Your neo-liberal pol keeps telling you college costs are skyrocketing as they work harder to make them corporate...the reason costs are skyrocketing.
Wikileak definition of Corporate University:
Unlike traditional universities, CUs demand a return on their investment. There must be concrete evidence that the classroom is delivering results.
SOUND FAMILIAR? THIS IS WHAT OBAMA CALLS FOR IN HIS REFORMS....
Obama is committed to ALEC and Bill Gates as his entire Education Reform has been corporate written. We have elected a politician as a progressive democrat whose every policy has been about ending New Deal and War on Poverty programs. That is what neo-liberals do...they work for wealth and profit.
So how do you assess value in education when education is a personal choice selected for personal goals? The answer is you cannot. Obama and Bill Gates cannot assess the value in education for you and me. What are they really doing? They are building a system where career colleges that are simply corporate Human Resources deliver job specific training that corporations are requiring in order to be hired. These will be assessed as value. When they tie financial aid to value and career colleges are high on that...there is where all the financial aid goes. The students are trapped in a poverty career path and corporations have most of taxpayer financial aid simply doing their job training. THAT IS WHAT THIS PLAN DOES.
This plan as with all Obama's plans are corporate written with the goal of maximizing corporate profit at people's expense. If we want to reverse this privatization across the board...we need to vote neo-liberals out and run and vote for labor and justice. Do you know all MD pols are neo-liberal? Who are your labor and justice organizations running against them?
What Obama and Arne Duncan is particularly heinous as we see that these corporate universities are using students as free labor for R and D and not hiring them when they graduate. Domestic STEM graduates are joining the ranks of the unemployed in large number because it is the graduates of elite universities....foreign students included now....that take the limited high-paying jobs. These corporate universities are creating a pipeline that tracks students into schools graduating students that get the best jobs and these schools are the ones marketing themselves overseas to wealthy foreign families. Maryland's O'Malley is a cheerleader overseas for University of Maryland while financial aid by the state is in decline.
I hinted to the fact that universities have always been the hotbed of democratic activism.....it is the student that protests policies and hold power accountable. When a Governor like O'Malley appoints corporate-minded people to head public universities as he has done....that democratic hotbed is cooled. This is why all of this policy that is killing people passes without comment....the people who know these policies are happening are now afraid to talk about them.....THE FACULTY THAT ARE OVERWHELMINGLY NO LONGER TENURED. WHEN THE FACULTY FEAR LOSING THEIR JOBS FOR ENGAGING THEIR STUDENTS IN POLICIES....you do not have democratic education.
From Wikipedia, the free encyclopedia
J.P. Morgan and Co. is an example of a company with an organized curriculum. They have three different types of courses: Business specific courses, organizational learning and communication classes, and management and executive training. What your company decides to offer will depend on your needs (such as sales training, marketing, or soft skills) and your company's business (like manufacturing, consulting, or technology).
Most CUs offer a blended curriculum of online and in person classes. Some organizations offer courses during the workday while other offer them at varying times. Courses can be short workshops or longer, more traditional courses.
Unlike traditional universities, CUs demand a return on their investment. There must be concrete evidence that the classroom is delivering results. SOUND FAMILIAR? THIS IS WHAT OBAMA CALLS FOR IN HIS REFORMS....Many CUs provide hands-on and team learning as a more effective alternative to lecture-based courses, but all CUs agree that what is learned in the classroom should be directly applicable to the work environment.
WE MUST REVERSE THIS POLICY OF CONNECTING UNIVERSITIES TO OUR HIGHER EDUCATION EVEN AS WE FIGHT THE PRIVATIZATION OF K-12 WITH CHARTERS.
Obama unveils plan that aims to make college more affordable
President Barack Obama waves from Air Force One (JASON REED/Reuters / August 22, 2013)
Jeff Mason and Elvina Nawaguna Reuters 11:35 a.m. EDT, August 22, 2013
WASHINGTON (Reuters) - President Barack Obama on Thursday proposed a new plan to tackle soaring higher education costs with a system that would rate colleges and universities based on their value for the money students spend and tie those ratings to disbursement of federal student aid.
The president, who has spent much of the summer trotting out new ideas to rev up the economy, will unveil his proposals at the start of a campaign-like bus tour through New York and Pennsylvania that will include speeches and a question-and-answer session with students.
Tuition costs at U.S. colleges and universities have been skyrocketing, forcing students and families to take on more debt to afford a college degree.
The average annual cost of in-state tuition and fees for 2013 at four-year public universities was $8,655, up 4.8 percent from 2012, according to a survey from the College Board released this month.
Obama's plan would institute a ratings system before the 2015 school year that would allow students and parents to select schools based on the best value.
