After a post on five things I wish I did differently as a student, I decided to look at the other side of the coin and reflect on five things that I am really glad that I did as a student.
1. Studied a broad liberal arts education. I approached all of my courses - whether Chemistry, Creative Writing or World War I - with an intent to learn. At the undergraduate level, I majored in the Humanities with a focus on History, Religious Studies and Literature and minored in Exercise Physiology. At the graduate level, I majored in International Studies. I developed the ability to think broadly using many different lenses and to make sense of complex interdisciplinary systems, which is a skill I use day in and day out in my career.
2. Stayed healthy. I exercised often, ate my fruits and vegetables, got adequate sleep and avoided addictive toxic substances. A healthy body feeds a healthy mind.
3. Made good friends. All the academic literature on student success highlights how important it is for students to form positive support networks. I chose to surround myself with students, faculty and staff that made me a better person and challenged me personally and academically. I stay close to many of these people to this day and they continue to have a positive impact on my life - first and foremost my amazing spouse.
4. Worked hard. I remember that the neighbor in my dorm had a sign on his door: "Hard work pays off in the future but partying pays off now." Well, the future is now here and the adage holds true. The discipline and focus that I developed through sustained hard work serves me well to this day.
5. Pushed outside my comfort zone. I have 29 aunts and uncles and over 50 cousins, and almost all of them live within a 60 mile radius of St. Cloud, Minnesota. As time passes, I am gaining a greater appreciation of how fortunate I am to have such strong family roots. Yet, my life has unfolded in wonderful ways as I have unbounded my educational and career pursuits. It was uncomfortable to move away for my undergraduate education and then to move even further afield for my graduate degree, but pushing outside my comfort zone has enlivened many opportunities.
Wednesday, December 11, 2013
Monday, December 2, 2013
Five Things I Wish I Did Differently
They say hindsight is 20/20. For the most part, I am happy with the choices that I made while a student, now ten years out from my Bachelor's degree and seven years out from my Master's degree. However, if I could somehow travel back in time, these are the five things I would have done differently as a student.
1. Participate in international study abroad. I had the opportunity to study abroad in Ireland for a semester but I elected not to do so. I did manage to save some money by not studying abroad but I also missed out on a very unique educational experience. Now that I have had the good fortune to travel internationally as a career professional, I realize the amazing growth and learning that happens when you immerse yourself into different places and cultures.
2. Take more math courses. I took Advanced Placement Calculus in high school and then one statistics class at the undergraduate level and another statistics class at the graduate level. I use math all the time - in particular statistics - in my current role as a higher ed administrator. Since I only took a few courses of math, I now need to go back and re-teach myself.
3. Take more time for career exploration. I did not take advantage of the career development resources at my undergraduate institution. Over the course of my educational career, I was majoring in pre-medicine, physical therapy, exercise physiology, religious studies, history, literature and international studies. I was entirely focused on my academic interests - which is not in and of itself a bad thing - but I neglected to give serious thought to how I planned to translate my knowledge and skills into a career. I figured things out in time but career exploration earlier in my life would have helped the process along.
4. Study a second language. I have both the privilege and the disadvantage of being a native English speaker in an English-speaking world. I studied Spanish in high school and wish I would have continued my studies at the undergraduate level.
5. Consider a broader option of graduate schools. The jury is still out on my graduate school choice. I elected to attend an elite program at a competitive private university. I do believe that I benefited intellectually from this choice; rigor and expectations both ran very high. Whether or not this degree credential gives me special edge with an employer somewhat depends on the particular employer and his or her biases. I do know that I am making 120 payments of $450 to pay off the student debt that I incurred. Was the cost worth the benefit? In retrospect, I am not sure.
1. Participate in international study abroad. I had the opportunity to study abroad in Ireland for a semester but I elected not to do so. I did manage to save some money by not studying abroad but I also missed out on a very unique educational experience. Now that I have had the good fortune to travel internationally as a career professional, I realize the amazing growth and learning that happens when you immerse yourself into different places and cultures.
2. Take more math courses. I took Advanced Placement Calculus in high school and then one statistics class at the undergraduate level and another statistics class at the graduate level. I use math all the time - in particular statistics - in my current role as a higher ed administrator. Since I only took a few courses of math, I now need to go back and re-teach myself.
3. Take more time for career exploration. I did not take advantage of the career development resources at my undergraduate institution. Over the course of my educational career, I was majoring in pre-medicine, physical therapy, exercise physiology, religious studies, history, literature and international studies. I was entirely focused on my academic interests - which is not in and of itself a bad thing - but I neglected to give serious thought to how I planned to translate my knowledge and skills into a career. I figured things out in time but career exploration earlier in my life would have helped the process along.
4. Study a second language. I have both the privilege and the disadvantage of being a native English speaker in an English-speaking world. I studied Spanish in high school and wish I would have continued my studies at the undergraduate level.
5. Consider a broader option of graduate schools. The jury is still out on my graduate school choice. I elected to attend an elite program at a competitive private university. I do believe that I benefited intellectually from this choice; rigor and expectations both ran very high. Whether or not this degree credential gives me special edge with an employer somewhat depends on the particular employer and his or her biases. I do know that I am making 120 payments of $450 to pay off the student debt that I incurred. Was the cost worth the benefit? In retrospect, I am not sure.
Thursday, November 14, 2013
What is Graduate School?
In basic terms, there are four levels of post-secondary degrees that you can earn in the United States: Associate's degree, Bachelor's degree, Master's degree and Doctoral degree. More broadly, undergraduate education includes the Associate's degree and Bachelor's degree whereas graduate education includes the Master's degree and Doctoral degree.
A Master's degree typically requires one to two years of full-time enrollment to complete (after completing your Bachelor's degree) with part-time enrollment requiring three or more years to complete. How does a Master's degree relate to a Bachelor's degree? Generally speaking, a Master's degree builds on the broad foundation of a Bachelor's degree, with a focused and deep study of a particular area. Essentially every academic major at the undergraduate level has a corresponding Master's degree program, such as Biology, Business Administration, Computer Information Systems, Public Health and so on.
What should you expect when enrolling in a Master's degree program? The primary word is: more. You can expect more reading than at the undergraduate level, more writing than at the undergraduate level, more content than at the undergraduate level. The cost of tuition is usually more as well though federal loans and grants tend to be less.
A Doctoral degree typically requires three to six years of full-time enrollment to complete (after completing your Bachelor's degree), with part-time enrollment requiring up to ten years. A Doctoral degree is the highest degree that you can earn in a particular field. If you want to study law, you pursue a Juris Doctor degree (JD). If you want to study medicine, you pursue a Doctor of Medicine degree (MD). If you want to study the arts and sciences, you pursue a Doctor of Philosophy degree (PhD). There are also Doctorate degrees in Education (EDD), Physical Therapy (DPT) and many more.
What should you expect in a Doctoral degree program? In a medical or law program, you will spend two to three years in intense study of specific knowledge followed by a period of supervised practice in the field. In a PhD program, expect to spend two to three years of deep study followed by a large independent research project (a dissertation).
Why would a person want to attend graduate school? There are many reasons. A mid-career individual working in a field may want to upgrade his career and need a graduate degree to do so. A scholar may be incredibly interested in learning everything that she possibly can about an area of expertise. Some high-level careers require the specific knowledge and skills earned in Doctorate programs, such as a lawyer, medical doctor or scientific researcher.
In the big picture, people with graduate degrees have the highest career earnings. However, a more nuanced view reveals that there are very large discrepancies between different career fields that depend significantly on the local and national job market. For example, medical practitioners of all sorts tend to be in high demand these days, including medical doctors. Other high-level job markets, however, are saturated with a large supply of candidates but relatively few job openings. For example, there are far more people with PhDs in the arts and humanities than there are tenure-track professor positions at colleges and universities.
Is graduate school for you? This is a question that only you can answer. It depends on many variables, including your career goals, your level of success at the undergraduate level, your life commitments and the resources available to you. Maybe your answer is "yes," maybe it is "no," or maybe it is "probably but not now." It is worth your time and effort to answer this question.
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| TRIO SSS participants explore graduate programs at Colorado State University. |
Thursday, October 17, 2013
Organic Leadership
Like the Sage on Stage approach to teaching, the Colonel on Horse approach to leadership views everyone else as passive recipients and benefactors of the omniscient and omnipotent one. Even if the Colonel has a good idea of where he or she is going - which is an assumption - everyone else will simply tread the exact same path and end up in the exact same place. Groupthink. Lemmings. Et cetera.
When I work with others, I put forth significant effort to be mindful of judgment. Judgment in and of itself is not necessarily problematic; in fact, it is necessary. Problems arise when we assume that our judgment is descriptive of an objective world, one that appears exactly the same to everyone else. I tend to agree with the postmodernist idea that an objective world may well exist, but we can only know through conditions of its emergence. For example, the wavelength of light that appears as a blue sky can be descriptively measured, but how we understand and make meaning of that appearance emerges through our language, emotions, culture, sensory receptors, and so on. Do we know, then, that the blue sky appears the same to all of us? Who is right?
Such a problematization of objective judgment is a problematization of the Colonel on Horse. Due to the objective and subjective divergences that exist on a team of individuals, it is an inefficient allusion laced with missed opportunity and egoism to have everyone else get in line and follow the leader.
Thus, I prefer the concept of organic leadership: cultivating ecosystems that produce a flourishing and vibrant community, concomitantly guiding diverse emergent energy toward a shared vision of success.
In this direction, I ascribe to three guiding tenets.
1. Create a culture of positivity. Your work environment is a cauldron of inspiration, where each individual realizes the significance and meaning of their contributions to the team's vision of success. Productivity is a corollary of fun and excitement. Be fresh air. Be sunshine. Create a vision to respond to the age-old question: Why does any of this matter?
2. Balance structure with autonomy. Each individual benefits from different levels of guidance and independence, often at different times in different stages of evolution within different responsibilities. Listen attentively to your teammates to find the sweet spot and support right balance. Sometimes you may need to be the Colonel on Horse, but other times you need to simply get out of the way!
3. Pursue open communication built on authentic relationships. Be curious about other people's thoughts and ideas and happenings. In an ecological world, all is interconnected and relational. Communicate honestly yet kindly through both the clear days and the stormy nights.
