Tag Archives: Colleges & Universities

Major Change

18 Friday Oct 2013

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College Major Cartoon. Source: http://choctawsap.blogspot.com

Twenty-five years ago on this date, I made a most important educational decision. Despite my fears, my mother’s misgivings and my former Humanities classmates’ mockery, I changed my major from Computer Science to History. I’d been thinking about making this change since the middle of my first semester at Pitt, but decided against it at first because I knew that it wouldn’t be easy to make enough money to live on as someone with only a bachelor’s degree in History. Luckily my former TA Paul Riggs, a grad student in the History Department at Pitt, helped a lot in convincing me to “follow my heart,” as he put it. It was my third semester, my sophomore year, when I finally had the guts to come out of the closet academically.

The semester went well despite my five days of homelessness and the two months of financial strife that followed. It turned on another nail in my upbringing’s coffin. In addition to Biology, Psych 101, and General Writing, I was taking History of Art and Assembly Language, the last as part of my Computer Science major. Playing around with codes that related to “011000100101010000010” all the time drove me out of my mind with frustration. It was after our first major programming assignment that I recognized the problem. “I’m going to school for Mom and not for me,” I said to myself one late evening after running the debugger software at my CIS job. I had a major decision to make.

On the eighteenth of October, I went to the College of Arts and Sciences office on the eighth floor of Cathedral and changed my major to History. I then walked to Thackeray and withdrew from my Assembly Language course. Boy, did that feel good!

Then I called Mom from William Pitt Union to tell her my good news. She was completely quiet for a good ten seconds.

“What are you gonna do with a degree in history?,” she asked with shock in her voice.

“I don’t know yet, Mom, I don’t know. But I do know that I’ll graduate if I major in something I love.”

“All right, are you sure?,” Mom asked more directly. She already knew I was.

Choices Picture. Source: http://collegejolt.com

Choices Picture. Source: http://collegejolt.com

Looking back, it was probably the best academic decision I made while I was an undergrad at Pitt. My mood, my approach to life, my thinking of the future, all changed that semester. I could’ve easily majored in English writing or Psychology, given the way I see myself now.

But that’s what made majoring in History a wonderful experience. Studying history involved multiple disciplines for me. A great knowledge of history was much more than dates, names and events. It was about understanding the human condition, our attempts at greatness, our exhibition of behaviors that would be considered savage by savages. The ability to write about and analyze critical issues in American and other histories, including apartheid and slavery in South Africa, Latin American revolutions, and the resegregation of Pittsburgh Public Schools through magnet schools. Not to mention looking at the writings of other historians and other scholars in other fields. Most of all, I learned a lot about myself in the process of following a part of my passion.

Still, there were and are practical issues in pursuing a major that doesn’t have a direct relationship to jobs on the job market. I didn’t want to teach high school, and I needed to go to grad school if I wanted to be a professor or scholar. Having come through on the other side, I can say that I learned how to have fun while learning again. That’s what undergrad is for, after all, as the average student changes their major three times in five years. If I had figured out how I was a writer first and a historian second, I would’ve done something different for my master’s degree. But with my major in history, I wouldn’t change a thing.

It’s after finishing my history degree at Pitt in ’91 where, looking back, I’d make a few changes. A master’s degree in education or psychology — not so bad. A PhD in education policy & foundations would’ve likely been a better choice in terms of making my career transitions smoother. I would’ve figured out that I wanted to write Boy @ The Window much sooner than the end of ’02. This is what makes life interesting, though. So many twists and turns, so many times to embrace change, especially if it is for the better.

A Call for Psychological Screenings

13 Thursday Sep 2012

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Fourth blot of the Rorschach inkblot test, 1921, February 21, 2008. (Bryan Derksen via Wikipedia). In public domain.

Given that it’s the start of a new school year, and in the wake of so many shootings over the summer, it’s time to reformulate how we deal with violence and mass shootings. The saddening eruption of yet another mass shooting by former graduate student James Holmes at the The Dark Knight Rises opening in Aurora, Colorado in July is a case that makes clear my point. It’s time for colleges and universities to do psychological profiles as a requirement for admissions and attendance, and for public schools to be more proactive in providing psychological services.