It would push Congress to tie federal student aid to college performance, creating an incentive for schools to keep their costs in check.
The plan would also include provisions allowing those paying off student loan debt to limit their payments to 10 percent of their monthly income.
"The president's plan will also take down barriers that stand in the way of competition and innovation, particularly in the use of new technology, and shine a light on the most cutting-edge college practices for providing high value at low costs," the White House said in a statement.
According to the National Center for Education Statistics, the total cost of higher education - including tuition, room and board - for undergraduates at four-year public institutions ballooned 73 percent to an average of $15,900 per year in 2011 compared to 2001.
Americans now owe about $1.2 trillion in student loan debt, the Consumer Financial Protection Bureau estimates. If the costs put college out of reach for too many young people, the United States could find itself at a disadvantage compared to other countries.
Obama earlier this month signed legislation that reversed a big hike in student loan interest rates and will tie future rates to fluctuations in the 10-year Treasury note. The bill was hammered out in intensive negotiations with lawmakers.
Obama has continued to decry the rising cost of college and has urged both public and private colleges to try to tackle the problem.
Over the last five years, the president has rolled out a number of college affordability initiatives, including increasing Pell Grant aid to low-income students, steps to encourage colleges to be more transparent about costs, and awarding grants to states and institutions that work to bring costs down.
As we see at Maryland's innovation centers taxpayers subsidize these start ups and it is only when they become successful that they are noticed by corporations who then often scoop in an buy these start-ups. Students are doing the work as part of their classes while all the costs of development are saddled to the university.
How do the students benefit? Just as with Baltimore's student summer intern program that has students partnered with businesses with taxpayers subsidizing the hiring, rather than having the students working for the city....graduating students do not get jobs as these interns do not get jobs.
Johns Hopkins and the University of Maryland both have these Corporate Research Parks that allow the patenting of research done at the university in partnership with a connected business that uses the patented product. Isn't that a good moneymaker for a state university? All of the money is sent back into the department tied to the patent and all of the data that was once all public information because of the public funding becomes proprietary. IT IS A LOSE LOSE FOR THE PUBLIC.......BIG PROFITS FOR THE CORPORATIONS. Think how college athletics have been made a business....even as millions are earned college athletics barely supports the athletic budget as money goes to expanding the brand and administrative costs.
The mission of the University Corporate Research Park is to mutually benefit Michigan State University and tenants of the Research Park through the advancement of research, technology, development of new knowledge, and commercialization of intellectual property. Research Park tenants must qualify for occupancy based on the contribution they make to advancing that mission.
UNIVERSITY CORPORATE RESEARCH PARK is owned and operated by the Michigan State University Foundation and is located adjacent to the Michigan State University campus at Collins and Forest Roads in Lansing, Michigan.
As an affiliate of Michigan State University, the University Corporate Research Park serves as a conduit to some of the world's top research and development facilities and faculty as well as offering the definitive resource for extending strategic initiatives.
Below you see one of the most expensive 'public' universities in the country and you see a corporation using its money to pay for advancement of a select group of students all intending to work for this business. We are glad to see students of color included, but if this corporation paid taxes to the Federal, State, and local governments there would be government grants and financial aid galore that allowed students to choose what career path they will take. These corporations are funding schools K-12 selectively while many other public schools are starved of funds and then they are hand-picking who they will fund through higher education.
So students are now aligning their studies from an early age as to what business will fund their schooling. This ends democratic education and starts the vocational pipeline of students from pre-K through college.
Below you see why public universities like Rutgers in New Jersey and University of Maryland have CEOs for deans, market overseas for students, and live for corporate partnerships.
Global Companies Want Universities to Help Scoop Up Student Talent July 8, 2011, 5:43 pm
By David Wheeler Chronical of Higher Education
As the oft-cited but very real “global competition for talent” heats up, multinational corporations want stronger relationships with the key universities seen as being able to supply talented graduates.
That may be the chief take-home lesson for the higher-education crowd from a visit I made to the National Association of Colleges and Employers’ annual meeting in Dallas and from some subsequent telephone conversations.
The association had its first ever “Global Campus Recruitment Symposium,” a concrete expression of growing interest by universities and employers in making the career-services conversation more international. University career-services offices find themselves having to serve the needs of international students and connect with multinational corporations. Representatives of global corporations want to build positive reputations with students, find interns, and recruit graduates.
The upshot: “Corporations are looking for fewer but deeper partnerships with universities,” says Manny Contomanolis, associate vice president at Rochester Institute of Technology and a former president of NACE.
He and others say that corporations are interested in connecting with students online and through their professors, advisers, administrators, and campus clubs. Some corporations are also interested in helping out in the effort to get more women and members of minority groups in the pipeline for science and engineering jobs, since many companies seek more diverse workforces.