When I work with others, I put forth significant effort to be mindful of judgment. Judgment in and of itself is not necessarily problematic; in fact, it is necessary. Problems arise when we assume that our judgment is descriptive of an objective world, one that appears exactly the same to everyone else. I tend to agree with the postmodernist idea that an objective world may well exist, but we can only know through conditions of its emergence. For example, the wavelength of light that appears as a blue sky can be descriptively measured, but how we understand and make meaning of that appearance emerges through our language, emotions, culture, sensory receptors, and so on. Do we know, then, that the blue sky appears the same to all of us? Who is right?
Such a problematization of objective judgment is a problematization of the Colonel on Horse. Due to the objective and subjective divergences that exist on a team of individuals, it is an inefficient allusion laced with missed opportunity and egoism to have everyone else get in line and follow the leader.
Thus, I prefer the concept of organic leadership: cultivating ecosystems that produce a flourishing and vibrant community, concomitantly guiding diverse emergent energy toward a shared vision of success.
In this direction, I ascribe to three guiding tenets.
1. Create a culture of positivity. Your work environment is a cauldron of inspiration, where each individual realizes the significance and meaning of their contributions to the team's vision of success. Productivity is a corollary of fun and excitement. Be fresh air. Be sunshine. Create a vision to respond to the age-old question: Why does any of this matter?
2. Balance structure with autonomy. Each individual benefits from different levels of guidance and independence, often at different times in different stages of evolution within different responsibilities. Listen attentively to your teammates to find the sweet spot and support right balance. Sometimes you may need to be the Colonel on Horse, but other times you need to simply get out of the way!
3. Pursue open communication built on authentic relationships. Be curious about other people's thoughts and ideas and happenings. In an ecological world, all is interconnected and relational. Communicate honestly yet kindly through both the clear days and the stormy nights.
Saturday, September 21, 2013
Helmets
I have on my shiny orange kayak helmet right now. I love wearing helmets! Even as I sit here in front of a computer, putting my thoughts to the page.
Why? Because there are a lot of sharp pointy rocks out in the world! If I am wearing my helmet, it means I am charging ahead, regardless. You do not need to wear a helmet if you live a safe, conservative life and avoid all difficult terrain. But recently, I have been wearing my helmet, and loving it!
You see, I have been preparing for a run at a new position at work over the last few months, a so-called leadership position. At first, I was uncertain if I was even interested in the new terrain, and in any case, a bit hesitant to put myself out there. But I made a choice, spurred on by a mentor: come what may, go for it! Consequently, I have been intensely studying all the book material - the policies, regulations, knowledge, theory, skills and strategies. That comes naturally to me. More of a challenge, I have also put myself out there on the social side - connecting with new people, forging partnerships, presenting at meetings, sharing my energy and vision with the wider world. This terrain is much scarier to me, sharp and pointy.
Here is the strange thing. The the risky terrain, the areas of reservation: my efforts charging ahead in these areas have been exhilarating! Good thing for my helmet. It gave me courage to chance it, protected me from the rocks.
It is too easy to let our fears and perceptions define the boundaries of our possibility. My natural mode has always been to think and observe, to process in my own head, to only share myself within a tight circle. There are strengths to this mode, strengths I still rely on today. But it is now becoming apparent that these natural ways of being can be hijacked by self-doubt, codified and institutionalized over the years into limiting thoughts, and turned into self-inflicted boxes defining our potential.
The core philosophy of my life is: becoming - grounded in our roots and growing toward the light. Here you find my most foundational assumption; if we all have this opportunity and realize enough to take it, then we as an interconnected whole evolve ever closer to goodness and truth, a just and joyous world.
I still do not know if I will be selected for this particular position that I am applying for, and in a way, it does not really matter. Far greater a reward the process has already granted. I have taken a new leap in my journey of becoming, and ascended beyond certain self-conceived limitations. Now, from this new vantage point, I see even higher mountains to climb.
Why? Because there are a lot of sharp pointy rocks out in the world! If I am wearing my helmet, it means I am charging ahead, regardless. You do not need to wear a helmet if you live a safe, conservative life and avoid all difficult terrain. But recently, I have been wearing my helmet, and loving it!
You see, I have been preparing for a run at a new position at work over the last few months, a so-called leadership position. At first, I was uncertain if I was even interested in the new terrain, and in any case, a bit hesitant to put myself out there. But I made a choice, spurred on by a mentor: come what may, go for it! Consequently, I have been intensely studying all the book material - the policies, regulations, knowledge, theory, skills and strategies. That comes naturally to me. More of a challenge, I have also put myself out there on the social side - connecting with new people, forging partnerships, presenting at meetings, sharing my energy and vision with the wider world. This terrain is much scarier to me, sharp and pointy.
Here is the strange thing. The the risky terrain, the areas of reservation: my efforts charging ahead in these areas have been exhilarating! Good thing for my helmet. It gave me courage to chance it, protected me from the rocks.
It is too easy to let our fears and perceptions define the boundaries of our possibility. My natural mode has always been to think and observe, to process in my own head, to only share myself within a tight circle. There are strengths to this mode, strengths I still rely on today. But it is now becoming apparent that these natural ways of being can be hijacked by self-doubt, codified and institutionalized over the years into limiting thoughts, and turned into self-inflicted boxes defining our potential.
The core philosophy of my life is: becoming - grounded in our roots and growing toward the light. Here you find my most foundational assumption; if we all have this opportunity and realize enough to take it, then we as an interconnected whole evolve ever closer to goodness and truth, a just and joyous world.
I still do not know if I will be selected for this particular position that I am applying for, and in a way, it does not really matter. Far greater a reward the process has already granted. I have taken a new leap in my journey of becoming, and ascended beyond certain self-conceived limitations. Now, from this new vantage point, I see even higher mountains to climb.
Wednesday, August 14, 2013
Digital Story-Telling
"As we are made of water, bone, and bio-chemistry, we are made of stories. The students that share their stories in our circles recognize a metamorphosis of sorts, a changing, that makes them feel different about their lives, their identities." - Joe Lambert, Director, Center for Digital Story-Telling
Digital story-telling has many uses in higher education. Students produce digital stories in the classroom as a learning activity and assessment tool. Faculty and staff create digital stories as teaching tools and outreach. Digital stories provide self-reflection, inspiration, connection, perspective, and new knowledge. Using accessible multimedia technologies and a straightforward template, we all can participate in the process of making meaning of our experience, and sharing those insights with the wider world!
So then, what is a digital story? The basic template includes a narration and images, merged together through video. The process of creating your own digital story is both easier and more difficult than you might expect. It is easier in that we all have amazing stories within us, and with a little guidance, current multimedia technology readily creates sharp productions. It is more difficult in that the craft of digital storytelling allows for endless nuance and perfecting, which quickly becomes apparent as you work through the creative process. Like chess, digital storytelling takes a little time to learn, but a long time to master.
Let's start with the basics. First and foremost, you need to decide on the story that you want to tell. Most fledgling storytellers focus on a personal story, as the material is immediately available. You may choose to tell a personal story based on an accomplishment, a struggle, an adventure, a choice, an identity, a philosophy, and - of course - a love. You may also tell a story about another person, such as a memorial to a grandparent, a biography of an inspirational figure, or the birth of a child. As story-telling creatures, we have seemingly unending capacity to make meaning - that is, to tell a story - about pretty much any aspect of our experience: a place, a tree, a star overhead.
What is the story you want to tell? What does it mean? And what does it really mean?
Draft your thoughts into a script, somewhere in the ballpark of 300-600 words. Keep in mind that you - or a suitable recruit - will narrate the script while showing images through a video production. Your first script does not need to be on par with Dostoevsky or Maya Angelou; do not be self-critical of your draft but rather focus on the process.
A few basic tips will get you a long way in honing your writing. First, own your emotions. You will feel vulnerable, but emotions make us human, and serve as a connecting point with an audience. It can be scary, but express your authentic self. Second, find the moment. A story distills down all the noise of life, and focuses on the heart of the matter. Is there a particular realization or event or object that crystallizes the meaning of your experience? Third, show instead of tell. Rather than say, "Bob was angry," say "With a quickened step, Bob stormed into the room, looking for a scapegoat."
A useful approach for refining the draft of your script is the story circle. Form a group and take turns reading aloud individual drafts. What worked and what didn't work? What was clear and what was a bit muddled? What images or phrases captivated? What emotions did you feel? If you choose to tell a digital story, you are going to feel exposed, so you may as well get used to putting yourself out there.
At the end of the day, your digital story will rise or fall based on the strength of your script.
With your script as scaffolding, start building a collage of images (photos, drawings, video) that reinforce your story. You may use your own personal images, or complete a Creative Commons search for non-copyrighted images. Also, you have the option to add music, but be careful not to overdo it or infringe on copyright.
Next, record a narration of your script. If you have a smartphone, you can easily record an audio file with numerous apps. Alternatively, you may use a tablet or laptop with a built-in mic, a stand alone mic connected to a computer, or a video created with a camera/camcorder (requiring you to extract the audio track). Expect to record your narration numerous times until you are happy with its pace and annunciation. You may use a free program such as Audacity to edit your narration.
The last step is to merge your audio (narration) and video (images) tracks into a single production. If you have a PC, you may use Movie Maker. If you have a Mac, you may use iMovie. You may also use a web-based program such as We Video. Are you a blooming director looking for more powerful editing capabilities? There are plenty of after-market software options, such as Apple Final Cut Pro, Cyberlink Power Director, or Adobe Premiere.
Now, go tell it on the mountain! Epiphanies are best when shared, especially when fresh on the soul.
Digital story-telling has many uses in higher education. Students produce digital stories in the classroom as a learning activity and assessment tool. Faculty and staff create digital stories as teaching tools and outreach. Digital stories provide self-reflection, inspiration, connection, perspective, and new knowledge. Using accessible multimedia technologies and a straightforward template, we all can participate in the process of making meaning of our experience, and sharing those insights with the wider world!
So then, what is a digital story? The basic template includes a narration and images, merged together through video. The process of creating your own digital story is both easier and more difficult than you might expect. It is easier in that we all have amazing stories within us, and with a little guidance, current multimedia technology readily creates sharp productions. It is more difficult in that the craft of digital storytelling allows for endless nuance and perfecting, which quickly becomes apparent as you work through the creative process. Like chess, digital storytelling takes a little time to learn, but a long time to master.
