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Politicians: Thou Shall Not Lie

Why Politicians Embellish Their Academic Credentials

September 29, 2010

Politicians: Thou Shall Not Lie

by Suada Kolovic

In the world of politics, having officials lie to the public is hardly new. Over the years, a parade of politicians from both parties – from Secretary of State Hillary Rodham Clinton getting caught exaggerating the danger of her 1996 trip to Bosnia to Representative Mark Kirk apologizing for misleading statements he made about serving in the first Iraq war – have had to account for what opponents portrayed as exaggerations.

But lying about academic credentials is a new low, most recently exhibited by Christine O'Donnell. Last month, public relations consultant O'Donnell won Delaware's GOP Senate primary beating a favored longtime congressman. When she ran for the seat in 2006, she said she had a degree from Fairleigh Dickinson University but when it was revealed to be untrue, her campaign said Fairleigh Dickinson had withheld the degree because of outstanding student loans. The university gave her a degree on August 28, two weeks before the Delaware primary. Her campaign said she had completed a final course requirement this past summer.

So, why would politicians lie about something that can be easily checked? James A. Thurber, a professor of government at American University who studied ethic in politics, recently spoke to the Chronicle and explained, “People respect individuals and candidates who have certain credentials, and they're seen as almost necessary for office. It's fairly rare for someone to run for Senate who does not have an undergraduate degree, and most have law degrees or master's degrees. A candidate might be embarrassed about his or her academic background. They might think that no one will check it out.” He explains they get away with it once or twice and think they won't get caught; it’s when people eventually begin to believe their own lie when it really becomes a problem.

With the internet as accessible as it is, the truth is just a click away. So, whether you’re lying on a resume for a potential employer or a college application or scholarship is getting caught worth the risk?

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Keeping it All in the Family

College President’s Family Members Make Bank

October 1, 2010

by Suada Kolovic

For those of you who aren’t familiar with what exactly is going on here, I’ll tell you: It’s called nepotism - defined as favoritism shown to relatives or close friends by those with power or influence. And what I wouldn’t give to be a member of Paula S. Wallace’s family right now. Ms. Wallace co-founded the Savannah College of Art and Design (SCAD) in 1978 with her parents and her then-husband. Since then, it has grown into one of the nation’s largest art schools and with that increase in success came an increase in compensation. According to her 2008 tax returns, Ms. Wallace made $1,946,730.

That amount tops the compensation of all but a handful of college chiefs. But SCAD, a relatively pricey and prosperous art school, is smaller than universities that pay in that range. Ms. Wallace, who is in her early 60s, became SCAD’s president in 2000. Her total compensation package grew by about $1.5-million between 2008 and the previous reporting period. But Ms. Wallace isn’t the only one raking in insane amounts of cash; she turned it into family affair.

Employee Current Title 2008 Compensation
Paula S. Wallace President and co-founder $1,946,730
Mother, May L. Poetter Trustee and co-founder $61,767
Husband, Glen E. Wallace Senior Vice President for College Resources $289,235
Son, John Paul Rowan Vice President, Hong Kong Campus $233,843
Daughter, Marisa Rowan Director of Equestrian Programs $101,493
Daughter-in-law, Elizabeth Rowan Director of External Relations, Hong Kong Campus $85,494

But where exactly does this money come from, you ask? Well, a large portion of the pay earned by Ms. Wallace and her husband comes from a for-profit entity called the SCAD Group Inc. This for-profit arm provides nonacademic services to SCAD—which has three branch campuses and a distance-education operation—including human resources, financial management, communication and student support. In 2008, its share of total income amounted to $111 million, or an amount equal to about 43 percent of the college's total expenses of $261 million. Did I mention this for-profit subsidiary also owns an airplane that administrators and trustees use for business, AND the pays for a personal assistant for Ms. Wallace? Guess I just did!

If you’re a SCAD student, were you aware this collegial family tree was in place? And for students everywhere, how would you feel knowing that your school was structured this way instead of with much more qualified individuals?

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What are They Reading?

