Thursday, July 20, 2017

Colleges Pay Diversity Officers More Than Professors, Staff

Top public universities pay administrators with jobs related to diversity initiatives an average of  $175,088 per year, substantially more than other professors and faculty members, according to a Campus Reform investigation.

A sheet compiling the salaries of the top diversity administrators at 43 of America’s top public universities shows that virtually all are paid at least $100,000, with some going well beyond $300,000.

The average of $175,088 per year is more than three times the average American’s salary of $44,980. The lowest salary identified by Campus Reform is $83,237, still almost twice as much as the average American salary.

A 2016 report by the American Association of University Professors found that the average professor salary across ranks was $79,424.

In one example, an administrator at Rutgers University named Jorge Schement, vice chancellor of the Office of Diversity and Inclusion, made $253,262 in 2016, while most faculty at Rutgers in 2015 made less than $50,000 a year.

The same 2015 review found that the median salary of tenured professors at Rutgers was $121,467, which makes for more than a $100,000 difference between the average Rutgers professor and the vice chancellor of the Office of Diversity and Inclusion.

Some have suggested that giving diversity initiative administrators high salaries is ineffective.

“It is crucial for boards and leaders to ask whether spending on new administrative salaries will serve the genuine needs of students or just fulfill the wishes of certain administrators,” Michael Poliakoff, president of the American Council of Trustees and Alumni, told Campus Reform.



Ideological Tribalism: Graduating Stepford Students

Freedom of speech is foundational. Without freedom of speech there are no other freedoms.

In a stunning new guide to colleges that ranks  "a diversity of viewpoints and a culture of free and open discussion" New England colleges and universities are exposed as the most close-minded in a comparison of diversity of political and cultural points of view. Considering that the New England colleges and universities are some of the most prestigious in America and that they graduate future leaders and "authorities," the study results are particularly disturbing.

The silencing of Conservative voices on campus is a deliberate strategy to expand the widening echo chamber of left-wing liberal tenets of political correctness, moral relativism, and historical revisionism. Parochial schools are very clear in their mission to educate students in the particular tenets, customs, and ceremonies of their chosen religion. Religious schools freely and unapologetically attempt to perpetuate their religions through education. There is informed consent - the parents and students being fully aware of the purpose of their education.

The problem today is in non-parochial schools because parents believe their children are receiving a secular American education not a parochial education. The reality is that American students from pre-school through college are being indoctrinated in left-wing liberalism by their Leftist teachers. Leftism is the new religious orthodoxy of the Democratic Party and the Democrats are busy proselytizing their religion in the classroom. There is no informed consent and no consumer protections. There is only buyer beware.

Slowly parents are beginning to examine the content of the curricula their children are being exposed to and are rightfully alarmed by the anti-American, anti-establishment, anti-democracy lessons being taught. Their children are being propagandized toward anti-American collectivism and socialism every day all day.

When liberal professors outnumber their conservative colleagues 28:1 a culture of ideological tribalism is created and freedom of speech ceases to exist. Conservative voices are silenced because the academic and social tyranny of the Left demands conformity. It is an ideological war that demands submission.       

Tyranny cannot tolerate freedom of speech because in ideological wars words are the weapons. The Left is engaged in a very undemocratic effort to silence any voices of opposition. The tribal mind focuses on membership in the tribe as the absolute value which explains the malicious shunning and disparaging of anyone who disagrees. To be in the tribe one must demonstrate loyalty to the tribe and adhere to its cultural norms.

Instead of participating in the proud American tradition of open debate the Leftist leadership of the Democratic Party has adopted the tyranny of censorship, intimidation, and intolerance. Instead of encouraging respectful discourse for the merits of ideas to be debated the Left silences its opponents with its tyrannical demand for compliance to its tenets of political correctness, moral relativism, and historical revisionism. The Leftist orthodoxy silences any heterodoxy. The Democratic Party has devolved into ideological tribalism where membership in the group is determined by adherence to its orthodoxy.

Outside the classroom the left-wing activists organize campus protests where academic cry-bullies shut down buildings and intimidate speakers to silence opposing voices. They demand safe spaces and Play-doh to calm and "protect" them from opposing ideas. These protesters are not burning books because the curriculum has already been censored and manipulated to eliminate opposing ideas. Instead of an education the students are being indoctrinated in the left-wing liberal orthodoxy of political correctness, moral relativism, and historical revisionism designed to produce another generation of Stepford students to join the widening echo chamber of orthodox Leftists who reject any heterodoxy.

