provide an overview of what we discovered may be the foundation for a valuable college experience, and the experiences that contribute to that value.

A valuable college experience

The Senior Survey as Augustana identified three outcomes (listed below) that seem to suggest what constitutes a valuable college experience.

Those items are:

  1. The likelihood of choosing Augustana College again. (8 of 10 graduates agreed or strongly agreed with this statement)
  2. The certainty that one’s immediate post-graduate plan is a good fit. (8 of 10 graduates agreed with this statement)
  3. A full-time job or graduate school before graduation. (4 out of 10 answered yes, which is not too bad given that this survey was done prior to graduation)

I think these three items could represent the most concrete and succinct statements I’ve seen on what makes college valuable.

These three things represent both value and valuable.

The idea that one would choose this college experience all over again is a very strong statement of value and represents an internal satisfaction worth noting. The idea of certainty about immediate post-graduate plans represents an intrinsic value that proves we’ve reinforced value. And, finally, the idea of having a full-time job or graduate school acceptance in place creates security about a new graduate’s future and reinforces the value of the Augustana experience to external stakeholders. (It is also worth noting that we also conduct a survey of graduates nine months after graduation that reveals our many more of graduates secure employment or enter graduate school by that time marker).

How do these things items measure up in your view of what makes for a valuable college experience?

Experiences that make a college valuable

What is really nifty, though, about Augustana’s Senior Survey is that we also know which experiences are most likely to influence overall college value in the areas listed above. Not only is this really powerful information, it’s reinforcement about what we do and what we do well.

Below is a list of experiences that heavily influence each of the value measures described above:

For the 8 out of 10 Augustana graduates who indicated the likelihood of choosing Augustana again, it was the experiences in the areas listed below that positively impacted their experience:

Residential life:

  • Helped first-year transition to college
  • Helped develop useful ways to handle and resolve conflict
  • Transitional Living Areas (apartments) helped develop the skills to live independently

Co-curricular Experiences:

  • Helped connect classroom learning with real world events
  • Helped build a network of healthy, lasting friendships

Curricular Experiences outside the major:

  • Helped appreciate the way that different disciplines make sense of the world
  • Courses were available in the order one needed to take them

Overall Curricular Experiences:

  • One-on-one interaction with faculty influenced intellectual growth and interest in ideas

Experiences in the major:

  • Faculty knew how to help one prepare to achieve post-graduate plans
  • Major offered courses that match with specific interests

Library Interactions:

  • Helped build confidence in one’s ability to research a future topic

Campus Environment:

  • Strong sense of belonging
  • Concerned about the individual

For the 8 out of 10 Augustana graduates who were certain that immediate post-graduate plans were a good fit, it was the experiences in the areas below that positively impacted their experience:

Campus participation:

  • Internship
  • Service learning

Advising:

  • Asked to connect curricular, co-curricular, and post-graduate plans

Co-curricular Experiences:

Helped develop an understanding of oneself

Curricular Experiences outside the major:

Asked to include different perspectives in discussions or writing assignments

Courses were available in the order one needed to take them

Overall Curricular Experiences:

One-on-one interaction with faculty influenced intellectual growth and interest in ideas

Experiences in the major:

  • Faculty knew how to help one prepare to achieve post-graduate plans

Campus Environment:

  • Strong sense of belonging

For the 4 out of 10 Augustana graduates who had already accepted a job or enjoyed a graduate school placement before graduating, it was the experiences in the areas listed below that positively impacted their experience:

Campus participation:

  • Honor society membership
  • Undergraduate research

Experiences in the major:

  • Faculty knew how to help one prepare to achieve post-graduate plans

Interactions with the Community Engagement Center:

  • Began actively creating a résumé or grad school profile during freshman or sophomore year

Really, this is amazing stuff. This is longer than most blog posts I do and I will be back with more, but for now I think I can say that a valuable college experience is one that a student would choose again, gives a student confidence about his or her choices and provides a graduate with a secure future.

If that’s what makes a valuable college experience, Augustana is of great value to, and a great value for, its students! I like what Augustana does for students.

