Let's Talk Ed

Dr. Jack E. Daniels, the president of Madison Area Technical College (WI), talks about how his college serves the diverse population of its 12-county district. While Madison is an urban center, most other parts of the district are more rural and require different services. Additionally, Madison's least privileged students were left behind until the college engaged with private donors to build a new campus right where students live.

Please let us know how you do it in your area, or what obstacles to access are you seeing in your region. Because together we revolutionize education!

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If our instruction becomes flexible, our student support services have to adapt to the student needs. This means that schedules and modalities have to morph to adapt to our increasing non-traditional students.

Please let Chris Forde and Zahi Atallah know your views on flexible education and on-demand student support.

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How to think about adopting educational strategies that adapt to student needs and life/work realities. Part-time student populations will continue to grow, and the necessity for colleges to adapt offerings to those realities is perhaps an integral part of the recipe for colleges to succeed in the near-term future.

Zahi Atallah and Chris Forde attempt to illustrate ways that higher education can think of implementing flexible strategies. What should higher education be doing to be available for students and to serve their ever-evolving needs.

What are your experiences with, and your ideas of flexible education? Please let us know what you think or have done.

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With a declining traditional aged student numbers, what can we do to engage and retain working adults? Are there approaches to accommodate the work and life of our students? What does it all mean to the quality of our education?

Zahi Atallah and Chris Forde attempt to demystify flexible education by highlighting the why and how it is a powerful tool in the arsenal of college administrators. What does it really mean to welcome working adults, or those with family obligations?

Do you have different experiences with flexibility? Do you disagree that it is a tool to allow for broader access and increased retention and completion? Whatever you think please let us know what it is that you think when you hear about flexibility in education.

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In a time when we are trying to increase the numbers of non-traditional students, it may be critical to recognize that each has had their own trajectory and acquired a wealth of knowledge. Is it helpful to think about the universality of learning as a starting block for credit transfer and competency recognition?

Zahi Atallah and Chris Forde urge other administrators to identify ways to tailor the education to the learners acquired credits and to their learnings outside of higher education from life and work. It is not about taking away from the value of higher education, but it is a recognition of the diversity of learning. Not that different from acknowledging the diversity of learners.

Do you share our perspective? Or, do you think that learning can only happen in the classrooms of our particular institutions? Let us know please.

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When we don't recognize that people learn lifelong competencies, we are putting up obstacles in front of non-traditional students. These same students who can guarantee our survival as institutions, and our economies.

Chris Forde and Zahi Atallah highlight the need to recognize the learning that people have accumulated. It seems that we cherrypick what to transfer. Perhaps it is time to reconsider.

What do you think? Do you have a different perspective? Do you agree with us? Please let us know with your comments.

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Thousands of people have accumulated college credit but have not achieved a credential. Forbes magazine published a story. onthe topic that highlights gaps in credit transfer policies and practices in higher education (https://www-forbes-com.cdn.ampproject.org/c/s/www.forbes.com/sites/alisongriffin/2023/02/15/do-stranded-academic-credits-lead-to-stranded-students-how-transfer-of-credit-policies-impact-college-completion/amp/)

Zahi Atallah and Chris Forde tackle the topic and present curernt credit transfer practices. Moreover, we raise the question of whether to see life and work learning as a critical element of higher education. It seems that private-for-profit institutions have figured out how to recognize it and reward it.

Do you agree that learning can occur outside of higher education institutions? Do you think that we should transfer credits more easily? What do you think is the impact of credit transfers on non-traditional learners? Drop us a line.

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Many claim that higher education is not focused on workforce development. Many claim that perhaps the only higher education that is worth investing in should be solely aimed at trades. Others speak of the importance of the higher learning to a cutting edge workforce and a vibrant economy.

Zahi Atallah and Chris Forde suggest that higher education is synonymous with workforce, economic, and community development. Additionally, the argument is that to maintain a competitive and sophisticated economy, it is critical to look at higher education as THE engine of economic and workforce development.

Do you share our thoughts? Please let us know, because together we revolutionize education.

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February is Career Technical Education month. Additionally, Congress started listening sessions regarding the funding of higher education to enhance career development.

Chris Forde and Zahi Atallah provide insights from college administrator perspectives regarding funding and the need to revisit what financial aid covers and supports.

Do you agree that Pell should support short-term credentials? Please let us know, because together we revolutionize education.

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In addition to Black History month, February is Career Technical Education month!

Zahi Atallah and Chris Forde discuss the significant contributions of colleges to workforce training and development. Two-thirds of middle skills jobs require college education less than a bachelor degree. But is this what the economy and the community require?

Please share your thoughts, because together we revolutionize education.

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