Deep Springs College is unusual-and not just because it only has a student body of 28 that spends most of its time debating philosophy and maintaining the college’s ranch setting. Most colleges and universities in the United States are coeducational. Much of this has to do with federal funding: Title IX of the Education Amendments of 1972 states,

No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

In addition, in the 1996 Supreme Court decision United States v. Virginia, Justice Ruth Bader Ginsburg’s majority decision established that same-sex educational institutions can be single-sex only if both sexes have access to “comparable courses, services, and facilities.”

Gender Discrimination on Campus is a Reality

But legal change does not mean that there are not problems on America’s campuses when it comes to gender discrimination. Though many believe that the women’s movement made significant headway in eliminating sexism on campus, Harvard Business School was recently accused of perpetuating a culture of sexism. In over twenty years in academia, I’ve run into my share of gender issues, and sexist behavior in particular. I’ve dealt with male graduate students who were dismissive of their female colleagues, male faculty members (I won’t call them colleagues) who have tried to bully and intimidate me, and students who resist the authority of a female professor. There’s no question that college campuses are microcosms of society in which the same issues that plague any community can appear.

Many high profile colleges and universities colleges and universities have begun taking more steps to make sure that women can enjoy the same opportunities as men, and have initiated programs to ensure that traditionally male-dominant fields, such as science and engineering, push for greater equality and participation for women. But these steps often occur after much damage has been done. For example, the University of California’s Fall 2011 decision to address sexism on campus came in the wake of revelations by senior mechanical engineering and material sciences major Cassie Parkos who, as reported by the Daily Californian, “described sexist comments and attitudes – not just in the college, but in the engineering field in general. She said these attitudes could detract from some women’s confidence as to their ‘fit’ with engineering.” She also reported that at least one professor made a sexist joke on campus and her male student colleagues referred to her as “Barbie engineer.”

Students Fight Back

The failure of administrations to effectively deal with such incidents means that students across the country have recently taken matters into their own hands. For example, students at the Utah Valley University (UVUSA) joined together in March at a Rally for Equality,sponsored by the college’s Coalition against Discrimination at UVU. The student newspaper and website reported that the event was called “to protest what they viewed as bigoted and sexist mentalities that exist on campus.” The awareness of this campus culture was revealed by sexist Twitter comments made by UVUSA Vice President Joe Jursic, including tweets that read “My turnover rate for followers is like my turnover for hoes #pimpinainteasy” and “God help you if you are an ugly girl.”

The protest expanded to also condemn the fact that UVUSA is the only public college or university in the state that does not protect students from discrimination on the basis of gender identity or sexual orientation. Similarly, Students for a Democratic Society (SDS) at Montclair State University incorporated a discussion of sexism on campus as part of their recent commemoration of the 10-year anniversary of the Tent State University protests.

The strong stance on equal treatment taken by these students shows, as does the decision of Deep Spring College to admit women, that today’s college students take issues of equality seriously-perhaps more so than their professors and college administrators. With students like this, there is hope that one day sexism on campuses across the nation may disappear.

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As provost, Reif oversaw faculty and research, led the implementation of the top-ranked university’s global strategy, the development of its open courseware initiative MITx, and its recent open courseware partnership with Harvard Univervsity, edX, according to MIT’s news release. As provost, he worked to balance a budget by eliminating a $50 million deficit.

Reif has been on the MIT faculty since 1980 and currently serves as a professor of emerging technology in the department of electrical engineering. He has also served as director of MIT’s laboratories, and associate head and chair of the department of electrical engineering and computer science. He also holds 15 patents, has edited or co-edited five books, has supervised 38 doctoral theses, and is a co-author of more than 350 published academic papers.

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The online MSN program is offered for both a Bachelor of Science in Nursing to a MSN track, and for a registered nurse to MSN track. Required credit hours for the MSN program will vary based on previous education.

Students in the adult-gerontology nurse practitioner program will take advanced courses in pathophysiology, health assessment, and pharmacology, and courses in primary care of frail elderly and women, and direct care roles in health promotion and disease prevention across the lifespan.

Students in the family nurse practitioner program will take advanced courses in pathophysiology, health assessment, and pharmacology, and courses in primary care of women, adolescents and children, and the elderly, and a course in the direct care roles in health promotion and disease prevention across the lifespan.

Walden also offers online MSN specializations in education, leadership and management, and nursing informatics.

The first program start date for the two new specializations is Sept. 4. Walden University, a for-profit institution, is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Walden’s MSN program is accredited by the Commission on Collegiate Nursing Education.