What are you doing to prove the value of the experience your institution offers? What are the questions you are asking of your graduates?

W. Kent Barnds a.k.a. @bowtieadmission

Liberal arts education is skills-based education. #highered #edu

Last week I had the chance to listen to four very thoughtful commentaries on the future of the liberal arts and liberal arts colleges.  Each speaker did an excellent job of making the case for the liberal arts and for colleges like my alma mater and my employer, Augustana College. I was impressed with the depth of analysis and thought each put into their comments.

I do think it’s worth nothing, though, that the speakers again affirmed that it’s very difficult to easily describe the liberal arts and the outcomes of a liberal arts education. This is not to say that it is impossible to describe the outcomes; in fact, I thought each speaker explained the outcomes and benefits quite well. My observation is that it’s not easy and it takes a lot of time to get the explanation right.

Following the speakers there was a brief Q & A during which the following question was asked: How do you market the liberal arts to prospective students?

I braced myself for the “killer answer”…and waited.

Each panelist did a fine job answering this tough question. But, I found myself thinking to myself that there has to be a better way to easily answer this question.

Should begin thinking about liberal arts education as a skills- and experience-based education?

Could describing what we do this will help us reframe the idea that liberal arts is education is about art and liberal political views? Or, that liberal arts = expensive and small (i.e. if you are expensive and small you are a liberal arts college)

Typically, it is thought that skills-based training is reserved for professional, technical, or vocational training. Virginia Postrel’s article in Bloomberg “How art history majors power the U.S. economy” helped begin to think a little clear about this. However, I feel like her reference to “Learning to learn” is the sort of thing that continue to confuse or confound people. So, I’ve taken my own stab at answering the question.

When I think about liberal arts education, I am compelled to think about skill acquisition and intentional experiences being at the center of what we do. Admittedly, the skills we develop and foster as more sophisticated (I’d argue more important) than traditional trade skill development, like teaching someone how to place widgets.

At the center of an effective general education program is skill development, right?

Perhaps it is time for us to seize the term skills-based as our own and do a more effective job describing why and how the skills a liberal arts education develops are so critical for employers and our nation.

Think about the skills we develop.

Do we not strive to develop the following skills: critical thinking, problem solving, creative thinking, communicating and analysis? Are these not critically important skills for employers? Isn’t this what we are trying to do? Isn’t this what we are great at doing? Don’t we do this more effectively than others? Should we be proud to say that we emphasize skill-development in these areas?

Furthermore, isn’t it though the types of experiences we offer that these skills are more fully developed? For example, an emphasis on writing, debate and dialog in class help to develop these skills, as does a commitment to strong advising, a residential environment and engaged co-curricular programming.

I don’t think we need to be fancy and long-winded about our explanation of what it is we do.

In my opinion…

  • Liberal arts education is a skills- and experience-based education.
  • Liberal arts education focuses on the right skills and the right experiences to make our graduates the leaders of tomorrow.
  • The skills and experiences provided by liberal arts college result in someone being better in their chosen career, rather than just being trained for their career.

Let’s enthusiastically embrace our brand of skills-based education. And, let’s tell the world that we provide our graduates with the skills they need and the world wants.

How do you react to the thought of describing to liberal arts education as skills-based?

How do you react to my contention that the skills we develop are more important over the long run than pre-professional skills?

 

W. Kent Barnds @bowtieadmission

What I would do if I were teaching in the humanities. #highered #admissions #.edu

As previously written, I believe in the value of the humanities and the liberal arts; they are at the core of preparing an individual for life-long learning. I hope my children study history, English, religion, foreign languages and maybe even the Classics, which might be one of the most valuable and sustaining liberal arts programs there is!

However, I do think it’s important for those who teach in these important programs to think in different ways about how they describe and relate their relevance and importance to an increasingly proof-driven audience.

This is not just the hope of a guy who is focused on recruiting student. On the contrary, I am simply pointing out the the reality of a public that needs more convincing than ever before about the value of higher education and the humanities/liberal arts.