Let's start with the basics. First and foremost, you need to decide on the story that you want to tell. Most fledgling storytellers focus on a personal story, as the material is immediately available. You may choose to tell a personal story based on an accomplishment, a struggle, an adventure, a choice, an identity, a philosophy, and - of course - a love. You may also tell a story about another person, such as a memorial to a grandparent, a biography of an inspirational figure, or the birth of a child. As story-telling creatures, we have seemingly unending capacity to make meaning - that is, to tell a story - about pretty much any aspect of our experience: a place, a tree, a star overhead.
What is the story you want to tell? What does it mean? And what does it really mean?
Draft your thoughts into a script, somewhere in the ballpark of 300-600 words. Keep in mind that you - or a suitable recruit - will narrate the script while showing images through a video production. Your first script does not need to be on par with Dostoevsky or Maya Angelou; do not be self-critical of your draft but rather focus on the process.
A few basic tips will get you a long way in honing your writing. First, own your emotions. You will feel vulnerable, but emotions make us human, and serve as a connecting point with an audience. It can be scary, but express your authentic self. Second, find the moment. A story distills down all the noise of life, and focuses on the heart of the matter. Is there a particular realization or event or object that crystallizes the meaning of your experience? Third, show instead of tell. Rather than say, "Bob was angry," say "With a quickened step, Bob stormed into the room, looking for a scapegoat."
A useful approach for refining the draft of your script is the story circle. Form a group and take turns reading aloud individual drafts. What worked and what didn't work? What was clear and what was a bit muddled? What images or phrases captivated? What emotions did you feel? If you choose to tell a digital story, you are going to feel exposed, so you may as well get used to putting yourself out there.
At the end of the day, your digital story will rise or fall based on the strength of your script.
With your script as scaffolding, start building a collage of images (photos, drawings, video) that reinforce your story. You may use your own personal images, or complete a Creative Commons search for non-copyrighted images. Also, you have the option to add music, but be careful not to overdo it or infringe on copyright.
Next, record a narration of your script. If you have a smartphone, you can easily record an audio file with numerous apps. Alternatively, you may use a tablet or laptop with a built-in mic, a stand alone mic connected to a computer, or a video created with a camera/camcorder (requiring you to extract the audio track). Expect to record your narration numerous times until you are happy with its pace and annunciation. You may use a free program such as Audacity to edit your narration.
The last step is to merge your audio (narration) and video (images) tracks into a single production. If you have a PC, you may use Movie Maker. If you have a Mac, you may use iMovie. You may also use a web-based program such as We Video. Are you a blooming director looking for more powerful editing capabilities? There are plenty of after-market software options, such as Apple Final Cut Pro, Cyberlink Power Director, or Adobe Premiere.
Now, go tell it on the mountain! Epiphanies are best when shared, especially when fresh on the soul.
Monday, August 12, 2013
Yin and Yang
In Chinese philosophy, the concept of yin and yang describes how seemingly opposing forces act in a complementary and interrelated way.
Many of the students that I work with are actively overcoming obstacles to higher education. These obstacles range from poverty to difficult work-school-life balance to English as a second language to challenges with math, and so on. What obstacles must you overcome to be successful in college?
The important point that I continually make with my students is that obstacles are assets. This may sound strange at first, because obstacles and assets seem to be opposing forces, but they are in fact complementary and interrelated. That is, to be overcoming obstacles is to be strong, resourceful, creative, driven, intelligent, hard working, and so on.
This realization does not make the obstacles any less formidable, but it should give you a boost of self-confidence. You are stronger than you realize. Let go of limiting thoughts and recognize how powerful you are to reach these heights through the process of overcoming obstacles.
Now channel that strength toward bigger and bigger goals - onward and upward!
Many of the students that I work with are actively overcoming obstacles to higher education. These obstacles range from poverty to difficult work-school-life balance to English as a second language to challenges with math, and so on. What obstacles must you overcome to be successful in college?
The important point that I continually make with my students is that obstacles are assets. This may sound strange at first, because obstacles and assets seem to be opposing forces, but they are in fact complementary and interrelated. That is, to be overcoming obstacles is to be strong, resourceful, creative, driven, intelligent, hard working, and so on.
This realization does not make the obstacles any less formidable, but it should give you a boost of self-confidence. You are stronger than you realize. Let go of limiting thoughts and recognize how powerful you are to reach these heights through the process of overcoming obstacles.
Now channel that strength toward bigger and bigger goals - onward and upward!
Friday, August 9, 2013
Don't Eat the Marshmallow
In a famous study, researchers provided children with a dilemma. "Here is a marshmallow," the researchers tell the child. "You can eat it now, or you can wait 15 minutes before eating the marshmallow, then you get two!"
You can imagine the agonizing choice for these pre-schoolers. "I could wait and get two, but this marshmallow looks so good!" Two-thirds of the children ate the marshmallow. Who could blame them?
The fancy word psychologists use here is delayed gratification. Sometimes we need to choose between a smaller immediate benefit or a larger delayed benefit.
Do you go to work right out of high school to earn $12 an hour, or do you wait 4-6 years to get a Bachelor's degree and a job that pays $20 an hour?
Do you have fun tonight with your friends, or do you study tonight to get good grades?
Do you take out a high interest loan to buy a fancy new car, or do you save up your money for a significant down payment?
Joachim de Posada has a message for you: don't eat the marshmallow! You will be much more successful in the long run.
You can imagine the agonizing choice for these pre-schoolers. "I could wait and get two, but this marshmallow looks so good!" Two-thirds of the children ate the marshmallow. Who could blame them?
The fancy word psychologists use here is delayed gratification. Sometimes we need to choose between a smaller immediate benefit or a larger delayed benefit.
Do you go to work right out of high school to earn $12 an hour, or do you wait 4-6 years to get a Bachelor's degree and a job that pays $20 an hour?
Do you have fun tonight with your friends, or do you study tonight to get good grades?
Do you take out a high interest loan to buy a fancy new car, or do you save up your money for a significant down payment?
Joachim de Posada has a message for you: don't eat the marshmallow! You will be much more successful in the long run.
Wednesday, August 7, 2013
The Reverse Oreo Effect
My niece meticulously deconstructs her Oreo cookies into three separate pieces - two chocolate cookies and one slice of frosting. The idea is to eat the chocolate cookies first, leaving the best for last, the frosting. In the case of an Oreo, the stuff in the middle is the best part!
College tends to be the opposite. The beginning of college, while a little nerve-wracking, is overall quite exciting! Everything is new and full of possibility. Dreams are fresh on the mind. This excitement is only exceeded by the end of college - graduation! The day of graduation is a true high point in life. In the middle of these highlights, however, is where the real battle is won or lost.
For, in the middle, students run into extremely challenging coursework, long hours slogging through homework, limited funds trying to make ends meet, and many other bumps in the road. Suddenly, college does not seem as glamorous. Rather, it is a lot of hard work, with difficult choices, and plenty of confusion and self-debt. Sure, there are many high points along the journey as well. But in the middle, the rubber meets the road, and students either pick themselves up and dust themselves off, or they quit.
There is no way to magically transport yourself from the first day of class to your commencement ceremony. In the long run, you would not want to do this anyway. The whole point of college is to push you to grow, to challenge your fortitude, to expand the limits of your mind, and to allow you to fail (and get back up) in a relatively safe environment. You come out stronger, wiser, skilled, knowledgeable, and prepared for the next stages of life. Iron sharpens iron. The college degree you receive at graduation is a testimony to your power.
To make it through the middle, you must commit to your success. Create a plan by setting goals and then utilizing all the tools available to reach them. Revisit your motivators often. Practice delayed gratification, which is to do what you ought to do, even when it is not what you want to do. See failure as a learning process, not a dead end. When the going gets tough, the tough get going. Commit!
College tends to be the opposite. The beginning of college, while a little nerve-wracking, is overall quite exciting! Everything is new and full of possibility. Dreams are fresh on the mind. This excitement is only exceeded by the end of college - graduation! The day of graduation is a true high point in life. In the middle of these highlights, however, is where the real battle is won or lost.
For, in the middle, students run into extremely challenging coursework, long hours slogging through homework, limited funds trying to make ends meet, and many other bumps in the road. Suddenly, college does not seem as glamorous. Rather, it is a lot of hard work, with difficult choices, and plenty of confusion and self-debt. Sure, there are many high points along the journey as well. But in the middle, the rubber meets the road, and students either pick themselves up and dust themselves off, or they quit.
There is no way to magically transport yourself from the first day of class to your commencement ceremony. In the long run, you would not want to do this anyway. The whole point of college is to push you to grow, to challenge your fortitude, to expand the limits of your mind, and to allow you to fail (and get back up) in a relatively safe environment. You come out stronger, wiser, skilled, knowledgeable, and prepared for the next stages of life. Iron sharpens iron. The college degree you receive at graduation is a testimony to your power.
To make it through the middle, you must commit to your success. Create a plan by setting goals and then utilizing all the tools available to reach them. Revisit your motivators often. Practice delayed gratification, which is to do what you ought to do, even when it is not what you want to do. See failure as a learning process, not a dead end. When the going gets tough, the tough get going. Commit!
Friday, August 2, 2013
The Heart of the Matter
I was born a white heterosexual middle class healthy male in 20th century America.
Certainly, my parents sacrificed much to grant me a strong, stable and supportive environment in which to grow. Certainly, I have worked hard at my own development and taken on difficult challenges along the way. Certainly, I have committed to an ethical life built on integrity.
The point is that my family and I have inherited the freedom and power to make these choices.
It would be disingenuous to say that I regret the opportunity my life has afforded. That is nothing other than a charity toward my brothers and sisters without such power. Does superficial guilt benefit those without, or does it simply salve the conscience of those with privilege?
Rather than charity, what is required is justice. Rather than feeling bad about freedom, power and opportunity, what we need is committed and systemic action to break down the barriers that keep many people from accessing these ecosystems. The list of challenges is dishearteningly well tread: prejudice, greed, violence, fear.
Working at a community college, I am inspired every day by stories of resilience and resourcefulness and drive in the face of many such challenges. Most of the time, these life stories are different than my individual story. However, the important realization is that your story is my story, just as mine yours. This is the human story. "I may not [seem] the same; it does not matter; no freedom until we're equal; damn right I support it."