James Holmes in court in Aurora, July 23, 2012. (Peterson/AP/CBS News).

There’s been much discussion of gun laws, assault weapons bans, and polls that show that a majority of Americans are anti-gun control. But there hasn’t been nearly enough dialogue about how to detect potential domestic threats to our safety to begin with. The majority of domestic threats in the past generation have come from young and mostly White males, either in high school or in higher education. We as a nation are either sympathetic — as in “how could they have turned out so wrong?” — or vengeful toward these perpetrators. We give so much thought to the Second Amendment that we completely neglect the root cause, the one thing the sympathetic and the vengeful do agree on. That someone like James Holmes would have to be psychologically unstable or “crazy” to do what he did.

The list of school and college-related mass murders and shootings goes something like this since 1996. San Diego State University, Pearl, Mississippi, West Paducah, Kentucky, Jonesboro, Arkansas, Littleton, Colorado,  University of Arkansas, University of Arizona School of Nursing, Virginia Tech (twice, in 2007 and 2011), Chardon, Ohio and Oikos University. Though Holmes technically didn’t unload his 100 or so bullets on a college, high school or middle school campus, he lived in the Aurora, Colorado community in part because he was a one-time University of Colorado graduate student.

It’s beyond time for schools and especially colleges and universities to remember that they are very much a part of communities, not just gigantic entities unto themselves. Part of the responsibility of being a significant member of a community is to play a significant role in ensuring the safety of the community. Not just on the actual middle school, high school or a higher education institution campus, but in the surrounding community as well.

Part of taking all necessary actions to ensure the safety of students, teachers, professors, administrators and community members is providing services that could identify behavioral or psychological issues among students. We’ve learned in the cases of Eric Harris and Dylan Klebold — the Columbine High School shooters — and in the case of Seung-Hui Cho — the Virginia Tech shooter — that consistent psychological services may have prevented these murders and injuries. Had psychological screening been performed and other related steps — including barring these individuals from contact with the campus and reporting potential threats to law enforcement — these students might well have become productive citizens.

Peanuts’ Lucy Van Pelt as psychiatrist, September 12, 2012. (http://digitalcitizen.ca). Qualifies as fair use under US Copyright laws due to blog post’s subject matter.

Of course, there’s no way to know for sure if readily available psychological services at the K-12 level and required screenings at the college level would lead to a reduction in student-related mass shootings. But it would allow for the opportunity for students at an early age to discuss their delusions of grandeur, their feelings of isolation or ostracism, their rage and their need to strike out against fellow students and community members alike. It would give colleges and universities the opportunity to truly get to know potential students beyond their grades and community service opportunities, and to understand how first-year students respond to stresses and pressures of college long before they become a threat.

Most importantly, mental health screening would allow a college or university to identify psychological issues with a students before accepting them into their institutions. While this proscription may make university administrators and school district superintendents squeamish, it is certainly a conversation worth having. After all, it’s not as if the debate about gun control has gotten any of us anywhere in the past 50 years.

When Will Apple Come Out With Its iCollege App?

27 Thursday Oct 2011

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Modified image of Apple iPad 2 with college cap, tassle and diploma, October 27, 2011. (http://digitaltrends.com/Donald Earl Collins). Qualifies as fair use under US Copyright laws because of the low resolution, alterations and subject of this blog post.

When I attended the Center for American Progress’ two-hour conference on Anya Kamenetz’s Gates Foundation-funded ebook The Edupunks Guide to a DIY Credential last month (see my recent post “Education Incorporated“), there was one thing that the experts on the panel kept bringing up. All of them agreed that the Information Age and the possibilities of online education are so great that the days of the traditional university are numbered. Like the dismantling of the traditional newsroom model of newspapers and magazines over the past fifteen years, the traditional university model was within ten years of becoming obsolete, at least according to this not-so-objective group of commentators.

