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Penn State UniversityPenn State University:


The Pennsylvania state university was chartered by commonwealth at the request of Pennsylvania state agricultural society. At first Pennsylvania state university was an agricultural college. Now it becomes world-class learning community. Applying scientific principles in farming is the mail goal of the university. Penn state concentrated more on correspondence courses. Penn state provides guidelines to farmers in relation with growing crops, raising livestock's and in all agricultural sectors. This became very much helpful to the farmers. The main mission of Pennsylvania state university is the expansion of research, teaching and public service. The main aim of Pennsylvania state university is to introduce a scientific approach to farming, a radical change in the mathematics traditional curriculum. Pennsylvania state university is situated in an area of 200acres in Centre County as a gift from agriculturist and iron master James Irvin of Bellefonte.

Penn state is a public land-grant university that changes the lifestyle of the Pennsylvanian people as a whole. It has conducted many high-quality programs in research, service and teaching. Penn state also conduct courses relating to industrial education. Penn state is a land-grant university so they are responsible for public service and outreach to support the Pennsylvanian citizen's. The Pennsylvania state university has historical markers at the Penn State locations across the commonwealth and at the University Park campus. This historical marker makes the commonwealth to call attention to the rich tradition of the university which provides service to the society and its achievement in higher education. The roadside Marker located on the east side of north Atherton Street is one of the important historical markers in Pennsylvania state university.

Penn state was founded in 1855 and its first class was admitted in 1859. Penn state was designated as Commonwealth's sole land-grant institution by the Pennsylvania legislature in 1863. Penn University is chartered by the Commonwealth privately. Many of the functions of the public institution are carried out by the Penn state and promote the citizens general welfare. Pennsylvania state university provides a helping hand to low-income adults and youth to overcome the cultural, social and educational barriers to success in their life. The university serves as an advocate for a range of population in the matter of diversity. Now a day the Pennsylvania state university has been developed and became the leader in education in Pennsylvania. In 2003 it was noticed that the Pennsylvania state university has the largest impact on any organizations state economy. The university's budget was US$2.5 billion and its economic effect was $6 billion.

Student forum on improving higher education:
Students: Do you want to voice your concerns and suggestions about the quality and methods of instruction in higher education? The Colorado State University Center for Public Deliberation's student forum on improving higher education is an opportunity for you to do just that.

Improving higher education
The Colorado State University Center for Public Deliberation, or CPD, will host a student forum titled, How can we improve the quality of higher education? on Saturday, April 4 from 1 to 4 p.m. The event will take place at The Drake Center, 802 W. Drake Road, Fort Collins, Colo.

Light refreshments will be provided.
CSU Center for Public Deliberation
The CPD was founded in 2006 and is dedicated to enhancing local democracy through improved public communication and community problem solving. The organization coordinates and hosts numerous events in the Fort Collins and Loveland communities.

Community issues forums focus on local and national issues, including various workshops tied to public participation and civic engagement. Student associates are trained as non-partisan facilitators and conveners, and focus on helping the public unite and address critical issues in a more effective manner.

University Student Launch Initiative April, 2008: Students from 11 different universities came to Marshall Space Flight Center to hear the Ares/Constellation story before launching their rockets the next day at the University Student Launch Initiative.


ELIG, JISC, and the Higher Education Academy - University of Europe, Who's Making it Happen?
The current economic climate, and the subsequent rise in adult education, e-Learning, and the accessibility of being able to take an online degree is driving the technological advancement of, and investment in, computer-based distance learning. Because of this, many are speculating that very soon an open content University of Europe might be the next significant step for higher education. So, aside from the institutions that are expressing interest in the scheme, what other organisations are exploring the future of boundary-less e-Learning.

Northwestern Oklahoma State University student Allison Cunningham (left), Alva junior, speaks about the importance of higher education at the annual Higher Education Day at the State Capitol.
Jane McDermott (above), president of the Higher Education Alumni Council of Oklahoma, introduces Speaker of the House Chris Benge during Higher Education Day.

European Learning Industry Group. The ELIG was established in 2002 with the aim to explore e-Learning and to make Europe an 'economic and social force on the global stage'. Today the organisation is endorsing the idea that open education will transform education to really meet the needs of the 21st Century. ELIG invites other organizations within the industry to become members to form a cohesive, all-inclusive group on an international level - and to push the education sector towards innovation and openness in Europe.

