AHE 591: Lesson 4

As Dr. Major's stated in the beginning of her blog this week, a college education is vital in today's society if a person wants a career (not just a job) that will provide financial stability, as well as personal gratification. This is more true now than it ever has been. When I talk to high school students about the importance of going to college and earning a degree, I try to get them to think long-term, over the span of their lifetime. Most studies show that any type of college degree or certification compared to a high school diploma will mean substantial income growth. The individual with a higher education often earns $1,000,000 more over their lifetime as compared to the one with just a high school diploma. So, when viewed in this light, the cost of a college education seems well worth it.

However, as Dr. Major also pointed out, this cost continues to rise, with seemingly no end in sight. This is certainly true of four-year universities. For example, I did a Google search of "University of Alabama  tuition increase". The first four results were from articles in 2011, 2012, 2013, and just recently in 2014 where the UA Board of Trustees voted to increase tuition in each of those years. Community colleges tout their affordability as compared to the four-year institution, which is true. But even the yearly tuition costs at community colleges, which in Alabama approximately amounts to $4,000, can be steep for some. I see it everyday in my office, as students come in asking for financial help to ease the burden of paying for tuition, books, and tools if they are in a technical program.

So, if higher education is critical for individuals to attain, yet increasingly expensive and an obstacle more and more individuals cannot overcome, what is the answer? As we have been learning in this course, online education, especially in the form of MOOC's (massive open online courses) can be an avenue in which students can get a higher education at a low cost to them, possibly even free. This is a wonderful thing, and something that will no doubt continue to influence higher education as a whole. My question is in regard to credentialing for the organizations that provide MOOC's, such as Khan Academy and EdX. How will businesses and industries view an education that was earned via MOOC's? Will it be viable in the job market? And, how will MOOC's be accredited so that the public at large will know that this is a legitimate option for those pursuing a higher education?

Online learning is not the silver bullet that will solve the problem of accessibility and tuition costs in higher education. But, it is here to stay, and will only continue to grow throughout this century. My two-month-old son will graduate high school in the year 2032 (hopefully!). I fully expect him to go to college, but I am sure that his college "classroom" experience will include more hours in front of a computer, tablet, or maybe even a smart phone, than mine ever did. 

AHE 591: Lesson 3

While I wouldn't rate this week's readings as the most exciting I have read throughout my graduate coursework (no offense, Dr. Major :), it definitely was thought-provoking. I have never given any thought to state's having to regulate their institutions using distance education and online learning, but it certainly makes sense. I do think that it is a difficult thing to oversee, especially as the different forms of online learning continue to grow. Forgive me for using a college football analogy, but it made me think of the NCAA and their inability to make sure that every athletic program is following every recruiting rule in the rulebook to a "T". The really good coaches and recruiters know how to push the boundaries of the rules and operate in a gray area where they technically aren't breaking a rule. I can see the same happening over time with online learning. Colleges want to increase their enrollment and tuition dollars. So instead of being restricted to only their geographic service area or state, online learning essentially makes anybody who is living and breathing a potential student. Over time, I think college decision-makers and administrators will try to find ways to recruit the student(s) who lives on the other side of the country, and even the other side of the globe, if it means increased enrollment figures and more tuition revenue coming into the university.

I also echo the sentiment in Dr. Major's blog that "the primary question at hand is whether online learning has or will be able to provide meaningful access to higher education to those who need and want it." Before starting in my new position as an Advisor at Gadsden State Community College a couple of months ago, I was essentially a Recruiter for GSCC. I helped many high school seniors fill out admission, scholarship, and financial aid applications online. I would often ask students if they had Internet access at home, in case we couldn't finish the online application we were working on. Far too often, the student's answer was "no". And, it's not just about having a reliable Internet connection in order to take an online class in college. I taught an Orientation to College 101 class at GSCC for several years, and often I would have students who did not have basic software applications like Microsoft Word, Excel, or PowerPoint. In short, while access to higher education has certainly increased with the development of online learning, it is still an unlevel playing field, and honestly it probably always will be to some degree. As soon as those who are technologically behind catch up, there will be other technologies that will be required to take online courses that they may not have (i.e. webcams, App Store apps, etc.).