Student loan debt the equivalent of an American house in 1980, questions about the usefulness of a four-year degree in the world of work, and the relevance of academic coursework to the “real world” will be the biggest reasons for why hundreds of higher education institutions could be out of business by the 2020s.

Despite my background, I am not some apologist for the state of American higher education today. There are quite a few things wrong with the current model, especially for standard state and regional public institutions, historically-Black colleges and universities, and most two- and four-year community colleges. But, for a variety of reasons, I’m not completely sold on the brave-new world of online education, currently dominated by for-profit colleges and technical postsecondary schools either. Like University of Phoenix, most charge as much for tuition as traditional four-year institutions, minus the academic and social supports necessary to retain and graduate students.

Still, this doesn’t mean that there won’t be a new kind of higher education for those millions of us who won’t have the grades and/or can’t afford to attend an elite or near elite institution. You know, somewhere between

Apple iPhone 3G, January 13, 2009. (Apple via Wikipedia). Qualifies as fair use via Creative Commons 3.0.

Harvard, UC Berkeley and the University of Pittsburgh. I think, ultimately, that ten years from now, going to college will be as simple as clicking on the iCollege or iUniversity app on your iPhone, iPad, iTV, or whatever Apple, Inc. comes up with next.

Of University of Phoenix, DeVry Institute, Kaplan University, Capella University and ITT Technical Institute, and I picked Apple? Why, pray tell? Because, believe it or not, Apple has the history of collaboration, technical expertise, and innovative vision — even without the great Steve Jobs — to pull off the moving of the higher education platform to an accredited application that even Harvard, Yale, Princeton and Oxford couldn’t thumb their noses at (though they may have to hold their noses, at least at first). After all, Apple has moved into the mainstream music arena and into the land of Hollywood and made it work to their advantage. Not to mention, to our advantage as consumers. Why not higher education?

How would this work? For starters, Apple could work with a slew of professors and teachers in fields as varied as astronomy, construction engineering, history, medicine, psychology and theater arts to put together adaptive virtual classrooms. The key word here is adaptive. It would be like EA Sports’ Madden NFL ’12,where each teacher or professor would be put in a lab with sensors attached to them and a classroom full of students asking every possible question and providing every possible answer to a given topic or series of topics that would add up to a course. And Apple would do this over and over again for, say, the 3,000 or so possible courses that an undergraduate student would take, not only in the US, but anywhere in the world.

That alone would make this a decent idea. But combining it with Apple’s ability to negotiate contracts and agreements — in this case, with accrediting agencies and with major universities across the country — will make iCollege or iUniversity a great idea. Because of these deals, iCollege or iUniversity students could transfer their credits to a UC Berkeley, Harvard or University of Maryland if they so chose. More

Star Trek: TNG Holodeck Screen Shot, October 26, 2011. The ultimate expression of a virtual classroom (Donald Earl Collins).

importantly, since acting in a play, shooting film projects or doing a laser light show can’t necessarily be done online, deals with schools, technical institutes and even major corporations would make it possible for any student’s iCollege or iUniversity experience to be well-rounded and tailored to their needs.

What’s more, once Apple makes the $100 or $200 million investment to set this up, they can put up reasonable prices for postsecondary credentials. For an industry or job-related certificate: $5,000. For a two-year or associate’s degree: $10,000. For a four-year degree: $30,000. The extra costs for the degrees would cover technical changes, the consulting fees for using professors and teachers as part of the iCollege or iUniversity app, and to cover the costs of students taking face-to-face courses as part of the process. But with five million, ten million, even a hundred million students enrolled around the world, Apple could make $50 billion in profits from such an app. Every single year.

Yet I know there are numerous faculty and administrators in academia who’d throw a fit upon reading this (or any similar) idea. The fact is, we’ve had a corporatized sort of education at the college level for at least fifty years now. Our scientific and engineering communities are fully entrenched in the military-industrial complex. Even history professors fight for endowed chairs. Between capital campaigns, as well as corporations and dying CEOs investing in schools and having buildings named after them, we’re past the point of no return. We in higher education need to get ahead of the tide before being drowned by it. For once.

