NEWS | January 2008 - all articles
This page includes all articles in the January issue of NEWS. Return to summary or go to the NEWS archive.
In this issue:
Employers offer key support for higher ed
Taking the measure of student success
As a “big,” Bengo Mrema commits to the long haul
Briefs
Employers offer key support for higher ed
Students attend a job fair at UPS's Minnesota District headquarters
When he began working as a part-time UPS package handler in 2006, Rex Poyaoan was shocked to find out that his employer would help pay for college. “Their ‘Earn and Learn’ program opened the door for me; I realized that I’d be stupid not to take advantage of it,” he said. Last year he started taking classes at Concordia University, St. Paul.
UPS has been helping employees work their way through college since 1999. The program — which is offered at select locations throughout the U.S. — reimburses up to $1,500 per semester for college tuition, books and fees. What’s unique about the UPS program is that students must only attend an accredited institution and earn a passing grade — courses don’t have to be related to their position or business. And part-time employees such as those who work in loading and package handling areas can participate.
“This is a program that benefits UPS, colleges and students,” said Paul Bennett, Minnesota district recruiting supervisor. “It helps us get and keep good employees — including those we want to promote. It also benefits our employees and the colleges they attend, since students can more often afford continuous attendance and graduate on time.” He estimates that at the four UPS locations in Minnesota where the program is available, 70 percent of the part-timers take advantage of the benefit.
UPS is not alone
A 2007 study of large U.S. employers by Mercer Human Resource Consulting reported that 87 percent offered some type of educational assistance to employees. When small- to medium-sized employers are included, the share drops to about 35 percent, according to a 2004 study by the Council for Adult and Experiential Learning (CAEL). Many organizations see these programs as a strategic investment. Tuition benefits help attract and keep employees, and when these employees participate, they are better educated and more productive — which is good for their organizations.
Employer tuition assistance is an important source of funding for some students. The American Council on Education reports that in 2003-04, seven percent of undergraduates and 20 percent of graduate students received tuition assistance from their employer. For undergraduates the average amount of tuition reimbursement was $1,780 or 39 percent of their total tuition and fees. Graduate students received an average of $2,886, covering 38 percent of their total tuition and fees. IRS rules allow students to receive up to $5,250 tax-free education benefits from their employer each year.
A great benefit
At Concordia University, St. Paul, most of the students who use employer assistance to help pay for their educations attend accelerated or evening programs, according to financial aid director Brian Heinemann. “We always ask students if they have access to these programs; this is a great benefit,” he said. Heinemann noted that sometimes students run into problems with the timing or payouts of reimbursements. “We will go out of our way to help them if it gets sticky; this personal attention is one of the advantages of going to a private school,” he said.
Bennett revealed that UPS frequently recruits at college fairs. “Families are wondering how they are going to pay for college and we offer an option. Students who work part-time for us get great benefits, including tuition help,” he said.
As Minnesota strives to compete in a global economy, it makes good business sense to make it easy — and affordable — for employees to complete or continue their college education. For more information about employee assistance programs, see An updated approach to tuition assistance.
Taking the measure of student success
In this era of intense scrutiny of higher education, college accountability is a hot topic. Many colleges — including the 17 members of the Minnesota Private College Council — frequently survey students and faculty to assess learning and the campus experience. The results provide snapshot assessments that are important to institutions as well as parents and students. MPCC has also conducted a survey of alumni that documents the long-lasting benefits of their college education. Together these assessments provide a comprehensive picture of the experience and value of receiving an education at our institutions.
There are two main student assessment types used in higher education, as noted at a recent conference hosted by the Minnesota Office of Higher Education. Student engagement assesses the undergraduate experience; student learning gains evaluate attainment of skills and learning goals. These components help students and families with college decision-making and give college administrators information that helps improve services.
New national tools
In response to the demand by students and families for more information that helps them choose a college, three new tools were launched in 2007, with more tools on the way. The University and College Accountability Network offers profiles on more than 600 private colleges and universities (including eight MPCC colleges). The re-vamped U.S. Education Department College Navigator provides information on more than 7,000 institutions. And a growing number of schools are now sharing their results from the National Survey of Student Engagement (NSSE) on USA Today.
Student assessment tools used by MPCC colleges
MPCC schools assess a sample of their student population using a variety of tools. Most administer them on their own rotating schedules, such as every other year.
Student Engagement
- Fifteen colleges have participated in NSSE — a student survey that obtains information on student participation and how undergraduates spend their time, relate to faculty, use curriculum and develop personally.
- Seven colleges have participated in the College Institutional Research Project used to measure reasons for enrolling and student activities.
- Tools such as the College Student Survey or institution-developed assessments are used by several colleges to measure campus involvement and student satisfaction.
Student Proficiency
- The Collegiate Learning Assessment (CLA) has been administered by nine MPCC schools. The CLA assesses the institution’s contribution to student learning using scenarios requiring written responses from the student which measure reasoning and communication skills.