With this in mind, I had an exchange with a faculty member in the humanities recently and offered the following suggestion about designing curriculum. Below is a portion of the exchange (with some minor editing so as not to disclose the major because I remain hopeful the advice might resonate and create something really cool).

I suggested the following:

More formally align each course offered within the major with the outcomes that employers/graduate schools seek. A department/major could successful specifically highlight the results from the 2012 Job Outlook survey of employers who cite the following as the top 5 skills they seek (see page 28) and demonstrate how the major is better preparation for these skills:

1. Ability to work in a team;
2. Verbal communication;
3. Ability to make decisions and solve problems;
4. Ability to obtain and process information; and
5. Ability to plan, organize and prioritize work.

What if you promoted your department and the curriculum you offered as contributing more effectively than any other area/major in preparing your graduates for these things?

Explaining how you do this better than another major and connecting the outcome to your course work might be tricky, but not impossible. Be bold enough to show and tell that a XXXXXX major and the faculty in XXXXXXX (do) does all of these things better than anyone else.

Can you imagine the power of the major in the humanities that takes information about what employers want and connects it directly to what is accomplished in each class?

Please let me know your thoughts.

Kent Barnds a.k.a. @bowtieadmission

Another reason why #highered should very be cautious about the proposed College Affordability and Transparency Center: The College Scorecard and its emphasis on earnings potential as a key indicator. #admissions #college

Last week a colleague (the ever-politically-aware Kai Swanson) sent me the link to the draft of the Obama Administration’s “College Scorecard,” which they propose be housed within the College Affordability and Transparency Center.

The purpose of the College Scorecard is described below:

“The Administration is planning to add a new tool to the College Affordability and Transparency Center that would assist prospective students and their families in comparing colleges before they choose using key measures of college affordability and value. The purpose of the tool is to make it easier for students and their families to identify and choose high-quality, affordable colleges that provide good value.”   (White House)

The five areas the administration seems to care about (since they are the only ones listed) are:

  1. What will it cost me to attend?
  2. Will I graduate in four years?
  3. Will I be able to repay my student loans?
  4. How much debt will I have when I finish?
  5. Will I be able to get a job when I finish?

I think these questions are good questions for a prospective student to ask and I think colleges should be sensitized to answering these questions, too.

However, I must admit to wondering if the administration cares about student learning? The questions they’ve chosen as a “scorecard” advance the narrative that “cheaper and faster” is the way to go and what should define “value” in higher education. Right?

I guess what disturbs me even more than the continued emphasis on “cheaper and faster” and the lack of attention to learning outcomes, is the emphasis on jobs and earnings.

It’s not that I object to the need to illustrate successful outcomes; I think that’s a good thing.  (In fact, we spend a lot of time thinking about this at Augustana and have developed an “outcome-oriented dashboard” of indicators that consider questions about student learning and learning outcomes).

I also understand from where this comes (most would suggest this is necessary to combat the predatory nature of some [very few] bad apple for-profit institutions).

But, this crazy one-size-fits-all solution in the College Scorecard is not the way to go.

I genuinely worry about governmental involvement in determining whether or not a college or university, or, for that matter, a student, has been successful based exclusively on jobs and potential earnings.

I certainly hope faculty, senior administrators and all others who believe that a college education is more than just job preparation will take notice, stand up and share their voices.

Seriously, is a job and high earning potential the only reason for college? Gee, I hope not. I hope we do more than that. I hope we are more than a factor looking for cheaper, faster and a higher profit margin.

I think my reservations about this are heightened by the recent kerfuffle about gaming the rankings (too many articles to offer hyperlinks, but think Claremont).

I fear that the next thing will be gaming the outcomes to make sure we look dandy on the College Scorecard.

If one were to play this out; in an effort to game the scorecard, it is conceivable that some colleges may begin to eliminate programs that lead to lower paying jobs. It is also conceivable that some of these jobs are exactly those jobs that are important to civic engagement.

There are some serious questions about this how it is being tied to “value.”

Here are some questions we should be asking.

When is the right time to track the job?

Who’s going to track and verify all of this? (The honor system doesn’t seem to work, so does that mean we are beholden to another bureaucracy?)