The general public is being similarly indoctrinated because their news and information has been censored to eliminate opposing ideas and to silence opposing voices. The colluding mainstream media moguls of television, movies, print media, and the Internet, all have common cause to participate in the echo chamber of manipulative information designed to indoctrinate the public into accepting their left-wing liberal orthodoxy.

What is the purpose of the ideological tribalism of the Democratic Party? Just like the student curricula the public indoctrination by the leftist Democratic Party is part of the widening echo chamber designed to transform American democracy into socialism.

The Left organizes content designed to break down traditional American cultural norms that encourage individualism, achievement, the meritocracy, and critical thinking skills. The Leftist narrative promotes collectivism and passivity to produce an unaware and compliant public. The Leftist Democratic Party in America supports or is an apologist for Linda Sarsour, BDS, FGM, open-borders, illegal immigration, sanctuary cities, and the fiction that Islam is a religion like any other.

Instead of news and information the general public is being indoctrinated in the left-wing liberal orthodoxy of political correctness, moral relativism, and historical revisionism designed to produce an unthinking Stepford population who will join the ever-widening echo chamber of orthodox Leftists who reject any heterodoxy.

Consider the long term effects of their echo chamber that begins in kindergarten, continues throughout college, graduates Stepford students who become leaders and "authorities" in government, politics, academia, Internet, media, statistics, books, art, medicine, law, theater, movies, every sphere that influences American life. WHY?   

Because the globalist elite mega-moguls and their mega-corporations have a long term plan. They are using the echo chamber of Leftists as useful idiots to create the social chaos and divisiveness necessary to destroy American democracy and replace it with socialism. Socialism's complete cradle-to-grave government control is the prerequisite for the globalist elite's own one-world government that features an unrestricted world market for their goods and a binary socio-political system of masters (the globalist elite) and their enslaved population (everyone else).

The ideological tribalism of the Leftist Democrat Party that graduates Stepford students and disinforms the public to become Stepford voters is a boomerang. Ideological tribalism will be used against the useful idiots by the globalist elite who will ultimately impose one-world government and enslave them all. There is no place for Leftist agitators in one-world government - there is only room for Stepford slaves.


Small private schools are struggling, but Merrimack has found its footing

NORTH ANDOVER — Across the country, from New Hampshire to Kentucky to California, small private colleges are struggling. They’re merging with neighbors, cutting programs and staff, and offering steep tuition discounts to get students into seats. Some are going out of business altogether.

But Merrimack College, in sleepy North Andover, has recalibrated its approach to move away from the traditional liberal arts offering — and the strategy is working.

By stressing health sciences, business, and engineering over humanities and by tailoring its financial aid to attract high school graduates that best fit the small school, Merrimack has managed to boost student enrollment, build facilities, and stabilize its finances.

The result leaves Christopher Hopey, the college president, unusually chipper.

“I’m not as pessimistic as most people,” Hopey said last week. “The key is to look different than others.”

Merrimack College is among a cohort of small, private institutions that have avoided drastic financial steps, despite the shrinking number of college-age students and growing resistance from families unwilling to go deep into debt for private college when a public institution will do. And it is succeeding in Massachusetts, where competition is especially stiff, with about 90 four-year private and public schools that families can select.

Merrimack — a Catholic college that started out as a commuter school for returning GIs after World War II and is best known as a small, ice hockey powerhouse — has found its footing, said Pranav Sharma, an analyst for Moody’s Investors Services.

“How many times do you see a college growing enrollment by double digits for several years?” said Sharma. “It’s run as a business. They are very good at understanding who they are.”

The solution at Merrimack has been multifold but has focused on shifting from the basic liberal arts track to one geared toward degrees with clearer job prospects in the current economy.

For years, Merrimack offered its students a wide array of classes from philosophy and English to education, political science, and business management. But in recent years, it has built up its courses and lab spaces in health sciences, finance, and engineering, in the hopes of competing with the likes of the University of Massachusetts Lowell and Wentworth Institute of Technology.

