Community Colleges

During our class discussion on Wednesday, we discussed why community colleges began. There were many social forces that drove the creation of these schools, including education as a social elevator. Because more students were graduating from high school and the colleges and universities could not take on the influx of these students so there was a need for more educational institutions.  Also, everyone could not leave home to go to school so as the highway system developed, more community colleges were established.  Also, community colleges were to be the institutions for vocational training.

We discussed an article about a community college that added a cosmetology associate's degree to their curriculum. This is very interesting to me because I hope to work at a community college. When I worked at a community college in 2008, I learned that many students wanted vocational training, but felt the market demanded further education and certification.  This program combined both vocational training and an associate's degree.  As the economy and market continue to change, a college education is a necessity to maintain middle class status. Hopefully, more colleges will begin to realize the direction the market is headed and further their vocational training.

Peer Review

On Wednesday, the class participated in peer review of our first Issue Paper.  At first, I was a bit nervous about someone reading my paper.  As an business administration undergraduate, little of my work was critiqued by my peers.  However, the peer review process was helpful to me.  This process helped me better my paper and hear what others thought about my topic.  I also gained insight into the interests of a classmate.  Afterwards, my peer reviewer and I had a conversation about her topic and I hope that I was able to assist her in improving her paper.  This process will continue to be important as I advance in my education.  If I pursue a Ph.D., my research will undergo the scrutiny of my peers, my institution, as well as the entire higher education community.

Public Good vs. Private Good

       In class on Wednesday, the class was asked to list who/what benefits from higher education.  The class listed several individuals, entities and groups that benefit from higher education.  The student, alumni, faculty and staff all benefit from institutions of higher education.  The local neighborhood residents and businesses, as well as the city, state, and federal government receive benefits of higher education. Furthermore, society and the environment receive benefits of higher education.  With all that receive the benefits of higher education, is higher education a public or private good?
      As a business major, I learned a lot about public and private goods.  A public goods are "goods or services that can be used by any one person without affecting the supply to all other people, and for which it is impractical to charge individually ("Public goods", n.d.)". There are very few truly pure public goods.  Although I believe that knowledge is a public good, I do not believe that a formal higher education is a public good.  No matter how much knowledge I obtain, the supply of knowledge is unchanged.  In regards to a formal higher education, if someone is admitted to a university, the supply or available seats to others has decreased.   In addition, I can gain knowledge freely.  A formal higher education is not free and most institutions charge individually.  Although some may argue that you can attend school for free, students have to find ways to pay their tuition and/or fees.  On the other hand, I believe that there are aspects of institutions of higher education that are manifested as public goods, including resources and school pride. Because we live in a capitalist society, many "public" institutions still charge a premium or fee to access.

Public goods.  (n.d.)  In MSN Encarta.  Retrieved from
      http://encarta.msn.com/dictionary_561547914/public_goods.html

Bibliography

Rudolph, F. (1990). The American college and university: A history. Athens,
       GA: The University of Georgia Press.

Reflection of Week #2 Readings

    After reading the history of early colleges, many of the same barriers to attending an institution of higher education still exist.  Frederick Rudolph stated that "The institutions themselves helped to keep the people away. The curriculum was not the sort that appealed to men...The costs required available cash...The distances were often excessive (p. 20)."  From my experiences, these are some of the problems students face.  The area or subject that they would like to study is not available at the institutions to which they are admissible. At the community college level, this problem is more evident.  Often times, students cannot afford to go to colleges. Many times, students cannot afford to leave home, making distance a determining factor in their education.
   Another barrier, especially in the African-American community, is the idea that college is not integral to success.  "Americans were on the whole impressed by the careers of self-taught, self-made men, men whose elevation to positions of responsibility, eminence, and wealth were accomplished without benefit of formal schooling (Rudolph, 1990, p. 63)".  Many children aspire to be rappers, singers, actors, athletes and reality television stars. It is devastating to the African-American community that children are socialized to think that the majority of successful careers are achieved without a college degree.

Summary of Week #2 Readings

     This week's readings focused on the Emergence of Higher Education in the U.S. In chapter one of The American College & University: A History, Frederick Rudolph details the history of the colonial college.  He outlines the development of the first nine colleges - Harvard, Yale, William and Mary, New Jersey at Princeton, Dartmouth, Philadelphia, Rhode Island at Providence, King's, and Queen's. He explains how the purpose and mission of these colleges developed.  Harvard sought to educated clergy men and leaders of society.  Yale hoped to protect the faith of their fathers by educating the future.  New Jersey and other colleges were founded as the result of the Great Awakening and denominational rivalry.
      In chapter two, Rudolph goes on to discuss the origins of the curriculum in these schools.  Early colleges were influenced by English and French movements, specifically the Reformation and the Renaissance. The Revolution was a major turning point in American higher education. He notes that the Revolution caused damage to these schools' purpose and course of study.  In addition, the Revolution lead to more involvement from the state in the higher education. 
     In chapter three, the college movement is highlighted.  During this movement over 200 colleges would emerge.  This movement was fueled by state and denominational rivalry. Also, as a result of this movement, a college education became a social elevator for attendees.
     In chapters seven and eight-teen, Rudolph discussed extra curriculum and athletics.  Both activities subsidized the college experience.  At many schools, extracurricular activities and athletics became recruiting tools.  In addition, these activities often developed unity and increased access into college.