- The Collegiate Assessment of Academic Proficiency (CAAP) is a national test that is used by many colleges nationwide, including Minnesota's private colleges. The CAAP measures students' attainment of core skills and learning. It can be tailored to specific institutions’ mission or learning goals and be used as pre-test/post-test of a cohort of students to measure gains.
- At least one college uses the Measure of Academic Proficiency and Progress which, like other tools, measures undergraduate reading, critical thinking, writing and math.
- Finally, there are several other privately developed assessment and inventory tools as well as institution-developed assessments and surveys that help maintain and improve delivery of education.
These assessment measures provide useful information about the student experience and learning at institutions. For example, using NSSE, the University of St.Thomas found that increased participation in campus activities had a positive impact on development of students’ values and ethics and their relationships with faculty and other students. Bethel University found that its seniors are more likely to have been involved in community-based projects, read more texts and complete more internships than students at peer schools.
Getting the complete picture
Although assessment tools are useful in monitoring delivery of education and ensuring that students are getting full value for their investment, these snapshot measurements are not enough. The real measure of the quality of a college education is in the career opportunities and successes, personal development and civic service that occur over a lifetime.
Results of an independent survey of public and MPCC college alumni illustrate the lasting value of an education at our private institutions. The Worlds of Difference report 
PDF (578 KB) presents evidence of alumnus’ personal and professional growth after graduation. Small class sizes, focused learning environments, strong support systems and deeply-engaged faculty members do make a difference. Watch for an article on updated alumni survey results in the February issue of NEWS.
As a “big,” Bengo Mrema commits to the long haul
Note: This story was written for the “inspirations” section of the LearnmoreMN site, which helps build awareness of the importance of school success for all Minnesota children. More high school graduates must go on to college to keep pace with our state’s need for college-educated workers. Read all inspiration stories to find out how Minnesotans are helping meet this challenge.
Bengo Mrema and his "little" brother
Bengo Mrema, an accounting supervisor at Cargill and “Big Brother” for nearly eight years, will lead a membership drive in January to encourage his colleagues to apply to Big Brothers Big Sisters of America. Mrema, who began as a BBBS mentor after he graduated from Macalester College in 2000, hopes to educate others about how they may help children reach their potential as mentors in the BBBS program.
Big Brothers Big Sisters matches older mentors (“bigs”) with children under the age of 18. Most of the mentees, or “littles,” come from tough neighborhoods, live in single-parent homes, or lack one-on-one attention.
When Mrema started as a Big Brother in 2001 for a 10-year-old boy, he had large expectations. He imagined the two would work diligently on homework and eventually fill out college applications together.
The mentoring process didn’t work out exactly as Mrema planned. His mentee was stubborn and didn’t show interest in Mrema or schoolwork. Before the two could make any progress, Mrema would have to win the trust of his “little.”
“I was frustrated,” said Mrema. “At first he had no incentive to really listen to me, probably because he had had several men come and go in his life.”
Mrema quickly changed his approach. Instead of intensive study sessions, he took his “little” to play basketball. Mrema found a creative way to include academics in their meetings, too—he gave his “little” math quizzes during the car rides to and from the court.
His positive, consistent presence made an impact. After two years of weekly meetings with his “little,” Mrema noticed, with delight, a shift in their relationship. His mentee responded more enthusiastically to Mrema’s presence and started calling Mrema frequently, initiating meetings to work on homework, shoot hoops or hang out.
Almost seven years have passed since Mrema began mentoring. He continues to be a guiding presence in his “little’s” life by introducing ideas about college and other post-secondary education options. Although this teenager will soon be too old to participate in the BBBS program, Mrema won’t stop his commitment. He plans to take on a new mentee in the future.
As Mrema reflects on his time as a mentor, he takes pride in the fact that his “little” has, unlike many of his peers, kept away from drugs, gangs or having a police record. Mrema advises potential “bigs” to expect ups and downs along the way, and he emphasizes that the key to success is unconditional commitment.
“If a lot of kids don’t have the support network we provide them, they could be in much worse trouble,” said Mrema.
Find out more about Big Brothers Big Sisters
Briefs
- Research by private college students will be featured at the Capitol on Feb. 21. Consider stopping by. More information about Scholars at the Capitol.
- Three Minnesota private colleges were awarded matching grants from the Minnesota Office of Higher Education for programs to improve college attendance and retention. Grant recipients included Concordia University, St. Paul and St. Paul Central High School for a college preparation program for African American males, Carleton College for a program fostering science majors and the College of St. Scholastica for a high school tutoring program.
- Long-time Saint John's University football coach John Gagliardi was honored as National Football Coach of the Year in Division III.
- United International College (UIC) in Zhuhai, China inaugurated its campus Jan. 15. Several Minnesota private colleges partner with UIC.
- Private colleges lead in enrolling full-time students pursuing four-year degrees; see press release.