TCCTA Blog

"Pell Runners" Target Community Colleges

It's an unfortunate term: Pell Runner. It sounds like science fiction or bootlegging. However, we probably should add it to our vocabularies, as Pell Grants for needy students are sometimes used for fraudulent purposes. Basically it involves individuals who have no intention of earning credits, but pocket the grant money and move on to another school to do the same thing. Those "disappearing" students? Maybe that's the answer.

Strangely, community colleges are particularly vulnerable because their tuition is lower. From an article in the Hechinger Report, a respected source in higher education journalism:

The maximum Pell Grant is about $5,500. The government pays the money directly to the school. The school takes out tuition and fees. Then it gives anything left over to the student — usually a few weeks into the semester.

This means two-year colleges, especially in states with low tuition, may be prime targets. Joanne Jacobs writes a blog for "Community College Spotlight," also published by the Hechinger Report. Here's her take:

They don’t have to account for how they spend the money. A single mother might pay the babysitter so she can get to night classes; a recipient living with parents might buy a car, clothing or Christmas gifts.

While most Pell recipients try to pass their classes, those at low-cost colleges have an incentive to enroll, cash the refund check and then stop attending. Teachers say there’s no trouble parking on campus once the checks go out.

They’ll lose eligibility for aid after two or three semesters, but they can move on to another college and try again, says Mark Kantrowitz, publisher of FinAid.org. Colleges should track these “Pell runners”  and turn them into the U.S. Education Department, he says.

Kantrowitz: If you see a student transferring from one college to another to another within a small geographic area, that may be a sign that they’re a Pell runner.

Some argue that the problem is exaggerated. However, since funding for student aid is always in peril, especially given the current federal budget situation, perpetrators need to be stopped in order for deserving students to receive adequate funds to go to college.

Here's the Department of Education's Pell Grant Page for more information.

Textbook Pirates Roam the Web

It probably shouldn't surprise us that a subterranean Web network has emerged, dealing in pirated digital textbooks. The perps encourage individuals to copy their books and post them online for others. Obviously the publishing companies, authors, and other financial stakeholders try to move quickly with their lawyers to stamp out such activity, but the Web can be slippery. A recent article in the Chronicle of Higher Education points to a site called Library Pirate, which offers free versions of many popular titles.

As is often the case (such as with pirated music), the digital thieves claim they are performing a public service. From the article by Jeff Young:

The founder of LibraryPirate, who refused to give his name out of fear that legal action could be taken against him, said in an interview Monday that he hopes that a groundswell of textbook piracy will force publishers to bring down the prices of e-textbooks, which he sees as unfairly high. “I want to bring about permanent changes to the textbook industry,” he said. “The exorbitant price of a textbook shouldn’t hinder students’ ability to do well in a class,” he added. “I believe there is a moral objective at play here.”

The publishing companies counter that genuine cost savings are now available. They have established a trade organization, with a Web site for faculty, students, and policy makers. It contains some interesting statistics.

At the campus level, faculty members often place desk copies on reserve in the library, use open source material whenever possible, and establish funds to help needy students purchase their books. Online booksellers flourish, providing much-needed competition. College book stores now routinely offer rentals—a development that was unthinkable until very recently.

The market is active, which is a very good sign.

"Old School" Professor to Lose Job

A professor in Georgia has been found not guilty of criminal charges, stemming from an injury to a student's finger when the teacher closed the student's laptop in class. However, subsequent to the verdict, university officials told the instructor he would lose his job after the current academic year.

Frank J. Rybicki, assistant professor of mass media at Valdosta State University, was acquitted of battery charges when a jury determined that he didn't intend to harm the student—an important threshold in a criminal case. Dr. Rybicki didn't recall any injury. The professor had a policy of prohibiting the use of computers in class except for the purpose of taking notes, a common sanction used by educators. Here's the whole story in Inside Higher Ed., by Scott Jaschik.

A key passage:

In an interview Tuesday, he said that when he became aware that the student was using her laptop for non-course-related work, he "went to put the laptop down, she tried to pull it away from me, and she claimed that her finger got stuck." Rybicki said that he "didn't see the finger get stuck," and doesn't remember that. But he said that the point that most helped him at trial was that nobody was able to offer evidence that he intended to hurt his student's finger. (Rybicki has never named the student, and a woman with the name cited in some Web commentary as the student in the case has not responded to questions about the incident.)

Rybicki said he thought the real issue in the case was the right of a professor to maintain the classroom as a learning environment. He said that he realizes that some students disagree, and tell him things like "I paid for this class so I should do what I want." But Rybicki said that what a student pays for is "for me to teach," and that means setting some standards in the classroom.

