{"id":33,"date":"2002-01-05T13:32:23","date_gmt":"2002-01-05T18:32:23","guid":{"rendered":"https:\/\/www.goer.org\/wordpress\/briefcases_of_money"},"modified":"2002-01-05T13:32:23","modified_gmt":"2002-01-05T18:32:23","slug":"briefcases_of_money","status":"publish","type":"post","link":"https:\/\/www.goer.org\/Journal\/2002\/01\/briefcases_of_money.html","title":{"rendered":"Briefcases of Money"},"content":{"rendered":"<p>\n<a href=\"http:\/\/www.marissalingen.com\" title=\"the indomitable\">M&#8217;ris<\/a> is back from vacation, but she<br \/>\nseems pretty swamped with going through the<br \/>\n<a href=\"http:\/\/www.speculon.com\/BayLaurel\/hatealiens.html\" title=\"The 'Why I Hate Aliens' anthology\">WIHA<\/a> slush.<br \/>\nI sent her a non-WIHA related email, and her response began like this:\n<\/p>\n<blockquote>\n<p>Thanks for sending this e-mail along, but I&#8217;m afraid it&#8217;s not for<br \/>\nme.  Aside from a passing mention, it had nothing to do with aliens, much<br \/>\nless with hating them.  Best of luck placing it elsewhere.<\/p>\n<p>Oh.  Sorry.  You get into the zone, you know&#8230;  <\/p>\n<\/blockquote>\n<p>\nSpeaking of M&#8217;ris, her January 4 journal entry is on<br \/>\n<a href=\"http:\/\/www.marissalingen.com\/010402.html\" title=\"eliminating J-term\">college and niche marketing<\/a>.<br \/>\nSpecifically, she&#8217;s talking about her alma mater,<br \/>\n<a href=\"http:\/\/www.gac.edu\/\" title=\"small liberal arts school in MN\">Gustavus Adolphus College<\/a>, and the<br \/>\nfact that they are eliminating &#8220;J-term&#8221;, which is a one-month term in January<br \/>\nwhere you take one course.  I&#8217;m not sure if J-term is unique to Gustavus,<br \/>\nbut it&#8217;s got to be reasonably rare, anyway.\n<\/p>\n<p>\nM&#8217;ris is not in favor of the ditching-of-the-J-term.  She says, rightly, that<br \/>\nit&#8217;s good that the thousands of different colleges and universities<br \/>\nin this country are so different from each other, and they should stay that<br \/>\nway.  The more niches that colleges manage to satisfy, the better for students.\n<\/p>\n<p>\nThat&#8217;s all true.  Although I&#8217;ve got one nit to pick:  perhaps<br \/>\nbecause I am not a Gustavus alum, I&#8217;m a bit confused<br \/>\nabout why J-term is so important for Gustavus&#8217;s niche marketing.<br \/>\nClearly Gustavus has <em>many many<\/em> attributes that differentiate it from<br \/>\nHarvey Mudd, BYU, Simon&#8217;s Rock, Yale, Bob Jones, Duke, or Florida State&#8230;<br \/>\nis J-term really all that high on the list?  Maybe for some.  I dunno.\n<\/p>\n<p>\n<em>Anyway<\/em>, the real reason I brought this up<br \/>\nwas that M&#8217;ris does a <em>spot-on<\/em> job of describing the different types of<br \/>\ncollege students.  For the heck of it, here&#8217;s my take on the subject:\n<\/p>\n<p><H4>The Three Types of College Students<\/H4><\/p>\n<ul>\n<li>\n<p>\n<B>Type A<\/B> (The University as Glorified Summer Camp):<br \/>\nThe most common type.  This student is there because he<br \/>\nis a member of the middle or upper class, and in this country the rite<br \/>\nof passage for staying in the middle class is going to college.  Other than that,<br \/>\nhe isn&#8217;t quite sure why he&#8217;s there, other than Mom and Dad are paying.  You can spot<br \/>\nthese folks easily enough:  they are those who wax poetic about &#8220;The College Experience&#8221;,<br \/>\nwho drone on about how &#8220;the most important things I learned weren&#8217;t in the classroom&#8221;.<br \/>\nA self-fulfilling prophecy &#8212; after all, you weren&#8217;t in class after the first week,<br \/>\nwere you?\n<\/p>\n<p>\nIt&#8217;s unfortunate that we in the United States have chosen college<br \/>\nas our rite of passage to middle class adulthood.  Couldn&#8217;t we choose a less<br \/>\nexpensive ritual?  Or at least a less time-consuming one.  For example, maybe<br \/>\nthe kids could link arms in a circle around a bonfire while their parents<br \/>\nstand behind them, symbolically tossing briefcases of twenty dollar bills<br \/>\ninto the blaze.\n<\/p>\n<\/li>\n<li>\n<p>\n<B>Type B<\/B> (The University as My Ticket Up (or Out)):<br \/>\nThe next most common type.  This student knows why she&#8217;s going to<br \/>\ncollege.  She knows that for some reason, you need<br \/>\na bachelor&#8217;s degree in this country.  And she&#8217;s going to get one &#8212;<br \/>\nand if she has to jump through hoops and put up with frippery that has<br \/>\nnothing to do with her major, so be it.