This Is Why I Write…I Think

09 Tuesday Nov 2010

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A Younger Me, Thinking, Central Park, New York, NY, December 23, 2002. Angelia N. Levy

In the course of the past half-decade of struggle over a now 360-page manuscript, even I’ve asked myself, why? What am I doing? Why in the world would I want to dredge up and relive twenty-three, twenty-five and thirty-year-old memories? Of all the books I think I have left in me, why a memoir about the years of my life I’ve tried hardest to forget, to not even discuss? Wouldn’t it be easier to write fiction, a novel that includes elements of that life without a detailed account of it? Why take the risk of offending my first hometown, my former classmates and teachers, my family? Why, dummy, why?

 

Well, it’s not because I get some perverse pleasure out of describing myself as a loser, or torturing myself with unfulfilled love, or because I’m trying to hurt other people’s feelings about Mount Vernon, New York or the Humanities Program. There are lots of reasons. Some of them start with my seven-year-old son. At the very least, I want him to understand his old man as he grows up better than I understood myself

Diary of a Wimpy Kid Book Cover Picture, November 9, 2010. Donald Earl Collins

growing up.

 

But it’s more than that, much more. I’m tired of sitting in interviews and in on staff meetings (when I worked full-time and had more consulting work) and hearing about the tiny number of highly educated Black males in the pipeline for high-level professional jobs. I’m tired of the narrative that says that Black males — and other males of color, for that matter — have to fuck up their lives in order to find the right path. It makes me groan — in my mind and out of my mouth — when I hear over and over again how few males of color even consider college, much less graduate or go on to advanced degrees.

But that’s not all. It’s disheartening to see these narratives play themselves out in African America, in America writ large, and in the publishing world. Like with my growing-up hometown. For the most part, entertainers and athletes — from the Williams and McCray brothers of the NBA past to Ben Gordon, from Denzel Washington to Al B. Sure — are the only ones with cred. Basketball, music, and occasionally, acting and dance are the ways other Blacks are inspired to have aspirations. Intellectual abilities, especially the ability to retain and then critique knowledge, are discounted. People like me growing up were nerds, or worse, just plain weird.

I write what I write because I know that in communities and in neighborhoods like the one I grew up in, the constant ridicule and the stifling of creative thinking and intellectual development can easily lead to stunted lives. I was lucky in a lot of ways, because I was deliberately naive, because of Humanities, because some of my classmates were almost as weird as me, because we had some wonderful teachers. But that doesn’t represent the Mount Vernon educational experience, not by a long shot.

I’m tired of students of color — especially males of color — falling through the cracks of horrible K-12 education because of bad policies, racial and economic politics, and principals as prison wardens. Not only in Mount Vernon. Pittsburgh. DC. PG County, Maryland. Baltimore, Sacramento, Oakland, New York City, Cleveland, Jackson, Mississippi, Jacksonville, Florida, Atlanta, San Francisco, Philadelphia and so many other schools and school districts I’ve visited for work or research purposes over the years.

The narrative that a Black male can only find their way out of poverty through committing criminal errors that lead to prison time and enlightenment goes all the way back to Richard Wright’s Native Son and Black Boy. The one about Black males finding a niche in the world of entertainment — as athletes, musicians, rap artists, actors and comedians — has its roots in original Black heavyweight champion Jack Johnson. The narrative that involves Black males who used education and their intellectual talents to overcome their circumstances and these stereotypical narratives is seldom heard from in the publishing world.

 

616 Living Room Window Screen Shot, November 23, 2006. Donald Earl Collins

That’s likely because some folks think that this story’s been overdone. Even though anyone can count those memoirs and novels on their fingers and thumbs. Maybe it’s not entertaining enough to describe a life full of violence and psychological torture, but with no crimes committed by the main character, no veins injected with heroin, no women knocked up with kids. I write my manuscript because I lived long enough to have learned that there are tens of thousands of Black boys and other boys of color — not to mention their teachers, parents, principals — who languish in the struggle to succeed because they’re not scoring touchdowns, spittin’ rhymes or dunking on rims. Or trying to live the thug life, for that matter. These are the kids that need to be saved, as much as the kids who are already on the brink of prison life.