Justice is the freedom of each and everyone of us to become who we are. At a deep visceral level, I am indignant when this freedom is curtailed, and fulfilled when it flourishes forth. To me privilege equates to the responsibility to use my power and opportunity to work toward justice. This is not heroic; I am not swooping in to "save" anyone. I am simply playing a role in my story, your story, our story. The unwritten future is our hope; our dreams remain to be realized.
Friday, July 12, 2013
A Classic Text on Working with Others
Whether you are an advisor, teacher, or administrator, the importance of being attentive to relationships and emotions cannot be understated. As long as we higher education professionals are working with humans, and not robots, this will remain imperative to the work that we do.
It is plain to say that some people we more naturally relate with and understand, and others less so. This comes about through varying personalities, shared and divergent experiences, similar and different emotional profiles, and so on. For example, as an advisor, I often times work with a student older and more experienced than myself, or a student with eight times the street cred, or a student with a chip on their shoulder, or a student coming from a very different place. Yet it is contingent upon me to establish trusting relationships and a genuine emotional connection with each individual, regardless of the ease or difficulty of doing so.
Growing up, I remember my dad reading the newspaper every night. However, he only had one book in his library: How to Win Friends and Influence People by Dale Carnegie. From a young age, I was captivated by this book: I loved all the books in my own burgeoning library, and thus was very curious about the singular tome in my father's; even more so, the title of the book always struck me as odd. Out of serendipity, I recently cross paths with this book again, 20 years later. Out of sheer curiosity, I decided to give it a go.
A classic text first penned in the 1930's, How to Win Friends and Influence People had sold 15 million copies by 1981, while being translated into nearly every written language in the world. So the jacket informed me, as I turned the book over in my hands. Still, I could not see the title as anything other than a euphemism for How to Manipulate People and Get Your Way. Just as before, it seemed a strange topic.
To my surprise, though, there are many interesting and good strategies outlined in the book (sprinkled between plenty of cultural anachronisms - interesting in themselves). Certainly, one could use these strategies to manipulate people and get your way. But just the same, one could use these strategies to show genuine interest in others and expand your circle of concern. The underlying objective depends on the current status of your ego. The Jedi Force is used for both good and evil.
The grand strategy outlined by Carnegie - translated into contemporary language - is to value people and honor their contributions. When we escape our own narrow concerns, and go out of our way to truly listen to what others say and feel, then we can establish a strong foundation for partnering toward shared outcomes.
This is an invaluable strategy for building relationships and emotional connections, especially in situations where this does not come about naturally. At our first meeting, I always start by asking questions, listening, and learning as much as I can about a person. I make it a point to affirm the strengths and accomplishments that I hear in their story. I tune in to the emotions tied their memories, and attempt to put myself in their shoes. I am mindful of checking my own judgments, and open myself to the vibrancy and perspective of the person sitting across from me.
Consequently, the foundation of human relationship is built on trust, and many internal defenses and biases are eased. In other words, I have earned their respect.
Dale, I have something to add. In my view, it is more than just influencing another person. By being true to the process, and allowing for it to reciprocate, then you too are being influenced by another person. And through such a process, we too grow - in our role as higher education professionals, in our role as people. When we open to this process, then we truly are genuine.
It is plain to say that some people we more naturally relate with and understand, and others less so. This comes about through varying personalities, shared and divergent experiences, similar and different emotional profiles, and so on. For example, as an advisor, I often times work with a student older and more experienced than myself, or a student with eight times the street cred, or a student with a chip on their shoulder, or a student coming from a very different place. Yet it is contingent upon me to establish trusting relationships and a genuine emotional connection with each individual, regardless of the ease or difficulty of doing so.
Growing up, I remember my dad reading the newspaper every night. However, he only had one book in his library: How to Win Friends and Influence People by Dale Carnegie. From a young age, I was captivated by this book: I loved all the books in my own burgeoning library, and thus was very curious about the singular tome in my father's; even more so, the title of the book always struck me as odd. Out of serendipity, I recently cross paths with this book again, 20 years later. Out of sheer curiosity, I decided to give it a go.
A classic text first penned in the 1930's, How to Win Friends and Influence People had sold 15 million copies by 1981, while being translated into nearly every written language in the world. So the jacket informed me, as I turned the book over in my hands. Still, I could not see the title as anything other than a euphemism for How to Manipulate People and Get Your Way. Just as before, it seemed a strange topic.
To my surprise, though, there are many interesting and good strategies outlined in the book (sprinkled between plenty of cultural anachronisms - interesting in themselves). Certainly, one could use these strategies to manipulate people and get your way. But just the same, one could use these strategies to show genuine interest in others and expand your circle of concern. The underlying objective depends on the current status of your ego. The Jedi Force is used for both good and evil.
The grand strategy outlined by Carnegie - translated into contemporary language - is to value people and honor their contributions. When we escape our own narrow concerns, and go out of our way to truly listen to what others say and feel, then we can establish a strong foundation for partnering toward shared outcomes.
This is an invaluable strategy for building relationships and emotional connections, especially in situations where this does not come about naturally. At our first meeting, I always start by asking questions, listening, and learning as much as I can about a person. I make it a point to affirm the strengths and accomplishments that I hear in their story. I tune in to the emotions tied their memories, and attempt to put myself in their shoes. I am mindful of checking my own judgments, and open myself to the vibrancy and perspective of the person sitting across from me.
Consequently, the foundation of human relationship is built on trust, and many internal defenses and biases are eased. In other words, I have earned their respect.
Dale, I have something to add. In my view, it is more than just influencing another person. By being true to the process, and allowing for it to reciprocate, then you too are being influenced by another person. And through such a process, we too grow - in our role as higher education professionals, in our role as people. When we open to this process, then we truly are genuine.
Sunday, June 30, 2013
Time is the Enemy?
According to research by Complete College America, the longer it takes to earn a degree, the less likely you are to succeed. The logic is straightforward. As time passes, "life happens" and completing college becomes all the more difficult. Maybe a child is born, or a spouse transfers jobs, or funds dry up, or goals change.
These numbers also bear out at Community College of Denver. Full-time students are twice as likely to persist and complete as part-time students.
Reality is rarely black and white. While part-time students may be less successful due to the passage of time, it may also be that the life circumstances that lead to part-time enrollment (financial instability, working multiple jobs, family commitments, et cetera) are the true culprits of non-completion. For students in these situations, attempting to force full-time enrollment may lead to even quicker stop out from college.
Yet, one fact is absolutely certain. The longer you are in college as a part-time student, the more it costs. There is opportunity cost, which is the extra income you will earn with a degree that is being delayed as your time to degree extends. There is financial aid cost, as extra credits may endanger your eligibility for grants and part-time enrollment may disqualify you from certain scholarships. There is interest cost, which may be accruing on your student loans to be capitalized upon exit from college. There is inflationary cost, as tuition and fees continue to rise year in and year out. There is motivation cost, as students simply burn out as college drags on and on.
The questions become: If you are a part-time student, why? Is there any way to realistically increase your enrollment in order to shorten your time to degree completion?
You may consider scholarships, grants, work-study, and the prudent use of student loans to increase your income and hence decrease your work hours.
You may consider evening, weekend, and online courses to better manage your personal commitments and increase your enrollment.
You may consider utilizing all the academic support resources possible to ensure that you do not need to repeat courses and can manage a heavier course load.
You may consider adjusting your work schedule, delegating household tasks, asking family members for help, and pausing your social life during the semester.
You may consider enrolling year round with inter-term and summer term courses.
You may use online resources such as the Khan Academy, on-campus resources such as the Prep Lab, and accelerated course options in order to hasten your time through remedial courses.
You may boost your motivation and determination to "put in the work" now that you know the cost and danger of moving along at a more leisurely pace.
What else might you do?
These numbers also bear out at Community College of Denver. Full-time students are twice as likely to persist and complete as part-time students.
Reality is rarely black and white. While part-time students may be less successful due to the passage of time, it may also be that the life circumstances that lead to part-time enrollment (financial instability, working multiple jobs, family commitments, et cetera) are the true culprits of non-completion. For students in these situations, attempting to force full-time enrollment may lead to even quicker stop out from college.
Yet, one fact is absolutely certain. The longer you are in college as a part-time student, the more it costs. There is opportunity cost, which is the extra income you will earn with a degree that is being delayed as your time to degree extends. There is financial aid cost, as extra credits may endanger your eligibility for grants and part-time enrollment may disqualify you from certain scholarships. There is interest cost, which may be accruing on your student loans to be capitalized upon exit from college. There is inflationary cost, as tuition and fees continue to rise year in and year out. There is motivation cost, as students simply burn out as college drags on and on.
The questions become: If you are a part-time student, why? Is there any way to realistically increase your enrollment in order to shorten your time to degree completion?
You may consider scholarships, grants, work-study, and the prudent use of student loans to increase your income and hence decrease your work hours.
You may consider evening, weekend, and online courses to better manage your personal commitments and increase your enrollment.
You may consider utilizing all the academic support resources possible to ensure that you do not need to repeat courses and can manage a heavier course load.
You may consider adjusting your work schedule, delegating household tasks, asking family members for help, and pausing your social life during the semester.
You may consider enrolling year round with inter-term and summer term courses.
You may use online resources such as the Khan Academy, on-campus resources such as the Prep Lab, and accelerated course options in order to hasten your time through remedial courses.
You may boost your motivation and determination to "put in the work" now that you know the cost and danger of moving along at a more leisurely pace.
What else might you do?
Thursday, June 27, 2013
Landing a Dream Job in the 21st Century
A college degree is not a guaranteed ticket to your dream job. As more and more people around the world earn college degrees, as technology and outsourcing continues apace, and as economies ebb and flow, the market for good paying and rewarding careers becomes increasingly competitive. A college degree will get your foot in the door but landing your dream job will require something more.
"Students shouldn’t just take what’s handed to them in the classroom, they should do all they can to supplement their education with additional skill-building," concludes Allie Grasgreen, in the article Qualified in their Own Minds.
But how?
The first place to start, in fact, is in the classroom.
Doing the bare minimum to earn a passing grade and seeking out "easy" courses will not prepare you to land your dream job. Focusing on courses within your academic major while skimming through general education courses is a missed opportunity.