\n<\/p>\n<p>\nMany type B students are older people going back to college, first- or<br \/>\nsecond- generation immigrants, or from low-income backgrounds.  They are<br \/>\nmost heavily concentrated in pre-med, law, business, and engineering.<br \/>\nUnlike their more slothful Type A colleagues, Type B students are<br \/>\n<em>hyper<\/em>-aware of grades and finances.\n<\/p>\n<\/li>\n<li>\n<p>\n<B>Type C<\/B> (The University as Palace of Learning):<br \/>\nBy far the rarest type.  The Type C student is the kind of student that<br \/>\ncolleges like to claim that they serve in their glossy brochures.  Type C students<br \/>\ngo to college because they actually <em>like<\/em> learning.<br \/>\nSome of these pathetic throwbacks love only one field, such as physics; others<br \/>\nare true polymaths who drink up literature, history, theater, chemistry&#8230; you name it.\n<\/p>\n<p>\n Although the number of Type C students is small, the group is still<br \/>\nbig enough (and academically monomanaical enough) to produce a<br \/>\ndistressingly large supply of professors.  This has lead to exponential<br \/>\ngrowth in the number of academic papers and books produced, which<br \/>\n<a href=\"http:\/\/www.its.caltech.edu\/~newman\/sci-cp\/sci85072.html\">many<\/a><br \/>\n <a href=\"http:\/\/www.medinfo.cam.ac.uk\/miu\/papers\/hanka\/mic97\/just_in_time.html\">pundits<\/a><br \/>\n<a href=\"http:\/\/www.generalsemantics.org\/Education\/TBContents.htm\">falsely<\/a><br \/>\n<a href=\"http:\/\/www.ai.mit.edu\/~mfoltz\/proposal\/node1.html\">equate<\/a><br \/>\n<a href=\"http:\/\/www.luc.edu\/depts\/physics\/dualdeg.html\">with<\/a><br \/>\n<a href=\"http:\/\/www.worldlinq.org\/us_china_conf2001\/Paper\/paper_Lee.htm\">exponential<\/a><br \/>\n<a href=\"http:\/\/www.liquid.org\/problem_frset.html\">growth<\/a><br \/>\n<a href=\"http:\/\/www.britannica.com\/magazine\/article?content_id=89539&amp;pager.offset=80\">in<\/a><br \/>\n<a href=\"http:\/\/www.abs.sdstate.edu\/abs\/Farm&amp;Home\/50_2\/pres.htm\">human<\/a><br \/>\n<a href=\"http:\/\/library.humboldt.edu\/~ccm\/fingertips\/ioverloadstats.html\">knowledge<\/a>.<br \/>\nThe oversupply of Ph.Ds sometimes even forces the metastasis of yet more<br \/>\ncolleges and universities, thus exacerbating the problem.\n<\/p>\n<\/li>\n<\/ul>\n<p>\nDifferent institutions have different ratios of Types A-to-B-to-C.  For example,<br \/>\nHarvey Mudd was about 30-40-30, while UCSB (which I view as more typical) is<br \/>\nmore like 70-25-5.  At a place like<br \/>\n<a href=\"http:\/\/online.phoenix.edu\/\">The University of Phoenix<\/a>, the ratio might<br \/>\nbe 5-85-10. There&#8217;s a lot of variation, but I&#8217;m pretty sure that overall,<br \/>\nC &lt; B &lt;&lt; A.\n<\/p>\n<p>\nHere&#8217;s my modest proposal:  Each school would shoot for having most of its<br \/>\nstudents in one column.  The Type Cs would go to fancy-schmantzy academic<br \/>\nliberal arts schools, like Swarthmore.  The Type Bs would go to trade schools or<br \/>\nengineering schools, like MIT.  And the Type As would go to pure party schools,<br \/>\nlike Stanford.  We could even explicitly label schools as A, B, or C, to help<br \/>\nhigh school students choose.\n<\/p>\n<p>\nThe benefits are clear.  Happier students.  No more stupid debates over<br \/>\nfootball interfering with academics.  No more pre-meds whining about having<br \/>\nto take Physics and English Lit.  No more worrying about whether your kid<br \/>\nis getting the education he or she needs.\n<\/p>\n<p>\nAnd just think how much more honest those glossy brochures and alumni magazines<br \/>\nwould be.  Anyway, just a thought.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The benefits are clear. Happier students. No more stupid debates over football interfering with academics.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-33","post","type-post","status-publish","format-standard","hentry","category-culture"],"_links":{"self":[{"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/posts\/33","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/comments?post=33"}],"version-history":[{"count":0,"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/posts\/33\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/media?parent=33"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/categories?post=33"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.goer.org\/Journal\/wp-json\/wp\/v2\/tags?post=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}