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Barkley served as faculty coordinator at Ashworth since 2011, and her responsibilities included managing degreed faculty, the teaching and learning process, and monitoring performance. She has managed faculty for five years, worked as a researcher for more than 10 years, and has 10 years of teaching experience.

Barkley holds bachelor’s and master’s degrees from Xavier University and an education doctorate in adult learning and leadership from Teachers College, Columbia University.

Ashworth College offers more than 100 online degrees, career programs, certificate programs, and high school diploma programs in fields including accounting, auto mechanic training, bridal consulting, business, criminal justice, education, gunsmithing, health care administration, marketing, and web design.

Ashworth College is accredited by the Distance Education and Training Council.

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Student loan debt has now reached $1 billion, and the situation has gotten so bad that there are Americans who are having their Social Security checks garnished to pay off outstanding loan debt. Meanwhile, recent graduates sit in a precarious position of underemployment, combined with doubling rates and rising monthly bills as their loans are sold from one lender to another. It’s clear that we’ve reached a crisis point. But what got us here?

There are several places where we can lay blame: colleges, for becoming so expensive and ignorant of student finance, the government, for restrictive policies and inflating prices with student aid, private lenders with predatory tactics, and even students for allowing themselves to get in too deep. The fault lies not with just one, but all of these student loan villains, who have all done their part to bring us to a very real point of trouble. Read on to learn in detail how each of these groups has played a role in the destruction of student loans.

• Colleges

  Although students, Congress, and banks are catching a lot of flack for the student loan crisis, many are pointing out that the high cost of college that creates the need for so many mind-blowing loan bills is the real problem. Cato Institute research shows it costs just $8,000 a year to educate an undergrad at the average residential college, while most students pay double that: $16,000 at public universities and $37,000 at private ones. What’s making up this major discrepancy? Multimillion dollar sports programs, glowing recreational facilities, excessive administration, and tenured faculty who may or may not actually be teaching are the most likely culprits. It seems that colleges can raise their prices because they know they’ll get paid one way or another, whether it’s through grants, scholarships, loans, government contributions, or endowments. Colleges raise tuition, get more aid, and raise tuition again in a vicious cycle that is not at all beneficial to students.

• Financial aid offices

  Whether the heart of the problem lies with price of education or not, it seems that colleges aren’t doing a whole lot to make student loans a responsible process. Financial aid offices aren’t known as places that will gently point out to students that perhaps they’ve gotten in over their heads, even though they often have a full picture of just how bad a student’s financial situation has become. Financial aid offices are in a great place to assess the financial situations of students and give them a reality check before they get in too deep. But it sure doesn’t seem like colleges want to do that. Some, like NYU’s VP of Enrollment Randall Deike, believe that it would be “completely inappropriate” for universities to take on such a role, as “some families will do whatever it takes for their son or daughter to be not just at N.Y.U., but any first-choice college.” Others may be hesitant to point out the problem, as it will likely send students to a different, cheaper college and push down enrollment numbers. U.S. Senators Dick Durbin and Tom Harkin are working on a solution to this problem, introducing a bill to require that colleges offer counseling to students who are seeking private student loans.

• The federal government

  Government intervention into student finance has been well-intentioned, but produced disastrous results. US News and World Report points out that the federal goals of making a college education within reach, while requiring that debts ultimately be repaid certainly seem reasonable and noble, but have not exactly worked out as planned. Where there was once a $2,500 annual limit on federal student loans, there’s now a $31,000 limit for four years. As the federal government pumps out more financial aid to help students afford college, colleges find that they can charge more for tuition, making education less affordable. And just about everyone can take out a student loan, giving colleges no incentive to keep costs down while students continue to rack up five-figure loan bills just to get a four-year degree. Even if students declare bankruptcy in the future their student loan debt lives on, as the government has deemed that student loans are not dischargeable. Beginning in 2014, student loan forgiveness laws will go into effect, capping federal loan payments at 10% of a student’s income, and forgiven after 15 years. This is excellent news for the future, but it doesn’t do a whole lot to help out those who are struggling today. Loans can be deferred, but ultimately, they must be paid.