Instead, take the initiative to cultivate higher order skills, including critical thinking and problem solving skills, the ability to speak and write effectively, and the capacity to work well with others. Move beyond mere memorization and understanding of content knowledge, and strive to apply, analyze and evaluate. Connect with your instructors to learn more about specific skills sets important to particular careers. Develop your leadership style through group work. Experiment with new technologies.
In addition, participate in career development experiences. Build your network through job shadowing and informational interviews. Volunteer with projects related to your career interests. Get a part-time job or internship within your field, even if it is the most entry level of positions. Find out about professional associations related to your dream job and become a student member. Participate in workshops and advising related to resumes, interviews, and professionalism.
Finally, get involved with student activities happening around campus and in the local community. Join a student organization or student government. Participate in service learning projects. Take advantage of workshops and seminars on leadership development and diversity. Participate in alternative spring break, inter-term service trips, and study abroad.
No doubt commitments inside and outside of school will shape and limit your ability to participate in these types of activities. Do as much as possible within your courses, attend what you can on-campus, and then strategically pick one or two time-intensive off-campus activities.
"Students shouldn’t just take what’s handed to them in the classroom, they should do all they can to supplement their education with additional skill-building," concludes Allie Grasgreen, in the article Qualified in their Own Minds.
But how?
The first place to start, in fact, is in the classroom.
Doing the bare minimum to earn a passing grade and seeking out "easy" courses will not prepare you to land your dream job. Focusing on courses within your academic major while skimming through general education courses is a missed opportunity.
Instead, take the initiative to cultivate higher order skills, including critical thinking and problem solving skills, the ability to speak and write effectively, and the capacity to work well with others. Move beyond mere memorization and understanding of content knowledge, and strive to apply, analyze and evaluate. Connect with your instructors to learn more about specific skills sets important to particular careers. Develop your leadership style through group work. Experiment with new technologies.
In addition, participate in career development experiences. Build your network through job shadowing and informational interviews. Volunteer with projects related to your career interests. Get a part-time job or internship within your field, even if it is the most entry level of positions. Find out about professional associations related to your dream job and become a student member. Participate in workshops and advising related to resumes, interviews, and professionalism.
Finally, get involved with student activities happening around campus and in the local community. Join a student organization or student government. Participate in service learning projects. Take advantage of workshops and seminars on leadership development and diversity. Participate in alternative spring break, inter-term service trips, and study abroad.
No doubt commitments inside and outside of school will shape and limit your ability to participate in these types of activities. Do as much as possible within your courses, attend what you can on-campus, and then strategically pick one or two time-intensive off-campus activities.
Friday, June 21, 2013
Highly Inefficient Efficiencies in the Workplace
In the New York Times article “Messages Galore, but No Time to Think,” Phyllis Korkki
highlights the insidious dark side of our deterministic march toward technological productivity. At any given moment, we can now use e-mail, cellphones, instant messaging, text messaging, social media, corporate intranets, cloud applications, and pagers to communicate at work. (What did I miss?) Moreover, the fluidity of these technologies means that we can mix our personal and work communication, 24/7.
Technology is in itself value neutral; its use determines its value. I am thinking of the electrical outlet at my grandparents’ old house, where we managed to use various splitters and power strips to plug in a dozen cords into a single outlet. At some point, of course, this becomes dangerous, either blowing a fuse, or worse, sending a shower of sparks into your home. This is past the point of diminishing returns.
When will we reach this point, as we plug more and more communication lines into our minds? When did we?
“Something may have been lost as we adopted these new communication tools: the ability to concentrate,” asserts Korkki.
According to neuroscientists such as Dr. Daniel Seagull, the practice of mindfulness – or sustained attention – thickens the pre-frontal cortex, which is the rational center of the brain. The pre-frontal cortex balances the more impulsive amygdala system. Balance is good, because sometimes deliberation is required, but other times (such as in dangerous situations), a quicker response is required.
For the sake of the argument, let’s assume that our excessive use of always on multiple communication technologies is the opposite of mindfulness practice. Instead, such practice is to quickly divide out attention in the name of efficiency. What does that do to neurological balance between our rational and our impulsive systems?
The question then becomes: Does the work we do require sustained rational analysis and decision making? Because if it does, we may be shooting ourselves in the foot in the name of efficiency.
Here, it seems, efficiency takes the form of a Zen koan: that which we seek we cannot find unless we stop seeking.
“To lessen the disruptive nature of e-mail and other messages, teams need to discuss how to alter their work process to allow blocks of time where they can disconnect entirely,” adds Korkki.
In other words, the most effective and productive approach requires that we set aside some time to slow down and focus on only one thing.
“Nature does not hurry, yet all is accomplished,” stated Lao Tzu, long ago.
Here is one intervention: actually take your lunch break, and put all of your electronic devices in sleep mode, if only for 30 minutes.
And another easy starting point: unless there is a legitimate reason to do so, do not send an e-mail to someone when you could take a minute to walk over and talk to them in person.
Lastly, keep in mind that neuroscience has debunked multi-tasking as a myth. Your brain is not hardwired to focus on more than one thing at a time – it is what it is. Multi-tasking is simply the rationing out of that one line to shorts bursts of limited attention. Is this really the most efficient way of doing things?
Are you busy, or are you productive? These are two different things.
highlights the insidious dark side of our deterministic march toward technological productivity. At any given moment, we can now use e-mail, cellphones, instant messaging, text messaging, social media, corporate intranets, cloud applications, and pagers to communicate at work. (What did I miss?) Moreover, the fluidity of these technologies means that we can mix our personal and work communication, 24/7.
Technology is in itself value neutral; its use determines its value. I am thinking of the electrical outlet at my grandparents’ old house, where we managed to use various splitters and power strips to plug in a dozen cords into a single outlet. At some point, of course, this becomes dangerous, either blowing a fuse, or worse, sending a shower of sparks into your home. This is past the point of diminishing returns.
When will we reach this point, as we plug more and more communication lines into our minds? When did we?
“Something may have been lost as we adopted these new communication tools: the ability to concentrate,” asserts Korkki.
According to neuroscientists such as Dr. Daniel Seagull, the practice of mindfulness – or sustained attention – thickens the pre-frontal cortex, which is the rational center of the brain. The pre-frontal cortex balances the more impulsive amygdala system. Balance is good, because sometimes deliberation is required, but other times (such as in dangerous situations), a quicker response is required.
For the sake of the argument, let’s assume that our excessive use of always on multiple communication technologies is the opposite of mindfulness practice. Instead, such practice is to quickly divide out attention in the name of efficiency. What does that do to neurological balance between our rational and our impulsive systems?
The question then becomes: Does the work we do require sustained rational analysis and decision making? Because if it does, we may be shooting ourselves in the foot in the name of efficiency.
Here, it seems, efficiency takes the form of a Zen koan: that which we seek we cannot find unless we stop seeking.
“To lessen the disruptive nature of e-mail and other messages, teams need to discuss how to alter their work process to allow blocks of time where they can disconnect entirely,” adds Korkki.
In other words, the most effective and productive approach requires that we set aside some time to slow down and focus on only one thing.
“Nature does not hurry, yet all is accomplished,” stated Lao Tzu, long ago.
Here is one intervention: actually take your lunch break, and put all of your electronic devices in sleep mode, if only for 30 minutes.
And another easy starting point: unless there is a legitimate reason to do so, do not send an e-mail to someone when you could take a minute to walk over and talk to them in person.
Lastly, keep in mind that neuroscience has debunked multi-tasking as a myth. Your brain is not hardwired to focus on more than one thing at a time – it is what it is. Multi-tasking is simply the rationing out of that one line to shorts bursts of limited attention. Is this really the most efficient way of doing things?
Are you busy, or are you productive? These are two different things.
Thursday, June 13, 2013
Student Loans and SLOPE
In a perfect world, there would be no need for student loans. However, with rising cost of higher education, the reality is that most students need to take on some debt in order to achieve their academic and career goals. Up to a point, a student loan is a good financial investment, a reasonable tool to achieve a credential. You need to spend money to make money, as the saying goes. But where is the tipping point at which student debt becomes a burden, a failed investment?
The answer is: It depends. Since different careers earn different incomes, a reasonable amount of debt will vary from one person to the next. Lucky for us, there is a relatively easy calculation that will put student debt into perspective: Student Loans Over Projected Earnings, or SLOPE.
How can you estimate these amounts when you are still a student?
Total Student Loan Amount Take the overall student loans that you have already accrued (found at NSLDS) and divide by the number of semesters you have completed. This will give you an average per semester. Multiply this average by your number of semesters remaining, and add this to your current student loans in order to get your projected total. If you think your circumstance may require you to borrow more in future semesters – for example, if you will transfer to a more expensive school – you will need to figure these numbers into your calculations as best you can.
For example, let’s take an Elementary Education student – let’s call him Bob. Bob currently has $8000 in overall student loans after 7 semesters at the community college. $8000 divided by 7: he is averaging $1143 per semester. Bob has one semester remaining at the community college, so let’s add the average $1143 to his current total $8,000: $9143. Bob plans to then transfer to a university and complete his Bachelor’s degree in five additional semesters. He knows that tuition and fees at the university are about $2000 more per semester. Bob hopes to get scholarships, but for planning purposes, let’s assume he will get this extra $2000 through student loans. So, we add $2000 to $1143 (what he has been taking out at the community college), to estimate that Bob will need $3143 in loans per semester for five semesters at the university: $3143x5= $15,715. We add his community college total ($9143) to his university total ($15,715), and Bob projects his total student loan amount to be $24,858.
Monthly Loan Payment Of course, you will need to repay your Total Borrowed, with interest. The Monthly Payment is how much you will need to pay your loan provider each month. The Total Payoff is how much money in total you will repay on your loans once interest is added.
Let’s go to studentaid.ed.gov/repay-loans. Click on Calculate your Estimated Loan Payments. We will use 6.8% interest, which is the current rate. Enter your projected loan total. Let’s use Bob, our earlier example: $24,858. Hit Enter and here you have Bob’s monthly payment and total payoff for standard, graduated, and extended repayment. Notice how a lower monthly payment leads to a higher total payoff, and vice versa?
What is the difference between repayment plans? We can divide these options into four categories – Standard Repayment, Graduated Repayment, Extended Repayment, and Income Repayment.
