Report Spotlights Public Opinion on the Value of a College Education

While employers largely value a college education, not all Americans agree.

A research brief from the Association of American Colleges and Universities (AAC&U) and the Bipartisan Policy Center (BPC) compares employer and public views about the return on investment in a college education. While nearly nine in 10 employers answered that a college degree is worth the personal investment, only 60% of Americans agree.Dr. Kevin MillerDr. Kevin Miller

The AAC&U conducted its survey of employers last year. Those results were combined with BPC’s survey together with (national polling company) Morning Consult of 2,200 randomly selected individuals administered in March 2021. The report noted that there is a general consensus among employers that the time and money invested in a college education are worthwhile. In contrast, the public survey showed considerable divergence of opinions, hence the report’s title, “Is College Worth the Time and Money? It Depends on Whom You Ask.”

Seventy-three percent of respondents to the public survey who had earned a bachelor’s degree and 74% who had an annual income in excess of $100,000 believed the investment to attain a college degree is worthwhile. That compares with just 51% of respondents who do not have a college degree and 52% of respondents with an annual income below $50,000. There was also a stark difference along political lines with 70% of Democrats, 53% of Republicans and 52% of Independents believing that college is worth the investment.

“Public support for higher ed is really important because it has impact at all those different levels of government,” said Dr. Kevin Miller, associate director of higher education at BPC and one of the authors of the report. “It affects the financing of higher ed and the resources available for people to pursue higher ed.”

Miller said the hope is that policymakers as well as institutions pay attention. Although there is general support for higher education, there is still a substantial number of Americans who are less certain about the value.

“There is work to be done in making sure that we maintain the actual value of higher ed and higher ed remains a valuable and affordable experience,” said Miller.

This is the first research collaboration between AAC&U and BPC, and it was the first time AAC&U used data from a general public poll in one of its reports. Dr. Ashley Finley, vice president of research and senior advisor to the president of AAC&U, said the report will enable AAC&U to incorporate public discussion and opinion around this important topic.

“It’s nuanced,” said Finley, also an author of the report. “Internally within higher education, I hope that campuses leverage these kinds of data and the way that we’re able to tell this story to make a stronger case to its own constituencies so the students, parents and adult returning students are able to use a wider arsenal of communication tools to really say, ‘This is worth it.’”

The survey also showed generational differences. Gen Zers (born 1997–2012) were likely to believe college is “definitely” or “probably” worth the investment (61%). Millennials (born 1981–1996) were at 63%, Gen Xers (1965–1980) at 54% and baby boomers (1946–6194) at 59%.

“College degrees do increase earning potential,” said Miller. “One thing that the BPC is really concerned about, as are many other groups, is making sure that people do complete some kind of credential if they start. For people who are already in the workforce who are thinking about getting a certificate or a degree, we want to make sure that institutions, especially public institutions, are remaining affordable and accessible.”

There was considerable divergence between Democrats (39%) and Republicans (25%) when it came to whether they thought exposure to STEM fields was important. With reference to critical thinking, 72% of Democrats ranked it as very important for workforce success versus 63% of Republicans.

Although the past year has heightened awareness on issues of race and racism, the survey found that only 29% of American adults think that civic learning and engagement should be high priorities in higher education. Only 32% of respondents indicated that they believed that higher education fostering a sense of social justice for students is a necessary element for career success. Only 41% of employers indicated it is very important for recent college graduates to demonstrate understanding of civic skills or engagement. By comparison, 62% of employers considered teamwork important.

“The challenge for employers is very similar to the challenge for campuses, to be much more explicit by naming the kinds of outcomes and skills they’re looking for,” Finley says. “Those connection points can be tremendously valuable.”

AAC&U will likely do another employer study in a couple of years. The association continues to survey its campus partners on what they’re doing and the skills and outcome they’re most focusing on within their curriculum, says Finley. She also said she hopes to find opportunities for collaboration with BPC and other organizations and make connections across different sectors that influence public policy.

“BPC is very interested in making sure that there’s accountability in higher ed so that institutions are being tracked to make sure that they are accountable for the quality and the affordability of the education they’re providing,” said Miller. “We’re also interested in making sure that state, local and federal governments are all doing their part to keep higher education accessible and affordable.”


Read more: https://www.diverseeducation.com/reports-data/article/15114702/report-spotlights-public-opinion-on-the-value-of-a-college-education

Department of Defense Launches STEM Centers at Two HBCUs

Morgan State UniversityMorgan State UniversityThrough the Office of the Under Secretary of Defense for Research and Engineering (OUSD(R&E)), the Department of Defense (DoD) awarded a total of $15 million to two historically Black colleges and universities (HBCUs) to establish Centers of Excellence in Biotechnology and Materials Science.

North Carolina Agricultural and Technical State University (NCA&T) and Morgan State University were selected to research two defense priority areas over five years. After negotiations between the universities and the DoD, the Army Research Laboratory issued the awards to each academic institution. 