• Lenders

  The government isn’t the only one handing out student loans like candy. Once students reach the limit on what they can borrow through federal student loans, they can turn to private lenders with much less favorable terms, but the same non-dischargeable debt. This fills the gap between what the government will provide, and what students need to actually pay for school, but it’s a dangerous situation to be in.nStudents with private loans are often subject to having their loans sold and terms changed, which can alter their loan payments by hundreds of dollars per month. These loans are convenient for students who need them to get through school, but their existence is highly problematic. Lenders like Sallie Mae and Wells Fargo have been accused of making subprime loans to student borrowers, not taking into consideration the risks behind these loans. They’ve given money to students attending schools with low graduation rates, students who may or may not actually finish school, get a job, and have the means to pay back their student loan. What happens then? They just sell off the debt, or, get a government bailout to cover the losses. The five biggest private student loan lenders have made profits reaching well into the billions, but at the same time, were able to get a $112 billion bailout from the government for loans that could no longer be sold.

• Students and their families

  We hate to blame the victims, but we have to ask: what exactly did students think they were getting into? Why didn’t parents save? Many programs exist. Obviously, many students feel that they don’t have a choice, and student loans, even subprime ones, often mean the difference between getting a college degree and not going to school at all (or worse, dropping out halfway). With big plans to get a great job after graduation, we’re sure that most students feel confident that they’ll be able to pay their student loan bills off without a whole lot of trouble. But why aren’t students more wary of taking on so much debt, especially with poor job prospects? We have to point out that there are often situations in which students could have acted more responsibly, and must bear some of the blame for our unfortunate student loan situation. It is possible to graduate college without debt, even if your parents haven’t saved one red cent. Enrolling at an in-state public college, starting out in community college, hunting down scholarships, picking up part-time work and paid internships, and even living at home are all major ways that students can make their school bills more manageable. Would we be in this situation if more students availed themselves of these options rather than taking a blind leap of faith right into crushing debt?

Ultimately, many parties are responsible for the student loan crisis. As we reach a point of decision, it will be interesting to see if and how colleges, Congress, lenders, and students themselves make a change for the better.

He argued that this achievement provides additional evidence shows even more that the United States, should continue “to work harder and faster to build capacity in schools and in districts across the country.” To do this, Duncan declared, the federal government will call upon states,

“to enhance teacher preparation and training, and to attract new and qualified science teachers to better engage students and reinvigorate this subject in our schools. We will continue the push to prepare 100,000 effective math and science teachers over the next decade, and support initiatives to increase pay for teachers in high-need subjects like science.”

As much as I recognize the critical need for students to have well-developed knowledge in STEM fields, for reasons that include their development as well-rounded individuals with multiple capabilities just as much as their future job prospects, I have always been slightly uncomfortable with the frequent suggestion that we focus so much of our resources on STEM. I’ve seen time and time again that the problems students have with science, technology, and even math come from their inability to read, follow directions, and think critically.

Variations on a Theme

This emphasis on STEM fields is echoed, with minor variations, across the country. In a recent blog post on The Huffington Post by Thomas Fisher, Professor and Dean at the College of Design at the University of Minnesota, he reminded us that “We need to ask, though, what kind of STEM we want to grow. If we germinate it from the same soil that gave rise to post-World-War-II American industry, we will simply grow more of what we already cannot sustain.”

In addition, he argues against the suggestion of  John Maeda, President of the Rhode Island School of Design, that we change our conception of STEM to include art and design and make this initiative into a drive for STEAM. The STEM to STEAM project in Rhode Island is currently the sponsor of a resolution H.Res. 319 in the U.S. House of Representatives,  which states, “Expressing the sense of the House of Representatives that adding art and design into Federal programs that target the Science, Technology, Engineering, and Mathematics (STEM) fields encourages innovation and economic growth in the United States.”

Fisher writes that those working in this initiative “make the excellent point that we not only need more scientific, mathematical, and technological know-how, but also more creativity and innovation skills that enable the future workforce to imagine entirely new ways of thinking, seeing, and making, rather than simply going along our current unsustainable and unhealthy path faster or more efficiently.”

Instead, Fisher would replace both STEM and STEAM with SEED: Social, Economic, and Environmental Design. He states, “the SEED network consists of a group of architects and designers who argue that every decision we make in the future needs to follow the triple-bottom-line of bringing social and environmental benefits as well as economic ones. Had we taken social and environmental impacts into account over the last two hundred years of our industrial development, we would, without question, have created a world more socially just, environmentally friendly, and economically balanced than the one we have now.”

Houses of Straw?

All of these models for education reform—STEM, STEAM, SEED—sound great. But they have the same problem: there is not much emphasis on the fundamentals of knowledge, such as reading, writing, and critical thinking. These necessary skills are the foundation of all knowledge; without them, all design projects, all engineering, all technology, will be mere houses of cards, with no firm foundation on which to rest.