In Standard Repayment, your monthly payment is evenly divided between 120 months, or 10 years. Standard Repayment will probably have the highest monthly payment, but you will pay less interest overall, and your Total Payoff will be less. You can also pay more than your monthly payment each month, to reduce the time and total pay off. If you can afford the monthly payment, this is probably the best repayment option.
In Graduated Repayment, you also reach payoff in 120 months (10 years), but your monthly payment is lower in the beginning, and more in the end. If you cannot currently make payments under the Standard Plan, but expect your income to rise significantly in the next 4-8 years, then this is your best repayment option.
In Extended Repayment , you have more time to pay off your loans, up to 25 years. The downside is that your total payoff significantly increases as you take longer to complete payment. I would only recommend Extended Repayment after first considering the other three options.
There are a number of different options under Income Repayment, each with different eligibility requirements, but the general principle is the same: your monthly payment is based on how much you earn. If and when your income increases, then your monthly payment will increase. Based on the specific option, you will have between 10 and 25 years to repay your loans, and any remaining loan amount after 25 years of payments may be forgiven. Income Repayment will likely produce the most reasonable monthly payment, but once again, your total payoff will increase as time passes.
Projected Earnings Of course, not all careers offer the same salary. To get a general idea of what to expect for your career choice, let’s go towww.onetonline.org, the Occupational Network produced by the U.S. Department of Labor. Type in your desired career into Occupation Search. You will see all sorts of great career information here, but for today’s purposes, let’s scroll all the way down to the bottom to Wages and Employment Trends, where you will find your Annual Median Salary.
Now, a median salary is an average salary, so you can expect to earn less at the beginning of your career, and perhaps more at the end of your career. There are also salary differences based on where you work, your level of education, and so on. But the annual median salary is a good reference point.
If we return to Bob, our Elementary Education student, we see that O Net lists a median salary of $52,000. So, what would be the monthly take home pay for an elementary school teacher earning an annual salary of $52,000? Of course, we take $52,000 and divide by 12 months in a year, which comes to $4333 per month. Then we multiply $4333 by 75%, to get a monthly take home pay of $3250. Why the 75%? Roughly 25% of your monthly salary will go to taxes, health insurance, retirement accounts, and other benefits. This percentage will vary, but 25% is a good estimate for middle-income, benefited positions.
SLOPE Can Bob afford the $286 monthly payment required by Standard Repayment, which would allow the lowest total payoff? The answer is: it depends on his SLOPE. SLOPE stands for Student Loans Over Projected Earnings.
Bob's monthly student loan payment is $286. Bob's monthly projected earnings (take-home pay) is $3250. Bob's SLOPE is 286 divided by 3250, which equals 0.088, or 8.8%. In other words, 8.8% of Bob's monthly take home pay goes toward student loan repayment.
Generally speaking, a SLOPE under 10% is great, up to 15% is manageable, and 20% should be your absolute limit.
By estimating your SLOPE now (before you have accrued all of your debt), you can make proactive decisions regarding how much student loan debt you can afford.
The answer is: It depends. Since different careers earn different incomes, a reasonable amount of debt will vary from one person to the next. Lucky for us, there is a relatively easy calculation that will put student debt into perspective: Student Loans Over Projected Earnings, or SLOPE.
How can you estimate these amounts when you are still a student?
Total Student Loan Amount Take the overall student loans that you have already accrued (found at NSLDS) and divide by the number of semesters you have completed. This will give you an average per semester. Multiply this average by your number of semesters remaining, and add this to your current student loans in order to get your projected total. If you think your circumstance may require you to borrow more in future semesters – for example, if you will transfer to a more expensive school – you will need to figure these numbers into your calculations as best you can.
For example, let’s take an Elementary Education student – let’s call him Bob. Bob currently has $8000 in overall student loans after 7 semesters at the community college. $8000 divided by 7: he is averaging $1143 per semester. Bob has one semester remaining at the community college, so let’s add the average $1143 to his current total $8,000: $9143. Bob plans to then transfer to a university and complete his Bachelor’s degree in five additional semesters. He knows that tuition and fees at the university are about $2000 more per semester. Bob hopes to get scholarships, but for planning purposes, let’s assume he will get this extra $2000 through student loans. So, we add $2000 to $1143 (what he has been taking out at the community college), to estimate that Bob will need $3143 in loans per semester for five semesters at the university: $3143x5= $15,715. We add his community college total ($9143) to his university total ($15,715), and Bob projects his total student loan amount to be $24,858.
Monthly Loan Payment Of course, you will need to repay your Total Borrowed, with interest. The Monthly Payment is how much you will need to pay your loan provider each month. The Total Payoff is how much money in total you will repay on your loans once interest is added.
Let’s go to studentaid.ed.gov/repay-loans. Click on Calculate your Estimated Loan Payments. We will use 6.8% interest, which is the current rate. Enter your projected loan total. Let’s use Bob, our earlier example: $24,858. Hit Enter and here you have Bob’s monthly payment and total payoff for standard, graduated, and extended repayment. Notice how a lower monthly payment leads to a higher total payoff, and vice versa?
What is the difference between repayment plans? We can divide these options into four categories – Standard Repayment, Graduated Repayment, Extended Repayment, and Income Repayment.
In Standard Repayment, your monthly payment is evenly divided between 120 months, or 10 years. Standard Repayment will probably have the highest monthly payment, but you will pay less interest overall, and your Total Payoff will be less. You can also pay more than your monthly payment each month, to reduce the time and total pay off. If you can afford the monthly payment, this is probably the best repayment option.
In Graduated Repayment, you also reach payoff in 120 months (10 years), but your monthly payment is lower in the beginning, and more in the end. If you cannot currently make payments under the Standard Plan, but expect your income to rise significantly in the next 4-8 years, then this is your best repayment option.
In Extended Repayment , you have more time to pay off your loans, up to 25 years. The downside is that your total payoff significantly increases as you take longer to complete payment. I would only recommend Extended Repayment after first considering the other three options.
There are a number of different options under Income Repayment, each with different eligibility requirements, but the general principle is the same: your monthly payment is based on how much you earn. If and when your income increases, then your monthly payment will increase. Based on the specific option, you will have between 10 and 25 years to repay your loans, and any remaining loan amount after 25 years of payments may be forgiven. Income Repayment will likely produce the most reasonable monthly payment, but once again, your total payoff will increase as time passes.
Projected Earnings Of course, not all careers offer the same salary. To get a general idea of what to expect for your career choice, let’s go towww.onetonline.org, the Occupational Network produced by the U.S. Department of Labor. Type in your desired career into Occupation Search. You will see all sorts of great career information here, but for today’s purposes, let’s scroll all the way down to the bottom to Wages and Employment Trends, where you will find your Annual Median Salary.
Now, a median salary is an average salary, so you can expect to earn less at the beginning of your career, and perhaps more at the end of your career. There are also salary differences based on where you work, your level of education, and so on. But the annual median salary is a good reference point.
If we return to Bob, our Elementary Education student, we see that O Net lists a median salary of $52,000. So, what would be the monthly take home pay for an elementary school teacher earning an annual salary of $52,000? Of course, we take $52,000 and divide by 12 months in a year, which comes to $4333 per month. Then we multiply $4333 by 75%, to get a monthly take home pay of $3250. Why the 75%? Roughly 25% of your monthly salary will go to taxes, health insurance, retirement accounts, and other benefits. This percentage will vary, but 25% is a good estimate for middle-income, benefited positions.
SLOPE Can Bob afford the $286 monthly payment required by Standard Repayment, which would allow the lowest total payoff? The answer is: it depends on his SLOPE. SLOPE stands for Student Loans Over Projected Earnings.
Bob's monthly student loan payment is $286. Bob's monthly projected earnings (take-home pay) is $3250. Bob's SLOPE is 286 divided by 3250, which equals 0.088, or 8.8%. In other words, 8.8% of Bob's monthly take home pay goes toward student loan repayment.
Generally speaking, a SLOPE under 10% is great, up to 15% is manageable, and 20% should be your absolute limit.
By estimating your SLOPE now (before you have accrued all of your debt), you can make proactive decisions regarding how much student loan debt you can afford.
Disequilibrium and the Teacher-Guide
In May, TRIO Student Support Services took a group of fifteen students on a Transfer and Cultural Tour. The student learning outcomes included: 1) Explore academic transfer opportunities beyond the Auraria Campus; 2) Experience cultural, geographical, and historical learning opportunities not otherwise accessible to TRIO students; and 3) Build communities of support among TRIO students and staff.
We know that the great majority of students that transfer out of CCD remain on the Auraria campus, with most ending up at Metro State. This in itself is not a problem; the tri-institutional arrangement of the Auraria Campus provides seamless transfer for our students, while maintaining local connections. Staying on the Auraria campus is the best value and fit for many of our students. The problem is that some of our students may be better off transferring elsewhere, but they simply do not know that.
The TRIO Transfer and Cultural Tour pushes students outside their comfort zone. We visit transfer institutions and communities that most of our students have never visited (or even heard of). Disequilibrium is pedagogy.
For example, at Western State Colorado University, a TRIO student was concerned that there were no campus police. "The Student Mountain Rescue Team once operated a safety phone line," the Admissions Rep told us, "But after two years they shut it down because not one emergency call was ever placed." (That is a bit different from the Auraria campus, where we hardly bat an eyelid at yet another person exposing themselves on the first floor of South.)
"Is there public transportation?" another student asked. "Well, there is no city bus, but it is not too hard to get around, since you can bike from one end of town to the other in ten minutes."
Certainly the small town campus was not for all of our students ("It is so quiet here...it is freaking me out"), but Western State ended up being the most popular campus we visited this year (in addition to UCCS and Colorado Mesa University).
The role of the teacher-guide is to bring our students into cognitive, cultural, social, even physical environments where they otherwise would not go, and to walk with them along the journey. With a bit of Socratic questioning and some structured time for reflection, the learning process moves along autonomously, as students synthesize new meaning and understanding from a direct and dynamic learning experience.
In TRIO, we firmly believe in the power of robust student support networks, and create opportunities for our participants to build and expand on their community of supporters. It is difficult to underestimate the significance that positive relationships with other students, faculty, and staff have on student success.