"Students need to realize that even if they pay tuition, they are in a class with other students, in a class that is being guided by professionals," he said. "I'm 'old school,' I guess," he said.

The professor's students have established a Facebook page in support of him.

This case raises a number of interesting questions. TCCTA attorney Frank Hill will be among the speakers at the association's Fall Conference for Faculty Leaders, on October 7-8. (Here's more information.) Maybe Mr. Hill could comment on whether a "not guilty" verdict has any controlling authority in employment decisions by institutions. Just a guess: It depends.

New Benefits Plan Year to Begin

On September 1, the new plan year for the Group Benefits Program of the Employees Retirement System commences. In terms of individual impact, it can be complicated, so here is the ERS Web site for the most accurate and timely information. You should be able to navigate around the site to find out what is needed. It might also be a good idea to subscribe to ERS e-mail updates for higher education employees. As reported here before, the agency's trustees may decide eventually to make additional adjustments to co-pays, prescriptions, deductibles, etc., to contend with cost increases and a grim budget picture for the next biennium. If so, it will be reported here.

ERS posted an announcement recently directed at those with dependent coverage who may wish to fill or re-fill prescriptions before the deadline, as deductibles are set to start over on Sept. 1. It could mean saving some money.

Here is the text of the announcement:

Remember that from September 1 to August 31, you and each of your covered dependents must pay separate $50 deductibles before the plan begins to cover drug costs. For example, if you have two dependents, you would have a total family deductible of $150 per plan year for prescription medications if all of you fill at least $50 worth of prescriptions.

One of the best ways to save money on your health care is to make sure you take generic drugs whenever you can. Always consult your doctor before switching medications. New generic drugs come into the market all the time. It’s important to know when generics become available, because they generally cost less, and they have the lowest copay. Plus, if a generic is available and you buy the brand-name drug instead, you will pay the generic copay plus the difference between the cost of the brand-name and the generic drug.

 

Student Mindset List Released

It's that time of year, and the Beloit College Student Mindset List has been published. It always makes for an interesting read, and attracts a lot of media attention. Basically the list reveals how cultural icons change from one generation (focusing on college freshmen) to the next. You can take a quick look at the 75 items here.

The official explanation:

Each August since 1998, Beloit College has released the Beloit College Mindset List, providing a look at the cultural touchstones that shape the lives of students entering college this fall. The creation of Beloit’s former Public Affairs Director Ron Nief and Keefer Professor of the Humanities Tom McBride, it was originally created as a reminder to faculty to be aware of dated references, and quickly became a catalog of the rapidly changing worldview of each new generation. Mindset List websites at Beloit College and at mindsetmoment.com, the media site webcast and their Facebook page receive more than a million hits annually.

The item attracting the most media attention this year is the chronological fact that the high school kids in "Ferris Bueller's Day Off" are now old enough to be their parents. Thanks to cable TV (especially Comedy Central) re-runs and YouTube (check this out…priceless), most freshmen today are probably familiar with the film's characters. But this too shall pass. Faculty members who presently get an easy laugh on the first day of class by calling the roll with "Bueller? … Bueller?" or by asking "Anyone? … Anyone?" will eventually seem eccentric—perhaps even sad and pathetic.

The term "solipsistic" comes to mind when we are surprised to discover that the cultural phenomena that were significant in our lives don't last forever. Nevertheless, the rise of the new media has obviously accelerated the ability of young folks to reject the past quickly and move on to the next big thing. If you don't understand Lady Ga Ga, or haven't caught Bieber Fever, just wait a little while.

Oh, yes. "LBJ" stands for LeBron James. It is written. Now go forth and sin no more.

Low Achievement, High Self-Esteem

Community college teachers run into it constantly. Most of our students are not college-ready, but often are insulted when told they need remediation or must get their act together by performing tasks like, you know, for a start, coming to class and completing assignments.

Actually, conditions may be nudging up a bit in terms of college readiness, according to the latest news from ACT, but attitude has a lot to do with success as well. Students who are willing to work hard will generally improve. But they may need a firm wake-up call from someone who cares.

Marc D. Cyr is an associate professor in the department of literature and philosophy at Georgia Southern University. He takes an amusing (if pointed) riff on the situation in the Chronicle of Higher Education (subscription may be required).

He begins the piece by describing a survey exercise assigned to students by a colleague, with questions composed by a group of students. One of their questions asked whether "dyeing your hair purple helps your self of steam." Not self-esteem. Self of steam.

The professor stepped in to fix the mistake, as none of the students in the entire group had detected it. To be fair, Professor Cyr points out that such errors are common with all of us as individuals, admitting that he once thought the rock song "My Woman from Tokyo" was "My Woman Can Talk to You." Some of us recall thinking the Beatles hit "Day Tripper" was about a "State Trooper"—downright weird and disturbing on so many levels. Let's not discuss "Louie, Louie."

