Commencement has always been the most memorable workday of the year for me throughout my academic career, and especially so during the past 14 years at APUS. It is this day, this moment when years of hard work and accomplishments are acknowledged and the pride of this recognition, of being able to walk across the stage in a proclamation of personal and professional success, is celebrated with pomp and circumstance, with great dignity and joy.
Author Archive | Dr. Karan Powell
Editor’s Note: Whether considering an online or traditional school, accreditation is a critical consideration at both the institutional and program level. APUS President Dr. Karan Powell explains how it underscores a commitment to quality, career-relevance and positive learning outcomes.
The American Council of Education (ACE) Annual Meeting in Washington, D.C., earlier this week brought together presidents, provosts, and university and higher education leaders from around the world. On opening day, the attending presidents discussed such issues as academic freedom, alongside student freedom of speech, in a session titled “Navigating the tension between freedom of expression and campus inclusion.”
The issues of college access and affordability have been salient topics among students, administrators, and state and federal legislators for quite some time – and for good reason. Given rising tuition and fees, a growing number of students across the U.S. cannot afford to attend college in the traditional manner, and are increasingly drawn to the greater affordability and flexibility of online education. However, a recent Inside Higher Ed article cites a study conducted by the WICHE Cooperative for Educational Technologies (WCET) stating that online education actually costs more, not less.
All new university presidents are required to attend the Department of Education’s (ED) Fundamentals of Federal Student Aid (FSA) Administration course. It is comprised of a mandatory online pre-requisite course, followed by a five-day, in-person class conducted onsite at an ED location. These sessions are conducted regularly in various regions nationwide; and I completed my training last month in Seattle. The online component was rigorous, informative, and required a pass rate of 80% to ensure eligibility for the in-person segment. This portion was equally instructive and included sessions exclusively for presidents and CEOs, alongside the regular training provided to directors of financial aid.
Does higher education prepare students for the workforce? Should it? If so, how? These questions, resounding clearly across higher ed, government, and employers over the past few years, have existed for as long as I can remember. On a decision tree, they would branch off from the trunk of the question, how is the quality of higher education defined?