“Employer branding,” in which corporations try to plant a favorable, distinct impression as a good place to work in the minds of potential employees, is growing in importance, company representatives said at the symposium. Such branding is not new: Surveys of students’ opinions of companies have existed for at least 20 years. But employer branding has spread from financial-services and information-technology companies to a wider array of corporations. It has progressed from slogans under logos to more contemporary campaigns in which, for instance, armies of employees informally send out messages via social media to students. “Multinational employers are looking for ways into students’ lives that don’t invade their privacy,” says Ray Ferreira, vice president for strategic services for Baldwin & Obenauf, a marketing company in Bridgewater, N.J. “Getting to an e-mail address doesn’t do as much good as it used to.” (Mr. Ferreira blogs about employer branding at The University Space.)
Corporate surveys of students are stepping up in frequency. “Students are becoming one of the most oversurveyed populations in the world,” says Kirsten Williamson, managing director of Petrus Communications, a Paris-based marketing and communications firm. She has heard from university career-services offices in Britain and France that eight to 10 companies a year are asking the offices to distribute surveys to their students.
Today’s students are not particularly interested in sitting in on face-to-face company presentations, Ms. Williamson says, so companies have to seek other ways to appeal to them. In countries as diverse as Italy, Poland, and China, Shell, the oil company with its headquarters in the Netherlands, sought out students to serve as campus “brand managers.” The students had some set duties, such as making the company visible on their university’s career-services Web site, but they also had a budget to find other ways to connect the company with their peers. Some of the projects the students tried included photography competitions and site visits to the company.
Of course, it is relatively easy to build excitement about postgraduation employment if the company is Google, which has a constant Internet presence and gets lots of free publicity about elaborate company perks. (Google consistently tops desirable-employer rankings.) It’s a harder climb if a company is best known for kitchen appliances or copying machines. Think Whirlpool and Xerox. Such companies, says Mr. Contamanolis, may have “a lot of fascinating cutting-edge applications beyond what they make, but the companies need to get that across.”
Corporations are trying to find out what affects students’ employment choices in different countries. Airbus, the aircraft manufacturer with headquarters in Toulouse, France, has found in its surveys that “training and development opportunities” are particularly important to students in Spain, while “work-life balance” is important to German students, and job security is important to students in India.
Airbus has connected with students through a “fly your ideas” competition that has just come to a close, encouraging students to suggest ways that the aviation industry could have a lighter environmental impact.
Companies like Airbus are also creating, in essence, their own university networks. On the university side, institutions are often appointing one person to manage the corporate relationship. McKinsey & Company, the consulting firm, coined the phrase the “war for talent” in 1997. The future battlefields in that war are being mapped out in the relationships that corporations and universities are building now.
David Wheeler is an editor at large for The Chronicle.
These online classes are becoming schools and these schools are being filled with online teachers getting online teaching degrees.....THIS IS ONE BIG CORPORATE SYSTEM OF EDUCATION. THIS IS WHAT NEO-LIBERALS ARE DOING IN YOUR STATE AS IN MINE!
Here is where O'Malley has been spending public education money.....developing the cheapest method of delivery of education for those students not in the AP schools.....WE KNOW THAT MINORITIES WILL OVERWHELMINGLY BE TARGETED TO THESE SCHOOLS BUT THEY WILL BE COMING TO THE MIDDLE CLASS SCHOOLS TOO!
You can see by this online 'teaching school' in Maryland how cheapened our school system is being made by Third Way corporate pols like O'Malley. These online programs are by there nature providing a platform for educators that will lower quality and be less selective in students/graduates. Know where these online educators will ultimately teach? In charter schools that are being made into businesses. THIS IS MARYLAND FOR YOU.....HOME OF TIERED AND CORPORATE EDUCATION BY GOVERNOR O'MALLEY!
Teaching & Education Degrees in Maryland
More than 35 percent of the people living in Maryland hold bachelor's degrees or higher. If you are interested in joining the ranks of the state's highly-educated, Maryland teaching degrees could be the path for you. Teaching programs in Maryland offer the fundamentals needed to enter this profession. According to Bureau of Labor Statistics, middle school teachers employed in Maryland were some of the highest paid in the nation. The state is home to more than 60 colleges and universities, so you should be able to find many options to fit your needs. If the on-campus experience doesn't supply what you are seeking, you could find an alternative through one of the programs offering online teaching degrees in Maryland -- and even find yourself teaching online as well. Maryland teachers are qualified to teach at online elementary schools and beyond. No matter what method of study you chose, teaching programs in Maryland prepare you for teaching. Your courses should revolve around education philosophies, teaching strategies and how to identify and meet the needs of students. The 175,690 workers in Maryland's state's education, training, and library occupations earned mean annual wages of $56,460 in May of 2009, according to BLS data. Elementary school teachers earned mean annual salaries of $61,000, while middle school teachers earned mean annual salaries of $64,510. Not only do teaching degrees in Maryland offer an opportunity to enter a respected field, they could open the door to a satisfying salary.