AHE 591: Lesson 2

The readings this week really made me think outside the box of how I have normally thought about online learning. First of all, I've never given much consideration to the different types of online learning that take place, such as the web facilitated, blended/hybrid, and online styles that the Allen and Seaman text describes. More specifically, I suppose I've never thought about who determines what proportion of the class will be deliver online, and what proportion, if any, will be delivered face-to-face? Does that decision come from instructor teaching the class, a division chair, or an academic dean? My ignorance on this topic stems from working on the student services side of the house in higher education.

Also of interest to me in the Allen and Seaman text was the section titled "Is Retention of Students Harder in Online Courses?" As an Advisor at Gadsden State Community College, one of my main responsibilities is to ensure that the students who are enrolled at my institution STAY at my institution, until they have either graduated or transferred. All of the literature I have read on retention basically says that an engaged student will be a retained student. The more a student is engaged academically and socially into their college environment, the more likely they are to stay until they reached their academic goals. My question is: as online offerings continue to increase, how do institutions engage students academically and socially if students rarely, or in some cases never, come on campus? I believe we can engage students in this way online, but it will take more than just getting them to "Like" our Facebook page or "Follow" us on Twitter. The online experience will somehow have to rival that of the on-campus experience. The Allen and Seaman text echo this sentiment. "Concern about retention is one of the rare areas where those experienced with online education have a more pessimistic view than those lacking such experience. An institution's online education experience does lead to a stronger conviction that it is harder to retain students in online courses" (p. 19).

On the flip side of this argument, online learning does have the capacity to help institutions retain students by offering them more course options. When classroom space is defined by brick-and-mortar buildings, space is limited, class seating gets filled up, and the course gets closed. Space is unlimited, however, with online course offerings. More course offerings can lead to students reaching their academic goals more quickly, and time has always been an enemy to retention and persistence to degree completion. The EDUCAUSE Center for Analysis and Reseach study backs this sentiment. "Online courses often help by increasing the number of sections of a course offered, the number of students who can take the course, or the frequency with which a course is offered. This can be especially helpful when students drop or fail out of prerequisite course that are a part of a major and have to retake them before advancing to the next course level" (p. 11).

AHE 591: Lesson 1

Greetings AHE 591! My name is Matthew Burttram. I am the Technical Division Advisor at Gadsden State Community College. I previously worked as a Career Coach at Gadsden State, and as Upward Bound Advisor at Snead State Community College. I have been married to my beautiful wife, Emily, for three years. We had our first child, Andrew, almost two months ago on April 8th. I am pursuing an Ed.D. in Higher Education Administration, and take the majority of my classes through the UA Gadsden Center.

In regard to Lesson 1, I read "The Future of Higher Education" article by Pew Research. The article stems from a survey in which respondents were asked how much technology will change higher education by the year 2020. I enjoyed reading the varied responses of those who were surveyed. Some of the comments I heartily agree with, while others...not so much.

If I were surveyed, I am of the opinion that that technology will continue to change higher education over the next five-and-a-half years, particularly in how instruction is delivered. However, I do not see an upheaval of higher education any time soon because of technological advances in our society, nor would I recommend it, as some respondents suggested in the article. Here is why...

Much of what I read about technology is how it connects us and brings us closer together. But, I have found that in some ways technology does just the opposite. It often makes my relationships with others more shallow. When my relationship with someone is reduced to "liking" a Facebook post, or "retweeting" a Twitter message, there is a depth in the human experience that is lost. When it comes to education, proponents of using more technology seem to verbalize how information that was once only available to a select few (students who pay the outrageous tuition rates that universities require) is now available to everyone in the world with an Internet connection. This is true to some degree. But, I would also say that, personally, some of my richest, most memorable, learning experiences have happened in a brick-and-mortar lecture class. There is something to be said about interacting face-to-face with other students in a learning environment where there is a dynamic teacher imparting knowledge and leading classroom discussions. I hope that we who work in higher education are not quick to get rid of this type of experience.

I am all for using technology that is available to supplement the educational and learning experience. For those who have families to raise and full-time jobs, online learning may be the only way they can earn a degree. But, I agree with Matthew Allen, professor of Internet Studies at Curtin University in Perth, Australia. "Universities are not just portals where students access learning. They are places in which people develop as social beings, in some quite specifically institutional ways."