In fact, whenever I hear plans to emphasize STEM from education reformers, I immediately think about how it feels when I have to put together a piece of furniture with instructions that are difficult to follow: the science and design of the product might be great, but unless I can interpret the directions and understand how things fit together, that new piece of furniture is going to sit, in pieces, inside its box, no use to anyone.

Societies pay a high cost for low literacy, and the decline of STEM skills is only one of those costs. It is not just our academic institutions and national security that are at risk due to low literacy rates. For example, USAToday reported in March that those with poor literacy suffer higher death rates, usually caused by not being able to read and follow vital medical information. I have also seen first-hand how people with low literacy and critical thinking abilities suffered major financial losses, including home foreclosure, because they did not understand the terms of the high-interest mortgages they contracted.

That is why I’m always more interested in projects like Reading for Understanding, a five-year $120 million initiative involving more than 100 researchers across the country, funded by the federal Institute of Education Sciences to develop effective teaching techniques to increase literacy among all K-12 students. The federal Striving Readers Comprehensive Literacy (SRCL) program awards grants to states to develop K-12 literacy programs.

Programs like these prove what my grandfather, who was a bricklayer for fifty years, always showed me: The only way to build something solid is on a strong foundation. Until we help our nation’s students raise their literacy and critical thinking rates, initiatives to increase STEM education may not be successful.

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For example, graduates of private Princeton University, who paid an estimated $55,000 in tuition, fees, books, and other expenses, were left with the least amount of debt, $5,000, among students surveyed from 25 schools across the country. Graduates of the public University of Michigan Ann Arbor, conversely, were left with the most debt, approximately $27,500, after spending roughly $50,000 in tuition. The school with the highest tuition of those listed, Harvard University, had a tuition of just under $65,000, but its students left with only $11,000 in debt. At the least expensive school on the list, public Georgia Tech University, tuition and fees added up to $40,000; graduates were left with roughly $23,000 in debt. Out-of-state tuition is reflected in the public school costs.

According to Reuters, 53% of the students surveyed received financial aid, and at least half of the students at most of the schools graduated without debt. The survey did not seem to take into account the number of students at both private and public schools who were able to pay tuition in full without financial aid or loans.

The Reuters article attributes some of the decreased student debt to schools such as the California Institute of Technology and the University of Washington, which have eliminated loans from their financial aid packages for some students, and schools such as Harvard, Stanford, and Berkeley, which limit the amount per pocket that students of low- and middle-income families can pay.

Public universities frequently don’t have the option to help students financially in that way, meaning that for students who qualify for admission to more elite private colleges, it might actually be cheaper for them to attend there than at a closer public school.

Public universities are having a hard time staying afloat in a rough economy. A study released in March by the State Higher Education Executive Officers found that funding to public colleges has decreased by 12.5% in the past five years, down to $6,290 per student in 2011.

The California State University System, the largest in the country, announced in March that it may be forced to freeze enrollment next spring due to a $1 billion cut in state support for the school system. According to Reuters, tuition at the state’s four-year universities increased by 21% in 2011.

The Consumer Financial Protection Bureau launched a financial aid comparison tool in April that allows consumers to enter the names of up to three schools they are considering, public and private. Students enter in any loans or financial aid packages they have received, and the tool considers the most recent data of the starting salary of the average graduate of each school. The tool produces an estimate of how much debt students will take on at each school and how long it would take students to pay off their debt after graduating.

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The associate degree in religious studies is a two-year program designed to provide a foundation for students interested in entering the ministry or another field. Courses include core education courses such as English and math, as well as religion courses covering topics including old and new testament literature, Christian education, church administration, church history, and evangelism.

The business administration bachelor’s degree program is a four-year program that allows students to choose a concentration in either management or human resources. The online MBA program is a one-year program covering finance, accounting, leadership, management, and economics.

All of Oakland’s online courses are eight weeks long, with six terms offered each year. Online courses for 2012-2013 are $465 per credit hour.

Oakland City University was founded in 1885 and is affiliated with the General Baptists. It is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

