Campuses Continue to See New H1N1 Cases
Ninety-two percent of the 273 colleges and universities in a sample being
tracked by the American College Health Association reported new cases of
H1N1 or similar illnesses in the last week studied, up from 91 percent the
previous week. The highest rates of activity are in states in the
Mid-Atlantic (Virginia, District of Columbia, South Carolina, North
Carolina, and Pennsylvania). More details and H1N1 resources are available
on the association's Web site. <http://www.acha.org/H1N1.cfm>
Source: http://www.insidehighered.com/news/2009/10/08/qt#210083
2009 H1N1 Influenza Updates and Resources
_____
<http://www.acha.org/info_resources/ACHA_Guidelines_H1N1_Sep09.pdf> ACHA
Guidelines: Campus Response to Novel Influenza H1N1
http://www.acha.org/../images/pdficon.gif
_____
(September 23, 2009)
http://www.acha.org/images/triangleyr.gifWeekly Report From ACHA
<http://www.acha.org/ILI_Surveillance.cfm> Influenza Like Illnesses
Surveillance in Colleges and Universities Project
(September 16, 2009)
http://www.acha.org/images/triangleyr.gifAudio
<http://www.acha.org/H1N1_Updates/H1N1_091609.cfm> of H1N1 Teleconference
from U.S. Department of Education - Wednesday, September 16
(September 8, 2009)
http://www.acha.org/images/triangleyr.gifACHA
<http://www.acha.org/H1N1_Updates/H1N1_090809.cfm> Guidelines Document for
Managing Novel H1N1 Flu Pandemic
(August 27, 2009)
http://www.acha.org/images/triangleyr.gifACHA
<http://www.acha.org/H1N1_Updates/H1N1_082709.cfm> Latest News: Special
Update on H1N1 Activities
(August 20, 2009)
http://www.acha.org/images/triangleyr.gifCDC
<http://www.acha.org/H1N1_Updates/H1N1_082009.cfm> Policy Guidance for H1N1
for the Higher Education Community
(August 12, 2009)
http://www.acha.org/images/triangleyr.gifACHA Interim
<http://www.acha.org/H1N1_Updates/H1N1_081209.cfm> Guidance for Managing
On-Campus Novel H1N1 Flu Pandemic
(August 11, 2009)
http://www.acha.org/images/triangleyr.gifNew
<http://www.acha.org/H1N1_Updates/H1N1_081109.cfm> Recommendations for the
Amount of Time Persons with Flu-Like Illness Should be Away from Others
(August 5, 2009)
http://www.acha.org/images/triangleyr.gifCDC
<http://www.acha.org/H1N1_Updates/H1N1_080509.cfm> Advisors Make
Recommendations for Use of Vaccine Against Novel H1N1
(May 19, 2009)
http://www.acha.org/images/triangleyr.gifH1N1
<http://www.acha.org/H1N1_Updates/H1N1_051909.cfm> Virus Information
Resource for International Higher Education
http://www.acha.org/images/triangleyr.gifCDC
<http://www.acha.org/H1N1_Updates/H1N1_051909B.cfm> Provides Document
"Updated and Cleared Novel H1N1 Flu Key Points" and Other Updates to
Resources
(May 7, 2009)
http://www.acha.org/images/triangleyr.gifCDC
<http://www.acha.org/H1N1_Updates/H1N1_050709.cfm> Updates H1N1 Guidance
for Institutions of Higher Education
(May 1, 2009)
http://www.acha.org/images/triangleyr.gifCDC
<http://www.acha.org/H1N1_Updates/H1N1_050109.cfm> Guidance for Higher
Education, Prevention Tips, and FAQs for Schools from DOE
http://www.acha.org/images/triangleyr.gifFDA,
<http://www.acha.org/H1N1_Updates/H1N1_050109B.cfm> FTC Warn Public of
Fraudulent 2009 H1N1 Influenza Products
(April 29, 2009)
http://www.acha.org/images/triangleyr.gifAdditional
<http://www.acha.org/H1N1_Updates/H1N1_042909.cfm> Resources on H1N1
Influenza
(April 27, 2009)
http://www.acha.org/images/triangleyr.gifImportant
<http://www.acha.org/H1N1_Updates/H1N1_042709.cfm> Resources and
Information on H1N1 Influenza
<http://www.acha.org/ILI_surveillance.cfm>
http://www.acha.org/ILIimages/Influenza_Surveillance_spot.gif
2009 Flu Info
Swine Flu Info
LINKS
http://www.acha.org/images/triangleyr.gifCDC H1N1 Flu website
<http://www.cdc.gov/h1n1flu/> -- contains valuable information on the
virus, including guidance for health professionals and institutions of
higher education and transcripts of teleconference briefings on the public
health investigation.
