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President and Chair Professor of Public Policy The Education University of Hong Kong. Academic & Professional Qualifications BSc(Hons) CUHK, PhD Paris VI.
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Since , bachelor degree attainment among students from wealthy families nearly doubled, but it New Frontiers in Writing.

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This issue builds on and explores implications of findings from the National Census of Writing. Advancing Equity and Student Success through Eportfolios. Adoption of eportfolio pedagogies and practices in conjunction with Signature Work provide the Transparency and Problem-Centered Learning. This issue, funded by TG Philanthropy, explores the relationship between high-impact practices and Advancing Collaborative Roadmaps for Student Success. Sponsored by The Kresge Foundation, this issue focuses on campus, state, regional, and national In a world where college graduates spend the majority of their public lives engaged in work, this This issue, sponsored by the W.

Faculty Leadership for Integrative Liberal Learning. This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role Quantitative Reasoning.

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Close examination of the status of women science and engineering faculty at four-year colleges and E-portfolios are now being used in more than half of US colleges and universities. This issue Capstones and Integrative Learning. The Changing Nature of Faculty Roles. This issue explores the evolution of faculty roles, including the growing dependence on non-tenure Collaborative Leadership for Liberal Education. This issue explores how campus leaders—presidents, boards, administrators and faculty—can best work This issue focuses on the new changes to the MCAT, which focus more on broad integrative learning This issue centers on how faculty are using high-impact educational practices in individual The Liberally Educated Professional.

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This issue explores how various professional programs, such as education, engineering, and nursing Returning Adult Students. Adult students comprise a growing population on college campuses. This issue features a range of Internships and Experiential Learning. Articles in this issue present best practices for creating internships and other experiential This issue explores new strategies for diversifying the faculty and developing their effectiveness Undergraduate Research. This issue highlights undergraduate programs that integrate students into the research community Engaging Departments: Assessing Student Learning.

This issue explores how departments are developing assessment approaches that deepen student This issue makes the case for a bridge between the undergraduate and public health communities, It explores Toward Intentionality and Integration. Intentionality and integrative learning, captured in the LEAP vision of essential learning outcomes Student Political Engagement.

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  6. This issue examines how the academy engages students in their learning today to help them grow as Academic Advising. This issue addresses the role of academic advising in undergraduate education with a special focus Faculty development will play a critical role in efforts to achieve essential learning outcomes for Bringing Theory to Practice. This observation does not require that the economic benefits of a university education be considered paramount among all the benefits of higher education. It does follow that—other things being equal—selective universities provide even greater value-added in opportunity to low- and middle-income students.

    Colleges and Organizational Structure of Universities

    While universities cannot do everything—our core competency limits our ability to engage in compensatory education—the available data show that we can provide greater access to qualified students from low- and middle-income families than we have in the past. My concern for increasing access began with a focus on recruiting qualified students from the lowest income groups. The answer as of was 57 percent. Since selective colleges and universities should admit only students who can succeed once admitted, we also need to ask: what percent of all students who are well qualified come from the wealthiest 20 percent?

    The wealthiest 20 percent of American families are overrepresented on our campuses by a margin of 21 percent. All the other income groups are under-represented. We need more than these numbers to make the case for increasing access. We also need narratives that highlight what is lost when a campus has few students from middle- and low-income families. The low- and middle-income students at Penn whose peers are most underrepresented include:.

    A young man from Illinois described by his advisor as the "ideal liberal arts student," with interests ranging from physics to international politics to literature to foreign languages. He is also a talented bass clarinetist. He has four siblings, including one with Down syndrome, and was raised by a single mother whose income is limited to Social Security and nominal child support. He required a cash advance from Penn to buy his plane ticket to move to campus. A young woman from Connecticut who aspires to become an industrial-organizational psychologist and who volunteers with an AIDS organization and was an active participant in her school's Black Student League.

    Her mother recently lost her job of 25 years and is fighting foreclosure on their home. A young man from South Dakota who plans to study psychology. His mother is a Head Start teacher on a Native American reservation.

