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Archive | Dropout rates

The Death of Creativity: The By-Product of a Standardized Education (Part 2)

Why do so many students hate school? For many students I have worked with and interviewed, school equates to a 13-year jail sentence.  Once they enter those school doors, they have no say as to how, when, where, and what they can learn, or with whom. This is especially true with extremely bright, creative, talented  Read more »

Decoding the Deferral (or Provisionally Accepted) Letter

In job-hunting and applying to college, a thin letter in your mailbox is never a good sign. Or is it? In the case of a deferral letter, this doesn’t mean you were rejected from the college, it just means you haven’t been fully accepted – yet. At this point in time, colleges have already accepted  Read more »

Shifting paradigms: Why liberal arts colleges need to get real

What is the purpose of college?  The answer depends if you’re asking a professor, an employer, or a college student who is still unemployed 7 months after graduation. The original purpose of a liberal arts education was to expand students’ knowledge, not to provide career training. However, according to a recent survey of 1,000 employers  Read more »

Why the Arts Matter

“The arts have no real value,” proclaimed a student during a group writing exercise.   In his opinion, if a wealthy donor gave $1 million to his school district, the money should go towards the advancement of science and not to promote the arts and humanities. Unfortunately, that is the message we are sending to  Read more »

Graduating High School Students Who are Prepared for College

It’s hard to believe that the U.S. lags so far behind other countries in terms of college readiness.  In fact, one third of today’s college students require remediation.  Of those students, half will never receive a college degree (http://dukechronicle.com/article/us-college-graduation-rate-lags-speaker-says). Over the years, I have heard many professors lament that students simply cannot reason, write effectively,  Read more »