Joint Information Systems Committee. The JISC is a UK body that supports innovation and research in ICT to build knowledge, promote learning and research, and to become a more comprehensive medium for teaching. The JISC was established in 1993 under influence from the Secretary of State in order to promote and benefit the overall development of the higher education sector. Subsequently, the JISC funds three services: Advisory - to help institutions choose the best product or approach for them and their community, Production - to maximise value for money through correct institution-specific infrastructures, and Development - to test innovative or "novel" approaches in terms of their validity.
Are enough state school pupils going to university?

Find out whether higher education institutions are meeting their benchmarks.


Why have benchmarks been introduced for universities’ recruitment of state school pupils?

Because the Government has decided to try to widen participation in higher education. In the past, private school pupils have had a better chance of getting into university than their state school counterparts.

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Are two year degrees the future?
Who brought the benchmarks in, and when?

The Higher Education Statistics Agency (Hesa) has been collecting data and creating benchmarks on the number of state school students attending university since 2002. Hesa publish the figures on behalf of the Performance Indicator Steering Group (PISG), which is comprised of the higher education (HE) funding bodies, Government departments, HE institutions and other interested bodies.

And are universities managing to meet their benchmarks?

Overall, figures show some encouraging signs for Government attempts to widen participation. The figures, which cover 2005-2006, show that across the UK the percentage of state school pupils going to university has gone up from 86.7 per cent to 87.4 per cent. That beats the high of 87.2 achieved in 2002-2003.

What about top universities?

This is less positive. Only six members of the 20-strong Russell Group – which represents the highest-rated research institutions in the UK – meet the benchmarks for recruiting state school students. In addition, 16 of the 20 fail to recruit enough students from parts of the country where participation in higher education is traditionally low.

Which of the top universities are best at recruiting state school pupils?

Of the 20 top universities in the UK, Liverpool, Cardiff, Glasgow, Sheffield, Southampton and Queen’s University Belfast reached their benchmarks. Cambridge’s figures were not included in the survey because it is currently changing the way it collects student data.

What about students from deprived neighbourhoods?

Again, in general this is good news, with the percentage of pupils recruited from deprived neighbourhoods going up from 13.7 per cent to 14 per cent, which follows a slump in the last two years. Only four of the Russell Group universities reached the benchmark on accepting students from deprived neighbourhoods though, with Manchester and Glasgow beating their targets and Imperial College and King’s College London just reaching it. Nottingham University (with 5.5 per cent of recruits against a benchmark of 7.5 per cent) and Oxford (with 5.9 per cent against 8.7 per cent) were the furthest behind.

Is going to an independent school an automatic ticket to university?

Not necessarily. The latest research shows that elite private schools are having just as much success as they always have in getting their students into university. However, middle-ranking independent schools are finding it more difficult to cope with the competition.

What the experts say
Opinion is divided when it comes to this question. We have asked a number of experts and students what they think about it.

The YES camp
Elspeth Farrar, director of the Imperial College careers advisory service and communications director of the Association of Graduate Careers Advisory Services


The vast majority of higher education (HE) institutions are engaged in “widening participation” activities, encouraging increased applications from state school students, particularly those with no previous family history of HE involvement. These activities are paying dividends, but some sectors of industry and commerce are voicing loud criticism about the quality of graduates’ skills and ability, and the dumbing down of degrees.

Jane Disley, principal of Richmond House School, an independent, co-educational preparatory school in Leeds


There are enough state school pupils going into higher education, but the problem is that there is an element of social engineering, in that there’s a level of students at university who are not suited to this type of independent learning. No wonder we then find that these students drop out at 18 or 19, and even if they do finish the course they are left with a huge debt. It would be better all round if there was a wider choice of more practical studies that were not at universities, rather like the old apprenticeship system, in fact.

Andrew Trotman, warden at St Edward’s School, Oxford


Yes, there are, but that doesn’t mean we can be complacent. That’s why I am in favour of encouraging children to go to university and believe in the equality of opportunity. I applaud the fact that the Government has the will to encourage applications to higher education, but it must be matched with a genuine commitment to funding. I also think that universities must be free to select their entry. In fact, I favour Ucas applications free of a school name or postcode.