 

For all these reasons, I write Boy @ The Window. For all of these reasons, I post on this blog as much as I do. To say what I’ve thought, but often haven’t said. And to do it without sounding as serious as an academician. Nor as entertaining as a stoned Baby Boomer trying to make the 70s sound cool. It’s a balance, and I’ve made many mistakes along the way. And will likely make more. But in all of this, I’ve found so much more of my humanity than I thought possible. I just hope that it’s really worth it.

The Testing Season

12 Tuesday Oct 2010

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Mock SAT Answer Sheet, October 12, 2010. Source: http://kellgradcoach.blogspot.com

This really is the testing season, isn’t it? In many more ways than one. For voters, the underemployed and the unemployed, the welfare poor, for undocumented workers, for the Obama Administration, for so many others. But the testing season I’m talking about is standardized testing. Between the SAT, GRE, LSAT, MCAT, GMAT, and ACT, high school students and college undergrads face incredible amounts of stress over a five-decade-long practice that, in the end, reveals more about the system of competition that technocratic university administrators and eugenics-type scientists have created than it actually does

ETS Logo, from http://www.ETS.org, October 12, 2010

about our own abilities.

 

My own standardized testing history includes the following (not counting the AP or New York State Regents exams, which occur in May and June, another testing season), starting with elementary school:

1. SRAs (1st through 6th grade – ironically, started by Lyle Spencer, who also founded the Spencer Foundation, which sponsored my doctoral dissertation research in 1995-96)

2. PSATs (10th grade)

3. SATs (11th and 12th grade)

4. GREs (junior and senior years, Pitt)

5. LSATs (senior year, Pitt)

My highest score on the SAT — 1120 (540 Verbal, 580 Math). My highest score on the GRE — 1730 (530 Verbal, 580 Math, 620 Analytical). On the LSAT, I scored in the 50th percentile, not bad for someone who studied for it for only two weeks. What does any of this prove in the whole scheme of things? Nothing, really. If these scores were truly great predictors of future academic performance, then Harvard, Yale, Princeton and Carnegie Mellon should have graduation rates approaching 100 percent. Which would explain why many elite institutions have either downgraded their use of these tests in their admissions formulas, or in the case of the big three and UC-Berkeley regarding the SAT, are barely using them at all.

 

My GRE Score, October 1990.

But for most colleges and universities, these tests are a critical factor in a student’s acceptance and enrollment. They are a necessary evil for figuring out who has academic potential and who doesn’t, at least according to ETS and admissions directors. Which is why I still don’t understand why educators and other folks haven’t taken former ETS vice-president Anthony Carnevale’s work around “strivers” seriously. Or, rather, I do understand. Why give someone like me a leg up because my SAT score was an 1120 — giving my score more weight than a 1280 score for a White kid from a middle class background? All scores are equal. That’s why we call them standardized tests, a standard that doesn’t measure up to the realities of earning a degree.

 

I guess for those I know who are rolling into these exams this fall (and in some cases, before March or April), the best advice I can give is to get the best score you can. But don’t despair if your scores are only in the 51th, 64th, or 74th percentile, like mine were on the different sections of the GRE. What will ultimately matter is how you perform after you’ve been accepted by and enrolled in that institution.

I’ve given some thought to going back to school in the next couple of years, possibly even law school. Not to become a lawyer, but to make myself more marketable outside of academia and within the philanthropic world. For some odd reason, there are lots of people with law degrees who are working in education reform, international development, and social justice. Go figure.

But even this professor will likely have to take the LSATs again in order to apply to a law program at Georgetown, UPenn or some other school. And that will mean trying to figure out why A and B won’t sit together at the same conference table, but B can sit next to E, except when meetings are held on Tuesdays.