The author goes on to speculate on whether it was appropriate for his colleague to correct the students' error. Maybe it would have been preferable for them to find out on their own, once the survey was out there and subjected to the inevitable hoots of derision. Presumably they would also get a bad grade on the exercise. Or would they?

Some choice quotes from the piece:

The OECD Programme for International Student Assessment study for 2009 revealed that, in a group of 34 developed countries, American students ranked 17th in science knowledge and ability and 25th in math, although—and let's have a big cheer here—14th in reading. But they waved the big foam-hand finger at No. 1 in self-confidence. For professors, of course, this is old news. I doubt there's a single one of us who has not encountered, and continues to encounter with depressing frequency and volume, students who perform below college standards yet confront us with anger or tears or both and the claim that they "always" get A's, that we are being unreasonable at best, and at worst that the low grades they are earning are vindictive because we don't like them. That we can and do provide them with evidence that they have earned these low grades too often means nothing to them because they know they're better than the evidence shows.

And:

We need to give our students the opportunity to develop to their true potential. We need to teach them how to actually succeed. And this means setting reasonable yet high standards, training them to meet those standards, and holding them accountable for doing so, and throughout their student careers supplying them with honest evaluations of their performance. This honesty, by the way, does not necessitate brutal or demeaning delivery. Do we want our students to have self-esteem? Then we must stop depriving them of the means and opportunity to earn it. Sooner or later they'll find out the truth; we need to do far better, even if it is painful in the short run, than we are doing in order to make that truth something better than bitter.

So, to apply terms I have read in student essays, if you think we're doing students and this country's future a favor by calling their spade a diamond, you've got another thing coming. The statutes of liberty guarantee the right to the pursuit of happiness, but we're doing our students a huge disfavor by drawing lipstick smiley faces on everything from eagles to pigs, telling them they can fly, and then shoving the whole bunch off the cliff. You can take it for granite that if we keep going on this way, even their self of steam will go up in smoke.

 

A Message from TCCTA Lobbyist Beaman Floyd

The following is a message from Beaman Floyd, professional contact lobbyist for TCCTA.

I want to take you back to a moment on April 1. We, along with the Texas Association of Community Colleges, supported a floor amendment by Rep. Jimmie Don Aycock that placed all impending cuts to community colleges (including those for health benefits) into a single line item—making the devastation more apparent to lawmakers. You may recall a flurry of e-mails. This “grass roots” effort paid off, and the amendment passed unanimously.

No, it didn’t solve our problem. The cuts are still drastic, but in the world of the 82nd Regular Session, it demonstrated the potential of collective, coordinated action on our part. I was there and it was impressive.

I also genuinely believe in the social good of your profession, and promise to continue engaging lawmakers and their staffs urgently and constructively. Naturally, when visiting with clients, I am asked, “What can I do?”—especially in the “off-season.”

First, you can join TCCTA. Your association is respected in Austin, and policy makers pay attention when your professional voices speak in unison, from every campus—and legislative district—in Texas.

Next, get informed. Pay attention to the  information and commentary TCCTA provides. Read the Messenger. Visit the Web site and contribute to the discussion on the “Blog” feature of the site. Communication is indispensable.

Third, get to know your legislators now, while they are “at home.” Invite your representative and senator to visit your campus, ideally in a joint meeting with faculty, administration, and board members. It’s always impressive when all stakeholders are on the same page. As someone who represents clients in public education, I can tell you that such unity is very rare.

Finally, participate in TCCTA events—especially the Fall Conference for Faculty Leaders on October 7-8 in Austin and the Annual Convention on March 1-3 in Frisco. I hope to see you there!

A Message from the TCCTA President

The following is a back-to-school message from TCCTA President Annie J. Benifield, Lone Star College–Tomball.

Welcome!

I am honored to serve as your president for the coming year. Although the fall semester is just getting started, rest assured that your TCCTA leadership is working hard to make 2011-12 successful for you and your colleagues.

If you have not already done so, please join TCCTA. Participation in our association has been extremely rewarding for me over the years, and I know it will be for you, too. 

You can learn about the tangible benefits of joining from our Web site or from the printed material provided by your campus representative. I guarantee that you will not find a better bargain anywhere on membership dues and professional liability insurance.

You can join TCCTA or renew your membership securely online here. I also highly recommend the optional liability insurance coverage, no matter what or where you teach. Many community and technical college educators find it indispensable to their security and peace of mind in these contentious times.