http://www.acha.org/images/triangleyr.gifWorld
<http://www.who.int/csr/disease/swineflu/en/index.html> Health Organization
http://www.acha.org/images/triangleyr.gifHigher Education H1N1 Map
<http://tinyurl.com/HigherEdH1N1Map> -- This map reflects the presence of
the H1N1 Influenza virus on higher education, college and university
campuses only. This map is created with information shared with the Disaster
Resilient Universities list serve (DRU) operated by the International
Association of Emergency Managers - Universities and Colleges Committee
(IAEM-UCC).
Source: http://www.acha.org/H1N1.cfm
Study Explores Gap in Latino College Attainment
While 89 percent of Latino young adults (ages 16 to 25) say that a college
education is important for success in life, only 48 percent say that they
themselves plan to get a college degree, according to a new national survey
by the Pew Hispanic Center. A report by the center
<http://pewhispanic.org/reports/report.php?ReportID=115> offers an overview
of the reasons for this gap -- and identifies financial pressure to support
a family as a key issue.
Latinos and Education: Explaining the Attainment Gap:
http://pewhispanic.org/reports/report.php?ReportID=115
Source: http://www.insidehighered.com/news/2009/10/08/qt#210083
Will Work for Beer
October 8, 2009
A new study suggests that the cliché of a full-time college student working
a low-wage job to pay her tuition and getting lower grades than she’d have
if she wasn't working is more fiction than fact.
If the student works fewer than 20 hours a week, she may, in fact, have a
higher grade point average than her jobless peers and be spending her
paychecks on “beer money” or other non-tuition expenses.
These are findings outlined in <http://www.bls.gov/osmr/pdf/ec080020.pdf>
“Parental Transfers, Student Achievement and the Labor Supply of College
Students,” forthcoming in the Journal of Population Economics, by Charlene
Kalenkoski, an associate professor of economics at Ohio University, and
Sabrina Wulff Pabilonia, a research economist in the Bureau of Labor
Statistics’ Division of Productivity Research and Program Development. The
two economists wanted to learn how work affects students’ academic
performance and what might motivate them to take on more hours of work.
Kalenkoski and Pabilonia used cross-sectional data from BLS’s National
Longitudinal Youth Survey, initiated in 1997 with a sample group of young
people born between 1980 and 1984, who were followed through 2004. They
studied the whats and whys of student work for 2,356 Americans who completed
at least one term of college between fall 1996 and spring 2004.
Of those students, 46 percent at four-year institutions and 72 percent at
two-year institutions were employed during their first semesters in college.
Four-year college students who worked at all averaged 22 hours a week of
work, while two-year students averaged more than 30 hours.
Why Work?
Kalenkoski and Pabilonia looked at how changes in tuition and parental
contributions affected how much students worked. What they found suggests
that most students don't work to pay tuition but to cover other expenses,
frivolous or otherwise.
A $5,000 reduction in parental contributions to tuition, they discovered,
resulted in students at four-year colleges taking on an additional three
hours of work each week. A student making $10 an hour (generous considering
that many student jobs pay minimum wage or slightly more) would, over the
course of a year, earn an additional $1,560 by working those extra three
hours -- not nearly enough to compensate for smaller parental contributions.
For students at four-year institutions, the relationship between net price
of schooling and hours worked was statistically insignificant, meaning that
higher costs did not compel students to work more. Among students at
two-year colleges, an increase in tuition by one standard deviation resulted
in an additional two-and-a-half hours of work each week, not enough to pay
the difference.
Together, Kalenkoski said, these findings are evidence that, on average,
“students don’t work to pay tuition, they work to have ‘beer money,’ money
for entertainment, money to pay other expenses, just not their tuition.”