"Even so, we still want a king"

From Israel's humble beginnings as a nation through the time of Samuel the Prophet, the nation of Israel had seen God perform countless miracles. The Lord of Heaven's Armies, a name God calls Himself throughout the Old Testament, led His people, fought for His people, and won victory after victory for His people. Israel had never needed a human king, because God was their King, Ruler, and Warrior. Yet, it was not enough. Despite God telling the Israelites to be holy, and not like the other nations that surrounded them, here is their request to the Prophet Samuel in 1 Samuel 8:5-9.

"'Give us a king to judge us like all the other nations have.' Samuel was displeased with their request and went to the Lord for guidance. 'Do everything they say to you,' the Lord replied, 'for it is me they are rejecting, not you. They don't want me to be their king any longer. Ever since I brought them from Egypt they have continually abandoned me and followed other gods. And now they are giving you the same treatment. Do as they ask, but solemnly warn them about the way a king will reign over them.'" (italics mine)

Samuel did warn them about the pitfalls that would come with having a human monarchy. "But the people refused to listen to Samuel's warning. 'Even so, we still want a king.' they said. 'We want to be like the nations around us. Our king will judge us and lead us into battle.'" Romans 8:19, 20 (italics mine)

After reading about the persistence of Israel to be like the nations around them, my thoughts immediately went to what Paul wrote in Romans 12:2. "Don't copy the behavior and customs of this world, but let God transform you into a new person by changing the way you think. Then you will learn to know God's will for you, which is good and pleasing and perfect." (italics mine)

It was the custom for a nation to have a king, and Israel followed suit even though God called them to be set apart, a holy nation for His glory. The same call stands for us today. What behaviors and customs  of the world do we copy? What gods are we following that we have abandoned our true King for? Let's repent and let Jesus have his rightful place as King on the throne of our heart each day.

No Procrastination to the Cross

I think it is human nature to procrastinate when there is something lingering that needs to be done, but you don't want to do it. We are all guilty of it, some more than others. It might be that chore you dread on the to-do list at home that has been there for days or weeks, waiting to be crossed off (I'm familiar with that one!). Or, the homework assignment that can wait because right now the NCAA Tournament is on t.v., and you have to make sure the team you picked in your bracket wins (I may, or may not, be familiar with that one, too!). In any case, everyone is guilty at one point or another of putting tasks off that we don't look forward to doing.

In a MUCH greater sense, Jesus had a task that he knew must be done; paying for humanities sins on the cross. In his flesh, he did not look forward to doing it. We are familiar with the prayer he prayed on the night of his betrayal in the garden of Gethsemane. "My Father! If it is possible, let this cup of suffering be taken away from me. Yet I want your will to be done, not mine" (Matthew 26:39). If there was ever a battle between the flesh and the Spirit, this was it. Eternity hung in the balance for all of mankind based on Jesus' decision to willingly go to the cross and die an excruciating death.

What has struck me this Easter weekend, though, was that Jesus was confronted with this decision not only that night in the garden, but everyday of his life. And everyday, he chose to save us. Below are some examples from scripture of the horrible task that Jesus knew awaited him, but he did not procrastinate. He pushed forward to complete the task of saving us.

"From then on Jesus began to tell his disciples plainly that it was necessary for him to go to Jerusalem, and that he would suffer many terrible things at the hands of the elders, the leading priests, and the teachers of religious law. He would be killed, but on the third day he would be raised from the dead." (Matthew 16:21)

"After they gathered again in Galilee, Jesus told them, 'The Son of Man is going to be betrayed into the hands of his enemies. He will be killed, but on the third day he will be raised from the dead.' And the disciples were filled with grief." (Matthew 17:22, 23)

"As Jesus was going up to Jerusalem, he took the twelve disciples aside privately and told them what was going to happen to him. 'Listen,' he said, 'we're going to Jerusalem, where the Son of Man will be betrayed to the leading priests and the teachers of religious law. They will sentence him to die. Then they will hand him over to the Romans to be mocked, flogged with a whip, and crucified. But on the third day he will be raised from the dead.'" (Matthew 20:18, 19)

"When Jesus had finished saying all these things, he said to his disciples, 'As you know, Passover begins in two days, and the Son of Man will be handed over to be crucified.'" (Matthew 26:1, 2)