But joining is just the beginning. In order to fully appreciate TCCTA, I urge you to attend our conferences. First up is the 32nd Annual Fall Conference for Faculty Leaders, to be held on October 7-8, at the beautiful Omni Southpark Hotel in Austin. Please read all about it here and please consult this site for details and updates. Those who attend this meeting always return to campus with a wealth of information to share with colleagues.

And make plans now to attend our annual convention, on March 1-3, at the Embassy Suites Hotel and Conference Center in Frisco. Whatever your teaching field or area of expertise, you’ll find plenty of amazing opportunities for professional development. The meeting also features an outstanding exhibit area, with displays from all the major publishers and technology companies. I might also add that the conference is great fun, and provides you with a chance to mix and mingle with your peers across the entire state, from large colleges and small.

Obviously, we have just completed a tumultuous Regular Session of the Texas Legislature. But we must not get discouraged. TCCTA provides a host of ways to participate in the legislative process, beginning with an array of opportunities to stay informed on vital issues. TCCTA is always front and center, providing vital and timely information. Your membership dues this year include a subscription to the Blog, updated daily, covering all issues of concern to community and technical college educators.

In the coming months, there will be important matters arising in legislative interim committees, and from the Texas Higher Education Coordinating Board. One of our most important resources is our outstanding lobbyist, Beaman Floyd. I hope you’ll pay attention to his regular columns and get a chance to hear him speak at our conferences.

Since community and technical colleges are the foundation for success in Texas, please join us in our effort to move the state forward.

Obviously we have many challenges to face as educators. But I believe that, for each challenge, there is an opportunity for growth and progress. In order for this to happen, however, we must be united as a profession.

Please don’t hesitate to contact any of our officers or the state office in Austin if we can be of any assistance.

TCCTA is there for you. Join us!

TCCTA Provides Retirement Information

Whether newly hired (welcome!) or a seasoned veteran (you too!) at a Texas community or technical college, you will discover a wealth of information on our "Retirement Planning" page.

New employees in particular may profit from the multitude of sources on the site, especially as they relate to the crucial decision of whether to choose the Texas Teacher Retirement System (TRS) or the Optional Retirement Program (ORP). Also, you should definitely consult with your school's HR officials and visit with experienced colleagues about the options and potential consequences.

The decision of whether to choose TRS or ORP is "irrevocable" under current law, so please give it careful consideration.

The "Analysis of Possibilities" composed by TCCTA has been updated, taking into account the recent 2011 Regular Session of the Texas Legislature.

Each person's situation is unique. Those presently "vested" in TRS may choose a different option than those new to the system. Age and work history are important factors, as well as whether you intend to stay in Texas for the duration of your career. Some community colleges participate in the Social Security system and some do not. These are just a few of the variables to consider in making plans.

There is no shortage of financial advice out there, especially in these tumultuous times in the global financial markets. Here's a recent publication from Yahoo! Finance that may help get you started. Regardless of whether you opt for TRS or ORP, such sources could be of use in considering tax-deferred supplemental plans that may be offered by your college. It is safe to say that all participants should investigate the companies whose products are offered on your campus before choosing (or changing) a retirement investment plan.

TCCTA provides a Financial Planning Seminar each year at our annual convention. Watch for details as the convention date approaches.

New Freshmen and Online Courses

Colleges are finding ways to make sure that incoming freshmen are counseled very carefully before registering for online classes. This is a good idea, based on various reports, including a study recently published by the Community College Research Center.

The study, conducted by Columbia University researchers Di Xu and Shanna Smith Jaggars, is entitled "The Effectiveness of Distance Education Across Virginia’s Community Colleges: Evidence From Introductory College-Level Math and English Courses."

Earlier reports also underscore low rates of success for incoming students in online developmental education classes. Here's an earlier post on the new DE law (please scroll down for a germane discussion on this point).

One difficulty stems from the fact that entering freshmen are often quite familiar with digital communication and may conclude they are equipped for instruction in the same medium. They also sometimes believe, despite all evidence to the contrary, that online classes will require less effort. Faculty members in the field stress constantly that younger students should not take these classes at all unless they have previously demonstrated evidence of self-discipline and maturity, such as with credits earned in dual credit programs in high school.

From the abstract of the Columbia study:

Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students. In the current study, the authors used a statewide administrative data set to estimate the effects of taking one’s first college-level math or English course online rather than face to face, in terms of both course retention and course performance. Several empirical strategies were used to minimize the effects of student self-selection, including multilevel propensity score. The findings indicate a robust negative impact of online course taking for both subjects. Furthermore, by comparing the results of two matching methods, the authors conclude that within-school matching on the basis of a multilevel model addresses concerns regarding selection issues more effectively than does traditional propensity score matching across schools.