When does the earnings thing matter? (Right away? Five years out? Twenty years out?)

What credits will those colleges and universities which prepare graduates for service and civic engagement receive to “level the playing field” or tip it depending upon you perspective? (One might think about the Service Academies, which might demonstrate full employment, but not great earnings right out. And, how about the Peace Corps and Teach for America?)

Those of us who understand the real purpose of higher education and recognize that learning is more than just high earning potential have to stand up to this and speak our mind.

What are your thoughts about the College Scorecard and The College Affordability and Transparency Center? Does it capture the right things? Does it truly represent value?

W. Kent Barnds a.k.a. @bowtieadmission

New blog post: I am not ready for D.C.’s call for “cheaper and faster” when it comes to #highered #admissions

In the past few days we’ve heard much from President Obama, his many surrogates and even Steve Forbes about the need to control the cost of higher education in order to make it more accessible students from all socio-economic backgrounds. The case is that higher education is a national imperative and essential to economic upward-mobility.

I certainly agree with the need to ensure access and I wholeheartedly agree with the idea that higher education is a national and economic imperative.  (You know, a BUT is coming, right?).

But, price controls and complex formulas developed by the federal government to determine who are the good and bad guys are in this enterprise are simply crazy ideas.

While there are certainly examples of egregious spending in higher education, the examples are fairly modest. However, when one listens to the rhetoric of today, one might conclude that all of higher educations is involved in predatory behavior and is spending tuition revenue like drunken sailors (or like the federal government if you are a real cynic) on unneeded extravagances.

The rhetoric is misplaced. At most colleges, particularly private colleges, tuition dollars are spent on the people who deliver the educational program (inside and outside the classroom) and to those. Higher education is, as my friend Randy Trostle said, a “high-touch” and “high-tech” endeavor.  Resources are spent on the faculty who teach and advise and administrators and staff who serve and support. Resources go to people.

High-touch, in particular, costs money!!!

When President Obama, his surrogates and Steve Forbes call for controlling college costs, what they are really asking colleges to do is cheapen the education and experience of college-bound students. They are calling for “cheaper and faster.” They are calling for larger classes, more online learning and a greater focus on content delivery.

They are also calling on higher education to cut it’s workforce because that’s where much of the high cost is (i.e. paying people, providing benefits, etc).

This is short-sighted and in my view higher education is nothing more than a convenient target in a world that wants a straw man to beat up on.  This push also seems to neglect much about what we know about effective and impactful education. The emphasis on content, delivered cheaper and faster…sort of like and ATM will not be sufficient to prepare our next generation of leaders.

It is exactly the practices that are expensive to deliver (i.e. internships, hands-on learning in laboratories, athletics, music, residential living, study abroad, small classes, writing intensive curriculum, advising done by faculty, and many others) that develop the skills graduates need to be successful in life and leadership. It is often through these experiences, rather than simply memorizing and consuming content, that graduates develop broad perspective, the critical and creative thinking, communication, problem-solving, analyzing, and life skills, as well as the ability to work with a team. It is these skills at attributes that are frequently cited by employers are being far more important that content memorization.

I agree that colleges and universities need to do their part and should continue to try to cut core costs.  Colleges must also continue to expand financial assistance, either through discounts or funded financial assistance, in order to be accessible to all students. But, the idea that “cheaper and faster” is better is nuts and it’s not an improvement.

If cheaper and faster was so great why is that so many politicians send their own children to expensive private high schools in Washington D.C. If cheaper and faster was the way to go, why don’t the Obama girls learn online from the comfort and safety of the White House?

Why?

Because we all know, even those politicians and others threatening colleges,  that cheaper and faster is not adequate to prepare one for a lifetime of success.

What do you think of the messages coming out of Washington D.C. Is cheaper and faster the way we need to go? I am not ready to make the leap to marketing cheaper and faster. Convince me otherwise, I am listening.

W. Kent Barnds a.k.a. @bowtieadmission

P.S. You may also want to read “Value” in higher ed is not “cheap and fast…”