"So he went to pray a third time, saying the same things again. Then he came to the disciples and said, 'Go ahead and sleep. Have your rest. But look - the time has come. The Son of Man is betrayed into the hands of sinners. Up, let's be going. Look, my betrayer is here!" (Matthew 26:44 - 46, italics mine)

I once heard it said that the same tools that Jesus used in his daily work as a carpenter, a hammer and nails, were the same tools that were used to crucify him. Can you imagine your everyday job being a constant reminder of the horrible death that awaited you?  Every time Jesus put hammer to nail, it was a reminder of the price he would pay to save us. So, on this Good Friday, I give thanks to Jesus for choosing the cross that night in the garden. But, I also give him thanks for choosing the cross everyday of his life, never procrastinating in his task of moving toward Jerusalem and the day of his crucifixion.

Leaving a Lasting Legacy

How do you want to be remembered? What kind of legacy do you want to leave behind for your family? When you are gone from this life, what will people say about you? These are questions that I think all of us ask ourselves from time to time. I know I do. As is always the case, God's Word perfectly sums up how I would want people to remember me. Psalm 112 tells me, and all of us, how to leave a legacy that will last.

"Light shines in the darkness for the godly. They are generous, compassionate, and righteous. Good comes to those who lend money generously and conduct their business fairly. Such people will not be overcome by evil. Those who are righteous will be long remembered. They do not fear bad news; they confidently trust the LORD to care for them. They are confident and fearless and can face their foes triumphantly. They share freely and give generously to those in need. Their good deeds will be remembered forever. They will have influence and honor." ~ Psalm 112:4 - 9

In the passage above, the word "generous" is stated three times. If you want to leave a lasting legacy, be a generous person. This certainly applies to money, but I think we often have an incorrect view of what being generous with our money means. Mark Zuckerberg, founder of Facebook, has a net worth of $17.5 billion dollars, according to Forbes. His donations, such as a recent $500 million dollar gift to a charitable foundation in Silicon Valley, are well publicized. When I see donations like that in the "millions' of dollars, I wonder what difference could I make in comparison to such great wealth. And then I read Mark 12:41 - 44...

"Jesus sat down near the collection box in the Temple and watched as the crowds dropped in their money. Many rich people put in large amounts. Then a poor widow came and dropped in two small coins. Jesus called his disciples to him and said, 'I tell you the truth, this poor widow had given more than all the others who are making contributions. For they gave a tiny part of their surplus, but she, poor as she is, has given everything she had to live on.'"

In God's eyes, that widow gave more than Marck Zuckerberg, Warren Buffet, Bill Gates, or any other billionaire we hear about donating money on the news. While they give out of their surplus, the widow gave all she had.

Generosity is not just about giving money, though. It is also about giving our time and ability to help others. A great example of this is found in Acts 9:36 - 41...

"There was a believer in Joppa named Tabitha (which in Greek is Dorcas). She was always doing kind things for others and helping the poor. About this time she became ill and died. Her body was washed for burial and laid in an upstairs room. But the believers had heard that Peter was nearby at Lydda, so they sent two men to beg him, 'Please come as soon as possible!' So Peter returned with them; and as soon as he arrived, they took him to the upstairs room. The room was filled with widows who were weeping and showing him the coats and other clothes Dorcas had made for them. But Peter asked them all to leave the room; then he knelt and prayed. Turning to the body he said, 'Get up, Tabitha.' And she opened her eyes! When she saw Peter, she sat up! He gave her his hand and helped her up. Then he called in the widows and all the believers, and he presented her to them alive."

The affection that people had for Tabitha in that region jumps off the page. Why? Because she was abundantly generous with her skills and abilities. I'm sure we all can think of "Tabitha's" in our own lives who are always doing kind things for others. Let them know that what they do is a blessing to you.

The unnamed widow who gave all she had and Tabitha are both great examples of how we can leave a lasting legacy. Neither were rich or powerful in the world's eyes. They simply gave their money and skills back to God, and as a result, their stories will be listed in God's Word for the rest of time! What a legacy! Let us leave legacies that will have similar impacts on those around us as we give our resources back to the One who gave them to us in the first place.