Bestselling Books on Campus

October 2, 2010

by Suada Kolovic

Curious as to what college students are reading this fall? Well, wonder no more! The Chronicle has compiled a list of the best-selling books from information supplied by stores serving the following campuses: American U., Beloit College, Case Western Reserve U., College of William & Mary, Drew U., Florida State U., George Washington U., Georgetown U., Georgia State U., Harvard U., James Madison U., Johns Hopkins U., Kent State U., Pennsylvania State U. at University Park, San Francisco State U., Stanford U., State U. of New York at Buffalo, Tulane U., U. of California at Berkeley, U. of Chicago, U. of Florida, U. of Illinois at Urbana-Champaign, U. of Miami, U. of Nebraska at Lincoln, U. of New Hampshire, U. of North Dakota, U. of North Texas, U. of Northern Colorado, U. of Oklahoma at Norman, Vanderbilt U., Washington State U., Washington U. in St. Louis, Wayne State U., Williams College, Winthrop College, Xavier U. (Ohio). For more information on any of these schools, check out our college search.

  • Eat, Pray, Love: One Woman's Search for Everything Across Italy, India and Indonesia

    by Elizabeth Gilbert
  • The Girl Who Played with Fire

    by Stieg Larsson
  • The Girl with the Dragon Tattoo

    by Stieg Larsson
  • Mockingjay

    by Suzanne Collins
  • Chelsea Chelsea Bang Bang

    by Chelsea Handler
  • Are You There, Vodka? It's Me, Chelsea

    by Chelsea Handler
  • The Girl Who Kicked the Hornet's Nest

    by Stieg Larsson
  • The Short Second Life of Bree Tanner

    by Stephenie Meyer
  • Nightlight: A Parody

    by The staff of the Harvard Lampoon
  • Freakonomics: A Rogue Economist Explores the Hidden Side of Everything

    by Steven D. Levitt and Stephen J. Dubner
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Ah…Good Ol’ Truthiness

October 3, 2010

by Suada Kolovic

Who would have thought a word created and popularized by comedian Stephen Colbert of “The Colbert Report” would inspire a new Web project geared toward separating the truth from the “truthy” in political tweets online? For those of you that don’t know, the definition of “truthy” is the art of taking misinformation and dressing it up as fact. The project is mining Twitter to analyze patterns in political discussions, which in turn allows visitors to take a closer look at Twitter trends to stop data manipulation by tech-savvy special-interest groups.

"We're trying to study how information propagates online through social networks, blogging, and social media," said Filippo Menczer, associate professor of informatics and computer science at Indiana University, who is leading the research.

Do you think special-interest groups attempting to influence Twitter and Google search is a real concern?

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Teachers Who Tweet

Professors Microblog to Share Info and Get News, Not Teach

October 5, 2010

Teachers Who Tweet

by Alexis Mattera

Remember how weird it was when your mom friended you on Facebook? It’s probably the same way you’d feel if your calculus professor retweeted your weekend escapades at an off-campus party. That’s an unlikely scenario but more professors are using Twitter for purposed outside the classroom, reveals research by Faculty Focus.

The report, detailed yesterday in the Chronicle of Higher Education, says 35.2 percent of 1,372 individuals surveyed – a 5 percent increase from last year – have an account on the popular microblogging site and use it to share information with colleagues and get news in real time. Though some use it for this purpose, most professors do not communicate with students via Twitter or use the site as a classroom learning tool but perhaps they should, says Reynol Junco. Junco, an associate professor of academic development and counseling at Lock Haven University, is studying social media and found that Twitter can improve student engagement because they are more likely to continue discussion outside the classroom.

Twitter wasn’t around when I was in college but since creating an account in 2008, I have seen the ease and efficiency of sharing information and couldn’t help but wonder if the site could have impacted my academic endeavors. Sometimes I had questions even after going to my professors’ office hours, posting on class message boards and studying the material; perhaps Twitter could have provided the answers I needed in a more timely fashion.