She added: “We’re not saying there aren’t students who work to pay much of
their tuition, we’re just saying it’s more likely they’re taking out loans
to make up for whatever isn’t covered by other kinds of financial aid or
parents.”
Because of insufficient data, the authors were unable to consider the impact
that student loans had on whether students worked and how much they worked
but, based on their findings, Kalenkoski said, it seems clear that “student
loans really are a cushion that helps students keep their work hours down.
If they didn’t have these student loans available, many more students would
be working and those already working would likely work more hours.”
Work and GPA
In their analysis of academic performance, the economists found non-working
students at four-year colleges had an average GPA of 3.04, while students
who worked between one and 20 hours a week averaged 3.13, and students who
worked more than 20 hours a week averaged a GPA of 2.95. Some work, then,
was better than none and more work was worse than some.
A student who typically works six hours a week taking on two more hours of
weekly work “is probably going to see a pretty small change in GPA, if any
at all,” Kalenkoski said. The difference in performance comes when students
take on significantly more work. An increase of 15.20 hours, one standard
deviation, of work for a four-year college student resulted in a 0.18 lower
GPA.
Overall, she said, work had “a much larger effect on GPA for two-year
college students.” The average GPA for jobless students was 2.82, while it
was 2.93 for students who worked for fewer than 20 hours each week and 2.94
for students who worked more than 20 hours. An increase of one standard
deviation for a two-year college student, 19.78 hours, resulted in a 0.53
lower GPA.
Throwing this into the mix of other studies, though, it’s unclear quite what
employment means for academic performance. A paper based on data from the
2004 National Survey of Student Engagement published last year in the
National Association of Student Personnel Administrators Journal found
<http://www.insidehighered.com/news/2009/06/08/work> that working more than
20 hours a week hurt students’ grades, while working fewer than 20 hours a
week resulted in grades that were just about the same as those who didn’t
work at all.
The challenge and the reason for differences, Kalenkoski said, may be that
"it's very difficult to get any data, let alone good data, on the lives of
college students."
— <mailto:[log in to unmask]> Jennifer Epstein
Related Stories
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October 2, 2009
* <http://www.insidehighered.com/news/2009/09/30/civic> The Civic
Engagement Gap
September 30, 2009
* <http://www.insidehighered.com/news/2009/09/30/gambling> Curbing
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September 30, 2009
* <http://www.insidehighered.com/news/2009/09/30/aid> What Works for
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* <http://www.insidehighered.com/news/2009/09/23/fafsa> FAFSA
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September 23, 2009
© Copyright 2009 Inside Higher Ed
Sources:
http://www.insidehighered.com/layout/set/print/news/2009/10/08/work#
<http://www.insidehighered.com/layout/set/print/news/2009/10/08/work>
http://www.insidehighered.com/news/2009/10/08/work#
<http://www.insidehighered.com/news/2009/10/08/work>
<http://www.insidehighered.com/news/2009/10/08/bonds> Crowding Out
For-Profit Colleges
October 8, 2009
Study finds taxpayer-supported bond initiatives shift students from area
proprietary institutions to community colleges, boosting enrollment at these
already crowded public institutions.
<http://www.insidehighered.com/news/2009/10/08/pell> Served, Yes, But
Well-Served?
October 8, 2009
Nearly a quarter of all Pell Grant funds now go to students at for-profit
colleges. Is that good for the students, and for higher education?
Source: www.insidehighered.com
Dan Kern
AD21, Reading
East Central College
1964 Prairie Dell Road
Union, MO 63084-4344
Phone: (636) 583-5195
Extension: 2426
Fax: (636) 584-0513
Email: [log in to unmask]
http://www.studentveterans.org/
Cowardice asks the question, 'Is it safe?' Expediency asks the question, 'Is
it politic?' Vanity asks the question, 'Is it popular?' But, conscience asks
the question, 'Is it right?' And there comes a time when one must take a
position that is neither safe, nor politic, nor popular but one must take it
because one's conscience tells one that it is right. (Martin Luther King,
Jr.)
Instruction begins when you, the teacher, learn from the learner. Put
yourself in his place so that you may understand what he learns and
the way he understands it. (Kierkegaard)
To freely bloom - that is my definition of success. -Gerry Spence, lawyer
(b. 1929) [Benjamin would be proud, I think.]
~~~~~~~~~~~~~~~
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