Sophie Williams, a sixth-form student at Helenswood School, Hastings

All being well, I’ll be going to Canterbury Christ Church University to study religious studies and sociology. Most people in my school year are going to university. Our teachers have been encouraging in terms of us applying – they know we are capable and they think it is such a great experience – and it was expected that most of us would go on to higher education. So, I’ve never felt held back from applying just because I’m at a state school, and that’s the way it should be.


The NO camp

Bill Rammell, Minister for Lifelong Learning, Further and Higher Education


Everyone with the talent and ability, whatever their background, should have the chance to go to university. More students going on to higher education are from state schools: 86.7 per cent in 2005-2006 up from 81 per cent in 1997-1998, an increase of almost 45,000. But it is true that you are still more likely to go to university if you have attended an independent school and, while our policies – school improvements and addressing financial barriers – are having a positive effect, we cannot be complacent.

Gemma Tumelty, NUS president


Despite the Government’s efforts to widen participation, evidence shows that the university admissions of state school pupils have had only a negligible increase. This debate cannot simply be about measuring the total number of state school admissions to all universities, but must also address where they go, whether they complete their courses and the quality of their experience.

Marc Zao-Sanders, director of Pure Potential, which provides state school pupils with advice about university


There is a large pool of wasted talent from students in the state sector who achieve high enough grades to attend the UK’s top universities, but do not apply to them. These students rule themselves out for a number of reasons: little or no family history of higher education, a lack of knowledge about the application process, fears about tuition fees and little encouragement from their school. Applying quotas at the end of the admissions process is not the answer. Instead, we should be making the applications happen in the first place by equipping students with the right information and confidence to make informed choices about their future.


Tricia Jenkins, head of widening participation at the University of Liverpool

Higher education should be a choice that students make. In some streets in the UK, eight out of 10 young people go to university; in others it is eight in 100. Higher education has a responsibility to show that university is an option, irrespective of where you live or how much money your parents earn.

Higher Education Academy. Currently collaborating with the JISC in research on open content and its benefits, the Higher Education Academy is an independent body that aims to support higher education and improve the UK student learning experience. The Higher Education Academy not only assists research and supports institutions, but also has its own network of "discipline-specific" subject centres around the country that offer support on a subject, and individual level. With funding from the Higher Education Funding Council for England, the Higher Education Academy set up a programme (commencing in April 2009) to make a range of learning resources written by academics, easily available and re-usable by other tutors via the internet.

Internship at the Oswiecim (Auschwitz) State Higher Vocational School:
Students at the OSHVS can major in English, Russian, Political Science (with specializations in European integration and international political relations), or administration and marketing (with specializations in cultural administration and education or public administration).
The students learn how the whole institution functions. Each department organizes special meetings for them, where they learn about things like the preservation workshop, Museum publications, the archives, art works made in the camp during the war, and exhibitions at the site. They can also tour the Memorial, conducted in a language of their choice by a Museum guide.
Freshmen at the Oswiecim State Higher Vocational School are doing three-week internships at the Museum.

OSHVS teacher Jacek UrbiDski said that all the students must do an internship, regardless of what they are studying. "The Auschwitz-Birkenau State Museum is very popular and most of the students ask to go there. An internship at the Museum is always a valuable and interesting experience, and the cooperation between our institutions has gotten off to a good start."
Most of the 20 interns are studying English and Russian; several others are studying political science with a specialization in European integration and international political relations or administration and marketing with a specialization in cultural administration and education or public administration. They are working at the Museum in the main office, the publishing department, collections department, library, and visitor services section.

Barbara Madej, who is studying English, chose the spot for her internship. After graduation, she would like to work at the Museum as a guide. "I am very happy to be able to do my internship here," she said. "I have seen things that you do not see every day, such as art work by the prisoners. I am also developing in terms of language. I did not think I would be given such responsible tasks as translating official correspondence. Of course, Museum employees help me.

The atmosphere at work is also good," said Barbara, who comes from nearby Skidzin.

The Bright Tomorrow of Online Education:
Online education will play a major role in the future of postsecondary education in America. Colleges and universities are scrambling to be aboard, and state legislatures, with long-term economy in mind, are making major commitments of support. There are, however, many hurdles before viable cost-effective/learning-effective online education programs are in common use. At this point, the majority of programs is simply an extension of passive lecture or lecture discussion through electronic means. Few institutions understand the economies of these programs, nor have they faced the structural changes that are required. As important, institutions have not understood the quality and accessibility of programs that will be needed to meet the challenge from private sector initiatives.