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Colleges Use Social Networking as Academic Tool

October 11, 2010

Colleges Use Social Networking as Academic Tool

by Suada Kolovic

You can’t go anywhere today without hearing the words social networking. But unlike Facebook, where students go to poke at friends and post pictures of their latest shenanigans, college campuses are attempting to harness the popularity of social networking and create online learning communities attempting to mix serious academic work, and connections among working scholars, with Facebook-style fun.

At the City University of New York, a new project called Academic Commons is connecting faculty, staff, and graduate students across the system's 23 institutions. The CUNY-only network allows its more than 1,300 users to write, share blogs, join subject groups, and participate in academic discussions.

At CUNY, registered members of Academic Commons get their own profile, where they can post information about themselves and link up with friends in groups online. The subject groups focus on topics that include open-source publishing, graduate admissions, and—on the nonacademic side—the top New York City pizza joints.

As Matthew Gold, Academic Commons' director put it, “You may not want to friend your dean on Facebook, but you still want to be connected to your dean.”

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College Software Suggests Courses Based on Student Data

October 14, 2010

College Software Suggests Courses Based on Student Data

by Suada Kolovic

What do Amazon, Netflix and Google all have in common? Well, they are constantly learning about you – the user – storing and analyzing data to find relationships and patterns about what you’re viewing. A new project, unveiled at the Educause conference, plans to provide college students with a similar experience on academic websites. The software, called Sherpa, was developed by the South Orange County Community College District and intends to mine data about students to guide them to courses, information and services.

That’s a shift from what students experience today with the Blackboard course-management system, said Robert S. Bramucci, South Orange’s vice chancellor for technology and learning services. “It’s as if Blackboard is somebody with hippocampal damage, that has severe amnesia,” he said. “It’s never seen you before, other than knowing that you have an account in the system. The systems outside learn about you. But the systems typically in academia do not.”

The goal of Sherpa is to offer students an array of options pertinent to them. For instance, a student with a high grade-point average might get a link to the honors program, while a student with low grades might be directed to tutoring services. And with more information about students, the suggestions could get even more specific. Jim Gaston, South Orange’s associate director for IT, academic systems, and special projects, gave this example of a tip he hopes to send to a student who hasn’t yet registered for class:

“Your classes are filling fast. We looked at your academic plan and saw that you plan on transferring to UC Berkeley as a biology major. We searched the class schedule. We found a set of courses you said you were interested in. Based on the pattern of classes you’ve taken in the past, here are the four classes we think you’re going to be most interested in. We’ve already screened them for pre-recs. They don’t have a time conflict with when you said you were going to work. And one of them is your favorite instructor.”

If that’s doesn’t scream convenience, you may want to have your ears checked.

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Want to Get into an Ivy League?

All You Need is $19.99!

October 15, 2010

Want to Get into an Ivy League?

by Suada Kolovic

And I’d have to agree – $19.99 is a steal. Aren’t we all just a tad curious as to what those select few wrote to be granted access behind those coveted gates? I know I am and Howard Yaruss figured you, future college applicants, would be too. So he founded the Application Project Inc. WeGotIn.net, which sells copies of successful applications to Ivy League colleges. For $19.99, you can browse applications submitted by 21 members of Brown University’s 2009-10 freshman class and for the same price, you can access applications submitted by 14 members of the 2009-10 freshman class at Columbia University. (Or buy both for $34.99 and save five bucks!)

For the price of large pizza, you’ll get copies of the applications with entire responses to each question, including essay and short-answer prompts. But are they legit? According to Yaruss, the company obtains the copies directly from students, who are asked to submit their application via their college e-mail as proof of enrollment. Wondering what other Ivy League institutions are in the database? As of right now, just the two mentioned above – Brown and Columbia – but Yaruss plans to expand to all Ivy League institutions, Stanford University and the Massachusetts Institute of Technology in 2011.