"The Department continues to forge partnerships with academia to stimulate research and innovation leading to the development of critical technologies required to meet our warfighter needs," said Dr. Jagadeesh Pamulapati, acting deputy director for research, technology, and laboratories in OUSD(R&E).

In partnership with Wake Forest Institute of Regenerative Medicine, NCA&T will research technology that can detect and monitor chemical and biological threat agents. Morgan State will work with Johns Hopkins University to study an emerging class of two-dimensional (2D) materials for the DoD's use. 

"Biotechnology and materials science remains a priority across the Department to achieve new operational capabilities ranging from strengthening chemical biological defense systems to impacting warfighter performance," said Pamulapati. "We are excited for the range of activities the Centers will conduct in their technical areas and look forward to the foremost research contributions to the defense research enterprise."

The Centers of Excellence will train underrepresented students in STEM at the undergraduate and graduate levels. Through DoD collaborations, the Centers will additionally provide internships at defense laboratories and, to fortify the talent pipeline, will offer STEM training to K-12 students.


Read more: https://www.diverseeducation.com/news-roundup/article/15114682/department-of-defense-launches-centers-of-excellence-at-hbcus

Two NSF Grants to Boost Collaboration Among Minority Serving Institutions

Two new grants from the National Science Foundation (NSF), totaling $1.63 million, will encourage collaboration between scholars at minority-serving institutions and other institutions. The grants were secured by Dr. Najja K. Baptist, an assistant professor of political science and African American studies at the University of Arkansas.

The larger of the two grants, worth $1.16 million, will fund study into how organizations and social movements influence politics and policymaking. Titled "Transformative American Politics," the research grant will involve collaboration between the U of A, Howard University, North Carolina Central University, Georgia State University and Emory University.

The second grant, worth $509,767, will examine the relationship between COVID-19 and Black trauma, using qualitative interviews through the South about the Black politic experience. Titled "The Intersection of Race, Mental Health, and Politics," the grant is a collaborative project between the U of A, Jackson State University, the University of Michigan and Mississippi Valley State University.

Both grants are part of the NSF's Build and Broaden 2.0 program which works “to increase proposal submissions, advance research collaborations and networks involving MSI scholars, and support research activities in the [social, behavioral and economic sciences] sciences at MSIs,” according to the NSF.


Read more: https://www.diverseeducation.com/news-roundup/article/15114678/two-nsf-grants-to-boost-collaboration-among-minority-serving-institutions

Clark Atlanta University Goes Virtual

Dr. G. Dale WessonDr. G. Dale WessonClark Atlanta University is moving to a fully virtual learning environment, they announced to students over the weekend.

The letter informing students of the changes was sent this weekend and signed by Provost and Vice President of Academic Affairs Dr. G. Dale Wesson. It cited “oversubscribed classes as well as overcrowded classrooms” as a reason for cancelling in-person instruction during the latest COVID-19 surge. The letter reminded students that they must be vaccinated and wear masks both inside and outside.

"In order for us to ensure that we have resolved and put into place all safety protocols, we will continue delivering your academic instruction remotely and virtually,” said Wesson. “Once we have all of these things resolved, we will resume in-person classes."

The university had previously announced that virtual classes would take place from Aug. 31 until Sept. 10. Now, the virtual term is indefinite, leaving students frustrated at the back and forth.

Sophomore Jamya Washington told 11Alive that she had enjoyed attending classes in person, for the little time she was able. “I just want Clark to stick to a plan,” she said.

At colleges and universities across the nation, hundreds of students and teachers have contracted the virus. At Georgia Tech and the University of Georgia, at least 300 new infections have been identified this week. The Department of Health have indicted that the fastest growing age group for coronavirus infections is 18–29-year-olds.

Read more: https://www.diverseeducation.com/news-roundup/article/15114677/clark-atlanta-university-goes-virtual

Norfolk State Becomes First HBCU to Facilitate Campus-Wide Deployment of Apple Products

Norfolk State University will become the first historically Black college and university (HBCU) to launch a campus-wide distribution of Apple products, providing "access to industry-leading technology and specialized training for app development," announced the university. Apple Device

In collaboration with Apple, every incoming and returning student will receive an iPad Pro as well as Apple Pencil, Apple Smart Keyboard Folio and AirPods Pro, as part of the new Spartan innovation Academy. In doing so, NSU will distribute more than 6,000 Apple products to students, faculty and select staff members during the fall 2021 semester.

“Every student deserves the opportunity to use high quality tools that maximize learning opportunities and increase technological competencies,” said Virginia Secretary of Education Atif Qarni. “Apple’s collaboration with Norfolk State shows how public-private partnerships can uplift and energize a generation of students by providing enhanced learning experiences and equipping graduates with skills critical for success in the 21st century workforce.”


Read more: https://www.diverseeducation.com/institutions/hbcus/article/15114681/norfolk-state-becomes-first-hbcu-to-facilitate-campuswide-deployment-of-apple-products

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