The TRIO Transfer and Cultural Tour puts students into new and different interpersonal environments. By intention, the Tour brings together a cross-section of our diverse student population, and puts everyone together in close quarters over four active and long days. As anticipated, the small scuffles and annoyances come about now and then, but when your choice is either to get back in the van, or walk 200 miles home, you make the necessary interpersonal adaptations quickly.
"It was interesting to meet and get to know people that I see at school for less than a minute. When your traveling with 17 people for four days you get to learn how the person is like and who they are. People can't hide who they are when traveling for so long with a group of people," noted one student.
Another student added, "I learned that when we build community we may have to work with diverse people who come from different backgrounds and beliefs. When we are working with the community, we need to be patient and we cannot expect that other people will perform like us because we come from different cultures, backgrounds, have different strengths and weaknesses, different personalities. It is important that we respect other people as well as ourselves."
"The trip gave me the ability to meet students whom I may not have otherwise interacted with. In doing so any of the other travelers can help to support the college experience and in return I can do the same for them. I told everyone on the trip that I work in our Office of Student Life and if they ever need books or any type of human services related help to come by. We can all support one another through our different background and experiences as college students. The camaraderie is something that is priceless and can never be replaced," reflected a third student.
The role of the teacher-guide is not to control or direct or even inform. The teacher-guide creates intentional and thoughtful learning environments that challenge students to synthesize new experiences and understandings. Whether the student learning outcomes are purely academic, or more broadly developmental, disequilibrium is a powerful and engaging method to increase student learning and success.
We know that the great majority of students that transfer out of CCD remain on the Auraria campus, with most ending up at Metro State. This in itself is not a problem; the tri-institutional arrangement of the Auraria Campus provides seamless transfer for our students, while maintaining local connections. Staying on the Auraria campus is the best value and fit for many of our students. The problem is that some of our students may be better off transferring elsewhere, but they simply do not know that.
The TRIO Transfer and Cultural Tour pushes students outside their comfort zone. We visit transfer institutions and communities that most of our students have never visited (or even heard of). Disequilibrium is pedagogy.
For example, at Western State Colorado University, a TRIO student was concerned that there were no campus police. "The Student Mountain Rescue Team once operated a safety phone line," the Admissions Rep told us, "But after two years they shut it down because not one emergency call was ever placed." (That is a bit different from the Auraria campus, where we hardly bat an eyelid at yet another person exposing themselves on the first floor of South.)
"Is there public transportation?" another student asked. "Well, there is no city bus, but it is not too hard to get around, since you can bike from one end of town to the other in ten minutes."
Certainly the small town campus was not for all of our students ("It is so quiet here...it is freaking me out"), but Western State ended up being the most popular campus we visited this year (in addition to UCCS and Colorado Mesa University).
The role of the teacher-guide is to bring our students into cognitive, cultural, social, even physical environments where they otherwise would not go, and to walk with them along the journey. With a bit of Socratic questioning and some structured time for reflection, the learning process moves along autonomously, as students synthesize new meaning and understanding from a direct and dynamic learning experience.
In TRIO, we firmly believe in the power of robust student support networks, and create opportunities for our participants to build and expand on their community of supporters. It is difficult to underestimate the significance that positive relationships with other students, faculty, and staff have on student success.
The TRIO Transfer and Cultural Tour puts students into new and different interpersonal environments. By intention, the Tour brings together a cross-section of our diverse student population, and puts everyone together in close quarters over four active and long days. As anticipated, the small scuffles and annoyances come about now and then, but when your choice is either to get back in the van, or walk 200 miles home, you make the necessary interpersonal adaptations quickly.
"It was interesting to meet and get to know people that I see at school for less than a minute. When your traveling with 17 people for four days you get to learn how the person is like and who they are. People can't hide who they are when traveling for so long with a group of people," noted one student.
Another student added, "I learned that when we build community we may have to work with diverse people who come from different backgrounds and beliefs. When we are working with the community, we need to be patient and we cannot expect that other people will perform like us because we come from different cultures, backgrounds, have different strengths and weaknesses, different personalities. It is important that we respect other people as well as ourselves."
"The trip gave me the ability to meet students whom I may not have otherwise interacted with. In doing so any of the other travelers can help to support the college experience and in return I can do the same for them. I told everyone on the trip that I work in our Office of Student Life and if they ever need books or any type of human services related help to come by. We can all support one another through our different background and experiences as college students. The camaraderie is something that is priceless and can never be replaced," reflected a third student.
The role of the teacher-guide is not to control or direct or even inform. The teacher-guide creates intentional and thoughtful learning environments that challenge students to synthesize new experiences and understandings. Whether the student learning outcomes are purely academic, or more broadly developmental, disequilibrium is a powerful and engaging method to increase student learning and success.
Thursday, June 6, 2013
Growth Mindset Leadership
In his classic book on leadership, Dale Carnegie wrote, “Any fool can criticize, condemn, and complain – and most fools do. But it takes character and self-control to be understanding and forgiving.”
When working with other people, we must expect that there will be bumps along the road. There may well be unmet tasks, miscommunication, conflicts of personalities, unreasonable deadlines, differing standards, bad days, and so on. Unfortunately, the first impulse of human nature is to defend ourselves and cast the blame elsewhere. We often are quick to criticize the shortcomings of another member of the team.
Rightly or wrongly, have you ever been criticized by a supervisor or teammate? What was your response?
Nine times out of ten, our emotional response to criticism is anger, resentment, anxiety, or a combination of negative emotions. We may change our behavior out of deference, but not without harboring negativity. In the end, egotistical criticism and the “my way or the highway” leadership style destroys staff motivation and leads to the decline of team performance.
“There is nothing else that kills the ambitions of a person as criticisms...I never criticize anyone. I believe in giving a person an incentive to work. So I am anxious to praise but loath to find fault. If I like anything, I am hearty in my approbation and lavish in my praise,” asserted Charles Schwab (one of the first people in the United States to be paid a million dollar salary).
Criticism is reactive. Something does not go as hoped, so we point out all the things other people on the team should have done better. How often do we start by looking in the mirror?
It is much more effective to be a proactive leader, creating a culture of excellence that affirms the positive efforts of staff, and provides plenty of opportunities for members of the team to learn and grow as professionals.
Sometimes leaders need to have honest conversations with other members of the team. Team performance sometimes falters, and all of us make mistakes. But rather than taking an aggressive “point the figure” approach, an effective leader asks: What did we do well and what can we do better? What sorts of obstacles do we need to overcome – together – to do even better next time? Most importantly, an effective leader listens closely to what other team members have to say.
If criticism is to be in any way constructive, the impetus for change must come from within. By creating an affirmative culture of continual self-reflection and growth, mistakes and failures become learning experiences, not experiences associated with fear and negativity.
When working with other people, we must expect that there will be bumps along the road. There may well be unmet tasks, miscommunication, conflicts of personalities, unreasonable deadlines, differing standards, bad days, and so on. Unfortunately, the first impulse of human nature is to defend ourselves and cast the blame elsewhere. We often are quick to criticize the shortcomings of another member of the team.
Rightly or wrongly, have you ever been criticized by a supervisor or teammate? What was your response?
Nine times out of ten, our emotional response to criticism is anger, resentment, anxiety, or a combination of negative emotions. We may change our behavior out of deference, but not without harboring negativity. In the end, egotistical criticism and the “my way or the highway” leadership style destroys staff motivation and leads to the decline of team performance.
“There is nothing else that kills the ambitions of a person as criticisms...I never criticize anyone. I believe in giving a person an incentive to work. So I am anxious to praise but loath to find fault. If I like anything, I am hearty in my approbation and lavish in my praise,” asserted Charles Schwab (one of the first people in the United States to be paid a million dollar salary).
Criticism is reactive. Something does not go as hoped, so we point out all the things other people on the team should have done better. How often do we start by looking in the mirror?
It is much more effective to be a proactive leader, creating a culture of excellence that affirms the positive efforts of staff, and provides plenty of opportunities for members of the team to learn and grow as professionals.
Sometimes leaders need to have honest conversations with other members of the team. Team performance sometimes falters, and all of us make mistakes. But rather than taking an aggressive “point the figure” approach, an effective leader asks: What did we do well and what can we do better? What sorts of obstacles do we need to overcome – together – to do even better next time? Most importantly, an effective leader listens closely to what other team members have to say.
If criticism is to be in any way constructive, the impetus for change must come from within. By creating an affirmative culture of continual self-reflection and growth, mistakes and failures become learning experiences, not experiences associated with fear and negativity.
Thursday, May 2, 2013
Drop the Deficit
Though our intentions our good, we higher education professionals at times operate within the deficit model. Perhaps unaware, we use language such as low-income students, disability, non-traditional, and so on. Without thinking about it, we design programs to address academic deficiencies and to mitigate socioeconomic factors and to serve at-risk students. And in the assessment of our own contributions, we sometimes assume that we are doing pretty good if we can get a fair amount of our students to succeed, since they come to us with so many obstacles and challenges.
No doubt, there are circumstances and realities that disproportionately impact each of our life histories and trajectories. It is unfair to assume that we are all dealt the same hand in life, that somehow if we just work hard enough, we can pull ourselves up by the boot straps. Certainly our role as an institution of educational access and opportunity is to work closely with those seeking to change their stars despite the challenges life has afforded them. But that does not mean that we define our students' future by looking into their past.
It is time to drop the deficit.
Let's take TRIO Student Support Services as an example. A description of our program using deficit language: TRIO SSS serves low-income, first-generation, and disabled students in order to increase the graduation and transfer rates of disadvantaged populations. Compare that to a description of our program using strengths language: TRIO SSS partners with students overcoming obstacles to higher education - such as limited income, first generation to attend college, or need for accessibility services - in order to achieve their high goals of graduation and transfer.
The language and thought models that we use have a huge impact on the climate of our programming and the energy of our students and staff. These impact how our students view themselves and how they construct their place in the world.
And so, TRIO SSS is a student development program involving a community of resourceful, creative, motivated, and committed students; the fact that our students have made it to CCD - given the cards many have been dealt - is nothing short of inspiring! We expect our students to work hard, to utilize a student support network, and to continually develop their potential. "Good enough" is not good enough for our students.
No doubt, there are circumstances and realities that disproportionately impact each of our life histories and trajectories. It is unfair to assume that we are all dealt the same hand in life, that somehow if we just work hard enough, we can pull ourselves up by the boot straps. Certainly our role as an institution of educational access and opportunity is to work closely with those seeking to change their stars despite the challenges life has afforded them. But that does not mean that we define our students' future by looking into their past.