In 2016, more than 30 percent of students graduated with business degrees and about 20 percent finished school with degrees in health services, sciences, and civil engineering. Meanwhile, the popularity of English and general liberal arts degrees has fallen. In 2015, 10 out of 654 students graduated with English degrees, down from 19 just five years before. Even fewer finished with liberal arts degrees: six students, down from 19 in 2010.

Science, technology, engineering, and mathematics, called STEM fields, have become increasingly popular at colleges and universities nationwide as budget-conscious students gravitate to degrees most likely to land them jobs after graduation.

And in an environment in which most colleges are chasing the best and brightest, Merrimack has courted B students who are eager to attend; most of its students are from Massachusetts.

The effort has become so sophisticated that the college uses an outside consultant and computer algorithms to dole out financial aid, ensuring that students who visit often and want to come to the school get more money, instead of simply offering the biggest scholarships to students with the best grades who are weighing several options.

“They don’t fight for the students they aren’t going to get,” said Sharma, with Moody’s. “They are pretty disciplined about spending their scholarship aid.”

The sticker price at Merrimack was $55,620 last year, but with scholarships and financial aid most students pay about $33,000 on average. That puts Merrimack between other small private colleges in Massachusetts, such as Endicott College and Stonehill College, according to the US Department of Education.

Merrimack has worked to convince families that it’s money well-spent, highlighting partnerships with businesses, such as Raytheon Co. and New Balance, where students work and do internships, Hopey said.

The average earnings of a Merrimack student a decade after graduating are about $56,000 a year, above the national average of $33,500.

Many other small colleges are also trying their hand at reinvention, hoping to weather the shifting market.

Earlier this summer, Wheelock College in Boston’s Fenway neighborhood put its president’s house on the market and planned to sell a dormitory. It said it was examining its financial options, including eventually eliminating undergraduate degrees altogether.

Colby-Sawyer College in New Hampshire is eliminating its English and philosophy majors this year in favor of programs such as nursing, business, and sports management. Simmons College in Boston has turned to online graduate programs to boost enrollment and revenue. Schools such as Wentworth in the Fenway, which already have a strong presence in STEM education, have expanded to offer more profitable graduate-degree programs and are also marketing to more international students in Asia and the Middle East.

“There’s just not an obvious answer,” said Robert Zemsky, a professor with the graduate school of education at the University of Pennsylvania. “The market shifted out from under them. The market has moved more vocational, it’s moved to places with lots of options, and more recently, more to those with lower prices.”

Still, Merrimack’s efforts seem to be yielding results.

Enrollment at the college has been on the rise for the past five years — climbing by more than 60 percent from about 2,300 students in 2011 to 3,780 students last year — and it plans to welcome its second-largest freshmen class this fall.

This summer the campus is teeming with construction workers who are building a track and stadium and a tutoring center on the library’s third floor, and finishing a new business school. The school’s finances have improved in recent years, earning an upgrade for its debt from Moody’s Investors Services from negative to stable.

The school’s endowment grew from $35 million in 2011 to $50 million in 2015.

For Sara Puglielli, 17, a rising high school senior from Connecticut who is on the college tour circuit this summer, Merrimack’s combination of business and liberal arts placed it on the list of potential schools, along with Bentley University and Babson College, long-standing campuses for business majors.

“And I like the smaller atmosphere,” Puglielli said. “And everything is modern.”

But convincing some families that a Merrimack degree is worth the price is still a challenge.

Malcolm Frampton — who brought his 17-year-old son Jackson to Merrimack for a recent tour — said for the price tag, the college still lacks some amenities that many other public and private schools offer, such as fully-updated dorms, a large library, and generous meal plans.

“We are considering colleges that are $20,000 less that still offer much more than Merrimack,” Frampton said.

Ultimately, small colleges face an uphill battle, said Alice W. Brown, a North Carolina-based higher education consultant who used to lead the Appalachian College Association, a group of private liberal arts schools.

And Merrimack’s path may not work for all small colleges, she said.

Just adding more STEM-related courses is likely not enough to stand out in a crowded market, Brown said.

“They have to be different and reinvent themselves,” Brown said. “It’s not that easy, there’s no simple solution. . . . There are no guarantees that just because you add the classes, students will come.”


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