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    His advisor wrote that he had difficulty participating in high school activities because state budget cuts required parents to "contribute" to extracurricular programs and his mother had no income to spare for these pursuits. A young woman from Pennsylvania who wants to study neuroscience and behavioral psychology and has a growing interest in environmental studies and "green" issues. An active fundraiser for community organizations, she has three siblings, including another in college, and her parents work as a supermarket cashier and a factory worker. Increasing access to our universities for middle- and low-income students is both an especially worthy, and increasingly daunting, challenge in the wake of the Great Recession.

    Before the recession, taking financial aid into account, middle- and low-income families were spending between 25 percent and 55 percent of their annual income to cover the expense of a public four-year college education. A student from a typical middle-income family today will pay less to attend Penn than many flagship public universities. Yet private universities also have experienced a big financial squeeze.

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    Only by making financial aid one of their highest priorities and successfully raising many millions of dollars from generous donors can most private institutions afford to admit students on a need-blind basis and provide financial aid that meets full need. This may be the reason why only about one percent of America's 4, colleges and universities are committed to need-blind admissions and to meeting the full financial need of their undergraduate students.

    An even smaller group of universities are committed not only to meeting the full financial need of all students who are admitted on a need-blind basis but also to providing financial aid exclusively on the basis of need. They thereby maximize the use of scarce aid dollars for students with demonstrated financial need. In order to maximize its ability to increase opportunity through the Great Recession, Penn lowered its costs to all students from families with demonstrated financial need. From to , the average price of a Penn education for all students with demonstrated financial need has decreased.

    This policy enables middle- and low-income students to graduate debt-free, and opens up a world of career possibilities to graduates who otherwise would feel far greater pressure to pick the highest paying rather than the most satisfying and worthy careers. Financial aid is not the only obstacle to increasing opportunity.

    Many middle- and low-income students perceive many selective private universities as not only unaffordable but also unwelcoming. Outreach campaigns to underrepresented students, families, and secondary schools are essential to shift these misconceptions. In addition to visiting many schools that are not traditional "feeders" to Penn, we translated our admissions and financial aid materials into Spanish for non-English speaking parents of Latino students.

    We teamed up with the Posse program in Miami-Dade County, and with the Questbridge program, two highly effective non-profit organizations whose primary mission is to prepare low- and middle-income students—often minorities and the first in their families to attend college—for success at selective universities.

    Although much more work remains, Penn has significantly increased the proportion of first-generation, low- and middle-income, and underrepresented minority students on our campus. After they arrive, many campus-wide initiatives enable these students to feel more at home and to succeed. Graduation rates are all above 90 percent, and the Latino rate is even higher than Penn's overall average.

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    The positive impact of increasing opportunity extends beyond the low- and middle-income students who are admitted. Increased socio-economic and racial diversity enriches the educational experience for everyone on a campus by promoting greater appreciation for life experiences and perspectives that differ from those that prevail among the most privileged. This observation speaks to the second ethical aim of a university education: cultivating creative understanding. Students and their parents are understandably concerned about their immediate job prospects.

    Universities certainly should want to help them qualify for gainful employment. But we need to do more for our students than simply prepare them for a job or career.

    What Makes a University Education Worthwhile? | Penn Office of the President

    The primary goal of universities is to educate students to creatively and constructively understand their world. Creative understanding, in turn, is a prerequisite to the third aim of an undergraduate education: graduating students who can act in a well-informed way to benefit society. Most universities today embrace the idea of interdisciplinary learning in order to provide students with a more comprehensive understanding of the world beyond what any single discipline can provide.

    Students are typically required to have in-depth knowledge of a major, and to distribute their elective courses across the humanities, social sciences, and sciences or in some cases, core courses to broaden their understanding. Increasingly, students are offered interdisciplinary majors that help them integrate knowledge across the traditional liberal arts and sciences disciplines "liberal arts," for short. This integration among the liberal arts disciplines is a welcome development from the perspective of cultivating students' capacity to understand and creatively respond to complex social problems.