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Critics Blast Teach For America as 'Pipeline' to Corporate Education Reform
in Breaking News Common Dreams
A representative fromTeach For America accepts a one million dollar donation from theMonsanto Fund. (Photo: monsantofund/ flickr)The education non-profit Teach for America has been under increasing fire recently as critics and alumni accuse the organization of misappropriating their original mission by backing the policies of the “corporate education agenda” that promotes privatization, the expansion of charter schools, and the undermining of teachers unions.
These criticisms come amidst news last week that Wal-Mart owners, the Walton Family—key backers of charter school expansion and the effort to end teacher protections—donated $20 million to the nonprofit for “recruitment, training and professional development,” bringing their total support for TFA to over $100 million since 1993.
“The Walton Family Foundation’s support for Teach for America is driven by the organization’s proven ability to create a pipeline of outstanding education reform leaders,” said Ed Kirby, deputy director of the Walton Family Foundation’s K-12 Education Reform effort, in a statement released last week.
“The foundation is expanding its investment in Teach For America because of the organization’s ability to produce leaders who are helping to transform public education in the US,” the statement continues.
Recruiting recent college graduates from many of the nation’s most prestigious universities, the organization requires a two-year commitment from its student-teachers. Though the majority of recruits has no education degree or experience, the nonprofit boasts an “intensive” five weeks of training before dropping these fledgling educators in the nation’s neediest urban and rural schools.
Touting such alumni as StudentsFirst founder and former Chancellor of Washington, D.C. public schools Michelle Rhee, LAUSD Board member Steve Zimmer, and KIPP charter school founders Mike Feinberg and Dave Levin, TFA prides itself on introducing individuals to the policy side of the public education debate.
As the Washington Post’s education columnist Valerie Strauss explains, “TFA is not looking for young people who want to be teachers, but rather, people it believes will have ‘important’ jobs later in life who can advocate for public education. That’s why TFA recruits are asked to give only a two-year commitment to teaching.”
“TFA is a self-perpetuating organization,” adds Jacobin writer Kenzo Shibata. “Teach for two years, burn out, go to law school, become a policy maker, make policies that expand TFA.”
In a Los Angeles Times article published Saturday, reporter Howard Blume notes the high correlation between the number of TFA hires in states such as California, Alabama, North Carolina, and Louisiana, and the dominance of efforts to embrace charter school expansion, limiting the protections on veteran teachers and teachers’ unions.
In Chicago—where the school board recently voted to shutter 49 of the city’s public schools eliminating jobs for over a thousand teachers—the Board of Education voted to increase its payment to TFA from $600,000 to nearly $1.6 million, and to add up to 325 new TFA recruits to Chicago Public School classrooms, in addition to 270 second year “teacher interns,” the Chicago Sun Times reports.
“While TFA uses the rhetoric of justice and equity, these reforms in fact stifle democratic processes and are used to justify budget cuts and the takeover of public institutions by privately funded and privately run companies.” -Valerie Strauss
After Hurricane Katrina, when Louisiana state officials laid off more than 7,000 employees and took over 102 of 117 city schools converting them to nonunion charters, Teach for America provided a large share of the replacements.
“I don’t think this could have happened without TFA,” boasted Georgia State University assistant professor Kristen Buras. “You need these on-the-ground organizations that are going to assist the state with these reforms.”
This year, approximately 375 New Orleans teachers are members of TFA, up from 85 just a few years ago.
“While TFA uses the rhetoric of justice and equity, these reforms in fact stifle democratic processes and are used to justify budget cuts and the takeover of public institutions by privately funded and privately run companies,” added Strauss.
For just one example, watch this video from organization’s own website, where TFA alumnus turned Colorado State Senator Michael Johnston employs the language of the civil rights era to justify passage of Colorado’s high-stakes teacher accountability law:
Though the chorus of criticisms against the organization have grown, it was not until last month that the first coordinated effort to “put the breaks” on TFA took place when roughly one hundred students, parents, academics, and teachers both affiliated and not with the organization gathered in Chicago for a symposium entitled, “Organizing Resistance to Teach for America and its Role in Privatization.”
“The desire to make the world a better place is something that Teach for America taps into,” said TFA alumna Terrenda White, a graduate student at Teachers College, Columbia University.
“When did my willingness to teach in urban communities become translated to this very specific political agenda? It’s not what I believe in.”