It is time to drop the deficit.
Let's take TRIO Student Support Services as an example. A description of our program using deficit language: TRIO SSS serves low-income, first-generation, and disabled students in order to increase the graduation and transfer rates of disadvantaged populations. Compare that to a description of our program using strengths language: TRIO SSS partners with students overcoming obstacles to higher education - such as limited income, first generation to attend college, or need for accessibility services - in order to achieve their high goals of graduation and transfer.
The language and thought models that we use have a huge impact on the climate of our programming and the energy of our students and staff. These impact how our students view themselves and how they construct their place in the world.
And so, TRIO SSS is a student development program involving a community of resourceful, creative, motivated, and committed students; the fact that our students have made it to CCD - given the cards many have been dealt - is nothing short of inspiring! We expect our students to work hard, to utilize a student support network, and to continually develop their potential. "Good enough" is not good enough for our students.
Thursday, April 25, 2013
Learning Outside of the Classroom
Each semester, TRIO Student Support Services completes a community service project. It is a great opportunity for students to develop leadership skills, explore career options, add to professional networks, and build community. In my view, it is also a great opportunity to strengthen the student-staff relationship, which is integral to supporting student success.
Tuesday, April 16, 2013
The Balancing Act
As a student advisor, I understand the importance of creating a welcoming, supportive environment for the students. As Vincent Tinto argues in his research on retention, relationship and a sense of community is key. "You want to go where everybody knows your name," as the song goes. And if a student feels comfortable coming to us as they face obstacles and challenges, then we are positioned to utilize our skills and tools to strengthen and motivate.
On the other hand, I see it equally important to be an agitator. Sometimes a little "tough love" is needed, and it is our role to push and challenge the student. Carol Dweck makes a convincing argument for this view in her book Mindset. To reach our full potential, we all need those people and moments that nudge us beyond our comfort zone, that create disequilibrium and difficulty. It is through these experiences, too, that we grow stronger.
Sometimes a student needs a cookie, but other times the student needs to eat his vegetables.
To me, this leads to a balancing act between being friendly and empathetic, and being tough and challenging. Key to walking this line is trust. In my very first meeting with students, I make it clear: your success is my success, and you are capable of far more than you can imagine; I am here to support you and be with you every step of the way, but I am also here to push you and challenge you. And to live into this trust, I personally have to deeply take to heart what I say, and to do my best to reach this high standard each and every day that I come to work.
On the other hand, I see it equally important to be an agitator. Sometimes a little "tough love" is needed, and it is our role to push and challenge the student. Carol Dweck makes a convincing argument for this view in her book Mindset. To reach our full potential, we all need those people and moments that nudge us beyond our comfort zone, that create disequilibrium and difficulty. It is through these experiences, too, that we grow stronger.
Sometimes a student needs a cookie, but other times the student needs to eat his vegetables.
To me, this leads to a balancing act between being friendly and empathetic, and being tough and challenging. Key to walking this line is trust. In my very first meeting with students, I make it clear: your success is my success, and you are capable of far more than you can imagine; I am here to support you and be with you every step of the way, but I am also here to push you and challenge you. And to live into this trust, I personally have to deeply take to heart what I say, and to do my best to reach this high standard each and every day that I come to work.
Tuesday, March 19, 2013
Financial Planning and Transferring, Part II
In Part I, we examined all that you need to consider when determining the comparative affordability and value of different transfer institutions. However, no matter where you choose to attend, there are a number of strategies to lower your total costs.
First, there are often financial advantages to completing an Associates degree before transferring. As long as you are following transfer guidelines for your transfer institution and major, then the courses you take at the community college will all count toward your Bachelor's degree. In most cases, it will cost you less to take courses at the community college, as opposed to a four-year institution. Also, there are a fair number of scholarship opportunities that are only available to students transferring with an Associates degree.
Second, be sure to apply to your transfer institution early. Most institutions have priority deadlines for financial aid and scholarships in March. So, if you are preparing to transfer in the fall, you need to complete your admissions application the previous December. This will ensure that you are accepted into the institution in time to complete all financial aid and scholarship applications by March.
Third, there is often more financial aid available if you start at your transfer institution in the fall. While your federal financial aid (Pell grant, Direct loans) will be the same regardless of when you transfer, an institution may expend or earmark its scholarships, other grants, and work-study funds based on fall enrollment. If you start in the spring, these funding pools may already be used up.
Fourth, be sure to file for education tax credits if you have out of pocket expenses. Due to the lower cost of tuition and fees at the community college, you may not have had eligible expenses to claim an education tax credit when filing your income taxes. With the higher cost of a four year institution, be sure to check if you are now eligible for these refundable credits.
Finally, it is always a good idea to use a monthly budget to make the most effective use of your funds. By tracking your income and expenditures, and setting spending targets accordingly, you can make informed decisions about where your money goes. Also, if you need to supplement your income with a student loan in order to cover you expenditures, a budget allows you to pinpoint the exact amount of loan you need to take out, and not a penny more. In the long run, this will save you money by reducing the amount of interest you pay on your student loans.
First, there are often financial advantages to completing an Associates degree before transferring. As long as you are following transfer guidelines for your transfer institution and major, then the courses you take at the community college will all count toward your Bachelor's degree. In most cases, it will cost you less to take courses at the community college, as opposed to a four-year institution. Also, there are a fair number of scholarship opportunities that are only available to students transferring with an Associates degree.
Second, be sure to apply to your transfer institution early. Most institutions have priority deadlines for financial aid and scholarships in March. So, if you are preparing to transfer in the fall, you need to complete your admissions application the previous December. This will ensure that you are accepted into the institution in time to complete all financial aid and scholarship applications by March.
Third, there is often more financial aid available if you start at your transfer institution in the fall. While your federal financial aid (Pell grant, Direct loans) will be the same regardless of when you transfer, an institution may expend or earmark its scholarships, other grants, and work-study funds based on fall enrollment. If you start in the spring, these funding pools may already be used up.
Fourth, be sure to file for education tax credits if you have out of pocket expenses. Due to the lower cost of tuition and fees at the community college, you may not have had eligible expenses to claim an education tax credit when filing your income taxes. With the higher cost of a four year institution, be sure to check if you are now eligible for these refundable credits.
Finally, it is always a good idea to use a monthly budget to make the most effective use of your funds. By tracking your income and expenditures, and setting spending targets accordingly, you can make informed decisions about where your money goes. Also, if you need to supplement your income with a student loan in order to cover you expenditures, a budget allows you to pinpoint the exact amount of loan you need to take out, and not a penny more. In the long run, this will save you money by reducing the amount of interest you pay on your student loans.
Financial Planning and Transfer, Part I
One of the primary considerations to make when choosing a transfer institution is whether or not your school of choice is financially affordable. In this regard, there is much more to consider than you might think.
First, you need to determine the cost of attendance, which may well be different from the "sticker price" of tuition and fees at various institutions. Cost of attendance- at minimum - takes into account all of the scholarships, grants, and work-study funds included in your financial aid award. This will likely vary from one school to the next, and differ from one individual applicant to the next.
Did you know, for example, that elite private schools commonly offer large financial aid packages to well-qualified, lower income students? While the "sticker price" might be over $30,000 per year, you may be offered $20,000 or more in grants and scholarships.
Also, cost of attendance includes all other fees and expenses. There may be differences in housing expenses, transportation costs, health fees, and school fees. These need to be taken into account to determine the affordability of an institution.
Second, you need to determine the return on investment offered by different schools. Though one school may be more expensive to attend, it may also allow you to land a better job and earn a higher salary after graduation. In this case, the best value - in the long term - may be a school that is more expensive to attend.
It is important to note that there is no simple correlation between the cost of tuition and the return on investment. It is up for you to decide the value of one particular school over another by determining any unique opportunities, strengths, or resources (such as alumni connections) available through an institution.
Also, if a school is a better fit for you - in terms of degrees offered, location, support services, campus community, et cetera - you are likely to do better academically, which will likely increase your return on investment as well.
Third, you need to consider the transferability of your coursework at each respective institution, especially if you are concerned about hitting your lifetime financial aid limits. Different schools and different academic programs may count fewer or more of your credits. The question is: how many credits will you need to complete in order to earn your Bachelor's degree? If you need to take more classes at one school over another, that may well change which is more affordable.
In sum, you need to look at the whole picture to determine the affordability of various colleges. Furthermore, you must consider the long-term value and return on investment of different institutions, which may make it a "better deal" to pay more now.
First, you need to determine the cost of attendance, which may well be different from the "sticker price" of tuition and fees at various institutions. Cost of attendance- at minimum - takes into account all of the scholarships, grants, and work-study funds included in your financial aid award. This will likely vary from one school to the next, and differ from one individual applicant to the next.
Did you know, for example, that elite private schools commonly offer large financial aid packages to well-qualified, lower income students? While the "sticker price" might be over $30,000 per year, you may be offered $20,000 or more in grants and scholarships.
Also, cost of attendance includes all other fees and expenses. There may be differences in housing expenses, transportation costs, health fees, and school fees. These need to be taken into account to determine the affordability of an institution.
Second, you need to determine the return on investment offered by different schools. Though one school may be more expensive to attend, it may also allow you to land a better job and earn a higher salary after graduation. In this case, the best value - in the long term - may be a school that is more expensive to attend.
It is important to note that there is no simple correlation between the cost of tuition and the return on investment. It is up for you to decide the value of one particular school over another by determining any unique opportunities, strengths, or resources (such as alumni connections) available through an institution.
Also, if a school is a better fit for you - in terms of degrees offered, location, support services, campus community, et cetera - you are likely to do better academically, which will likely increase your return on investment as well.
Third, you need to consider the transferability of your coursework at each respective institution, especially if you are concerned about hitting your lifetime financial aid limits. Different schools and different academic programs may count fewer or more of your credits. The question is: how many credits will you need to complete in order to earn your Bachelor's degree? If you need to take more classes at one school over another, that may well change which is more affordable.
In sum, you need to look at the whole picture to determine the affordability of various colleges. Furthermore, you must consider the long-term value and return on investment of different institutions, which may make it a "better deal" to pay more now.
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