"You Can't Predict the Future But You Can Plan for It"

The following are ten important questions concerning the future of distance learning:

• Will faculty adapt? The pay isn't great, but the job of a full-time faculty member is really very nice. By tradition a faculty member controls his own work; functions independently; gets to perform by lecturing; and has adequate time for study, reflection and interaction with stimulating colleagues. The use of technology in education, and particularly in distance learning, requires cooperation, teamwork, performing a role in an organized structure, more effort in design than in delivery, and less self-directed time. Quite simply, it is counter-culture for faculty. Will sufficient numbers of faculty adjust to permit institutions to design and deliver educational services in new ways?

• Will online education grow through shadow colleges? In many instances, rather than face the obstacles presented by traditional faculty, the existing work rules, union contracts, and faculty attitude, many institutions have created new organizations outside of the basic institution. These organizations have new salary schedules, reward systems and work policies. Will this be the only way that colleges can restructure? Can these organizations exist within traditional institutions?

• Will college administrations adopt new, more sophisticated planning and/or management systems? While it will be difficult for faculty to adapt to new delivery arrangements, it will also be difficult for administration. In educational budgets, management has typically been concerned with only three variables -- classrooms, mean class size and professors. The use of information technology and online education introduces a myriad of new cost elements that have to be worked into the basic cost structure. New and more sophisticated planning/management systems must be put into place, or the new arrangements will simply cost more and will not be practical to initiate.

• Will state bureaucracies establish a single online education institution? It is no secret that in recent years state legislatures and bureaucracies have increased their control and decision-making with regard to public higher education. In a number of states significant appropriations are being made to develop infrastructures for distance learning. The question that will be asked is, "if distance programs are expensive to develop, and if all of our sites are tied together, why not have one organization that delivers these services statewide." Colleges and universities need to prepare to answer that question.

• Will funds become available to develop quality learning software that uses the full capability of information technology? To date, substantial state appropriations for online education have gone for infrastructure, equipment and networks. While these are useful, there is real question as to the need for these expenditures. There are so many networks (for example, the Internet) available to use. Important advancements in learning can be made if significant appropriations are shifted to learning software. This software should use the full capabilities of information technology and the research on adult learning.

• How will learning be certified? In the United States each institution basically makes its own decisions with regard to what learning will be credited. Very often decisions are based on a well entrenched "not invented here" syndrome. As increasing numbers of individuals register for courses and learn through a wide array of institutions, there will be a demand from the public for that learning to be assessed and credited toward degrees and certificates.

• Can colleges keep their certification monopoly? The strongest cards that colleges and universities hold in competing with private organizations in online education are prestige and certification control. To keep the certification monopoly. Colleges and universities are going to have to work with other organizations and be considerably more accommodating in recognizing learning that was not provided by their institution.

• How will on-campus and distance use of technology integrate? Much present online education is simply the extension of the lecture classroom to distance locations. But, there are few examples of the instructional software designed for distance coming back into use on campus. Materials that are developed that are time and place independent. As well as time variable. Can be used on campus with the addition of more interaction with college staff. This would provide new options for students and increase student volume. Thus providing more capability for greater expenditures on development of quality educational software.

• How can we substitute for the inspiration of personal interaction with faculty members? In all of my years at Miami-Dade Community College, I never received a letter complementing a college program without reference to a faculty member or other staff member who had inspired or contributed to the development of the writer. Almost all of us can point to an individual, very often a faculty member, who had major impact on our lives. Is there a way to keep that inspiration in an online education situation? Is there something to be substituted?

In-State Tuition - 9 Steps to Save Big Dollars For Your Student With In-State Tuition:
State College and University Tuition, Housing and Misc Fees are going through the Roof. Causing Students and Parents to take out Large Loans ($40,000, $50,000, $60,000 and higher) to pay for the Cost of a Four Year State College Education. In Some States the Cost Difference between In-State and Out-of-State Students can be as high as $5,000 to over $14,500 Per Semester. Well worth the effort to gain the In-State Resident Status. Here are 9 steps the we have used to help our daughter gain In-State Resident Status and save us over $50,000 during the past 3 years. To Prove Residency follow these tips to help you save Big Dollars.