The catch, since there always seems to be one, is that an accepted application may not necessarily reveal why a student was selected. The truth of the matter is that multiple factors go into a student’s admittance into a university and to provide students with such a tiny piece of such a complicated puzzle is frankly misleading. That’s why a few admissions counselors who have perused through WeGotIn.net could only scoff. “An application out of context has no value, and it’s disingenuous at best to imply that it does,” said Willard M. Dix, an independent counselor in Chicago who works with low-income students. “But there’s a sucker born every minute. Sites like this clearly know that.”

Yaruss admits he has already encountered some “hostility” in the admissions realm and suspects more criticism will come. But he’s been pleased by the response from the people whose help he needs most—college students. He has solicited their applications by contacting them through, of course, Facebook. His pitch: sharing them would help other students who aspire to attend elite colleges.

Why would such elite students offer their personal responses that they surely put their blood, sweat and tears into to a stranger? Did I mention each student who shared his or her application was paid (two received $100, and the others less)? And in the world of a college student, that ain’t too shabby.

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Study Abroad Overhaul

October 18, 2010

Study Abroad Overhaul

by Alexis Mattera

Studying abroad for a semester can be a rewarding experience for college students but do those benefits translate to potential employers? For a long time, they haven't – many have dismissed time overseas as an excuse to backpack and party in multiple countries – but Cheryl Matherly is setting out to change that.

Matherly, the associate dean for global education at the University of Tulsa, is designing a series of workshops and seminars to help students discuss their time studying abroad in a way meaningful to employers. The common perception – that studying abroad is a perk for wealthier students, typically white females in the humanities or social sciences packing their bags for Europe – is exactly what Matherly is attempting to reverse and show to employers that the students who studied abroad may actually be better assets to their companies. "The value isn't that you had the abroad experience itself," she says. "It's what you learned overseas that allows you to work in a cross-cultural environment. Students have to learn how to talk about that experience in terms of transferrable skills, how it relates to what an employer wants."

Much of the blame for this falls on the schools themselves, as the paths of study abroad and career counselors rarely cross, and Martin Tillman, a former associate director of career services at the Johns Hopkins University's School of Advanced International Studies, stresses the importance of deliberate efforts to build connections. The University of Michigan offers panel discussions each year on what it calls "international career pathways” and the Georgia Institute of Technology touts a Work Abroad Program to place students in international internships and jobs and advises them throughout the process. Some schools are even bringing in third-party providers, like Cultural Experiences Abroad, to help students translate their study-abroad experience into terms employers can understand. CEA has createda semester-long career development course which includes pre-arrival reading assignments, Webinars with career consultants and regular meetings that incorporate experiential exercises and journal writing.

I knew a number of people who studied abroad in college (I didn’t because I couldn't find the right program for my major and regret it to this day) and I’m sure they would have benefited from programs like the ones detailed above. Any graduates in the same boat? And for current college students considering studying in another country, do you think you’d take advantage of these resources if they were readily available to you?

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Professor Lama is ‘In’

Not Your Average Office Hours Held at Emory

October 20, 2010

Professor Lama is ‘In’

by Alexis Mattera

Do you take advantage of the office hours and review sessions held by your professors and teaching assistants? You may be more inclined to if you were meeting with the Dalai Lama.

The spiritual leader is currently at Emory University as part of a presidential distinguished professorship and during that time he has met with researchers, students and members of the spiritual community to discuss everything from traditional coursework to meditation. One of these events included Tuesday’s “office hours,” which were held in the private school’s gymnasium and attended by 4,000 members of the campus community.

After laughing and bowing while taking the stage, the Dalai Lama answered a series of questions posed by students and faculty about enlightenment, world affairs and his greatest influence and biggest fear. In addition, the Dalai Lama talked about keeping a calm mind, reaching out to others, recognizing the connection between all humans and learning how to be centered. "My generation ... we need to say 'bye bye' so you transform the 21st century," he told the students. "The people who create the new shape of this century is you. You must protect, not only taking care of yourself but you must have responsibility to take care of this planet."

Did any of our readers attend this event or have the chance to interact with the Dalai Lama during his time at Emory? Interested in hearing a first-hand account…and if he was able to help out with your calculus homework.

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