Student must contribute at least 51% to their support during the previous 12 months. This can be the hardest to verify you must be able to prove where money came from be aware that income such as savings accounts, gifts don't usually count. Stocks, Bonds, Real Property must be in the students name although parents can be shown as custodian. Educational IRA, State 529 Accounts, W-2's, weekly pay statements are the best documents to prove Income. You should show any cash income (baby sitting, Tip income and cash side jobs) can be and should be shown on the Students Tax Return.
Apartment Rental Agreement or Lease in Students name. The Students Utility Bills Telephone, Gas, Electric or Cable TV can be co-signed by parent. Be a Homeowner help your Student Buy an Income Rental Property with Parents both Names on Deed co-ownership is ok. You can save Big Dollars by Renting to Room mates who will share in the costs (mortgage, insurance, taxes and utilities).
Drivers License change ASAP your Student will need to prove He or She is a resident with an Apartment Rental Agreement/Lease or copy of Closing Statement on Real Estate Purchase. No 12 Month waiting period to get your License but States have rules on how long you can be a resident before you must apply for a License usually 30 to 60 days.
Voters Registration change ASAP along with License. Many Students don't Vote but this is another tool to prove Residency.
Students Tax Return Federal and State Returns must show that He or She is not a dependent on someone like Mom & Dads return. The Tax Return is a good way to prove income. On 2007 Federal Taxes a Student will have $5,350 Standard Itemized Deduction %2B $3,400 as a Single Exemption before you look at the Tax Schedule.
Mom & Dad make sure you do not claim your Student as a Dependent on your Federal or State Tax Returns. Colleges and Universities can and some do require copies of the Parents Tax Returns don't blow real dollar savings of $12,000 to $15,000 on a $3,400 personal exemption. That personal Exemption at a 20% Tax Rate is only worth $680.00.
Students Automobile When did they Buy It? How Much did it Cost? Is it in the Students Name? Who pays for Insurance in some States or near Big Cities with High Crime Insurance can be Through the Roof for the single 18 to 24 year old. If Car is not in the Students name it can be Considered as Parental Support and cause the Student to go after $1,000's of more Income to Offset the Support. Easy way out is don't have a car. Best Alternative is to have the Student Buy or Receive the Car as a gift while still in High School and Keep the Student on Your Insurance Policy to Hold Down the Rates.

Student Employment remember this is not a one-time event next year you will file the same forms to prove In-State Residency all over again. Your Student must have some kind of Part-Time Employment to meet the 51% Rule. During the School Year working locally will give them a W-2 from an In-State firm. Earning your during the Summer, Winter and Spring Breaks back Home at Mom & Dads house can put you easily over the top. But watch out Schools may ask why leave your resident state for work and have your Student verify and show their expenses or calculate Parental Support (room & Board) while working back home.
The Student must reside in the state for 12 months prior to the start of the semester. Some states will allow a mid year adjustment most states will only start with the fall semester. If your fall semester starts in August you must prove residency beginning from the previous July.

Becoming a State Resident is the first part toward Qualify for In-State Tuition. This is hard work a part time JOB for Mom & Dad. So it is best to start your JOB early like when your Student is accepted and makes the Big Decision to attend a particular College/University. In our case the Freshman year was a throw away Students at USC are required to live on campus and did not count as being a resident of the State. Sophomore year started the process Apartment Lease, License and Voter Registration Card, Auto Registration, Part-Time Job and Summer work In-State. Also bought a Rental House at the end of the School Year with Mom and her younger sister who was soon to be a Freshman. Qualifying for In-State was not very hard and even easier for her younger sister as a Sophomore who had owned a house and paid taxes for a year.

Bill Carey a Broker/Investor/Builder can help you save thousands of dollars in tuition costs with In-State Tuition. Bill personally saved $14,000 per year for each of his daughters with In-State Tuition.

His over 30 years experience in Real Estate Sales, Investments and Construction offers a unique perspective to the processes of Investment Grade Real Estate. Bill and his family own resort rental properties and a number of Off-Campus student rental properties in southern states. This started when our oldest daughter went away to school at the University of South Carolina in Columbia, SC. The Carey family continues to buy and successfully rents resort and student rental properties
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