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1. Dave Ramsey: It’s going to take time: Think of getting out of college debt as a process, not a quick event. Once you start making payments and making headway, you will start to get a sense of hope and dignity. This doesn’t mean, however, that you should put your loans off to the side or delay making payments because of a low interest rate. The longer you wait, the longer it will be hanging over your head.
2. Ric Edelman: Put retirement first: Edelman says that though it may seem like a long way off, retirement is the one thing you can’t pay for while going through it. If you can only save for one thing, forget the house or kids’ college funds — save for retirement.
3. Lynn O’Shaughnessy: Law school is not a great option: Speaker and author of Shrinking the Cost of College, Lynn O’Shaughnessy points out that barely half of 2010 law school graduates are finding jobs at firms, making the huge tuition cost a poor investment.
4. Fran Katzanek: Put off the car and apartment: This author of Reality 101: The Ultimate Guide to Life After College recommends waiting at least six months before pulling the trigger on a new car or big apartment. Use public transportation and get a roommate until you have a better idea of what you can afford.
5. John Strelecky: Do something, anything: Odds are strong that you’ll have trouble finding a job immediately upon graduation. John Strelecky, author of How To Be Rich and Happy, says you should blog, volunteer, or take an unpaid internship to make contacts and gain experience until you find work.
6. Bill Druliner: Don’t worry about keeping up with the Joneses: This consultant with GreenPath Debt Solutions cautions putting too much stock in other people’s Facebook or Twitter posts bragging about their success. Before you start stressing that you’re a financial failure, remember these people are only posting the stuff that makes them look good.
7. Wes Moss: Think about moving back home: CFP Wes Moss knows it’s a sacrifice to move back in with your folks after graduation. However, “If you can grin and bear it, it’s a great way to get a financial buffer quickly,” he says. Of course, it’s all for nothing if you don’t save that money you would have spent on rent.
8. Melinda Opperman: No credit history is as bad as a poor history: According to Ms. Opperman, who works with Springboard Non-Profit Consumer Credit Management, new grads should understand that their existing credit scores will affect their buying power. Find a card with low fees and budget tracking features so you can build your credit score, if necessary.
9. Zac Bissonnette: Don’t try to take shortcuts on paying off student loans: In his book How To Be Richer, Smarter, and Better Looking Than Your Parents, Zac Bissonnette urges you to ignore people who tell you not to worry about paying off student loans any time soon. The interest probably won’t be tax deductible, and you probably won’t have any of it forgiven.
10. Ornella Grosz: Curb excessive spending: The oft-cited author of Moneylicious: A Financial Clue for Generation Y says college leads to reckless spending habits that need to be avoided after graduation. Don’t buy luxury items often; make do with your current clothes and gadgets for now.
11. Clark Howard: Don’t finance a car for more than 42 months: When you are ready to buy a new car, this finance guru has a good rule of thumb for determining if the one you’re eyeing is too expensive: if you can’t pay it off in three and a half years, it’s too much.
12. Laura D. Adams: Investing early is powerful: Also known as Quick and Dirty Tips’ “Money Girl,” Adams wants new grads to appreciate the power of compounding. Investing now, in your early 20s, can result in a savings account balance that’s two, three, five, or 10 times higher than if you wait until your 40s to start.
13. Suze Orman: Contribute to your 401(k): She doesn’t care if you “don’t have a pot to pee in.” No matter what your salary is, financial guru Suze Orman insists that if your company matches a certain amount of contributions to your 401(k) savings plan, you must pay in the full amount and take advantage of this free money.
14. Mary Beth Franklin: Consider a Roth IRA: If you don’t quickly find a job, or that job doesn’t offer a retirement savings plan, take this personal finance writer’s idea. A Roth IRA lets you withdraw contributions tax-free whenever you want, but earnings can only come out tax-free in retirement.
15. Carla Fried: Get health insurance: Credit.com writer Carla Fried strongly suggests new grads get health insurance. If a new job doesn’t offer it, grads can stay on their parents’ until the age of 26. Even if you have to buy your own, no one should go without it.
16. Ricardo L. Nazario: Temper your expectations: As a financial advisor for Morgan Stanley, Mr. Nazario knows what he’s talking about. His advice for his own kids and for you is to not expect the corner office and huge salary right out of the gate. Moving up requires paying dues and time; don’t get ahead of yourself, mentally or financially.
17. Ronald Hatfield: Be financially proactive: A financial management specialist working at WVU, Hatfield’s top pointer is to be a lifelong learner about finance. Go to seminars, read books, learn the ins and outs of money management. No one else is going to do it for you (for free, anyway).
18. Kevin Crall: Have an emergency fund: Mr. Crall of MidWestOne Bank urges recent college grads to set aside some money for a rainy day, or rather three to six months’ worth of rainy days. You never know when you might need it.
19. Jason D. Hiley: Create a budget and follow it: It’s never been easier or more convenient to keep track of your expenditures and monitor where your money goes. This certified financial planner recommends using sites like Mint.com to create a responsible budget.
20. Cheryl Costa: Be smart about debt: “If a graduate ever can’t pay off her credit card bill, she needs to re-evaluate how she’s spending her money and whether she’s living within her means,” says CFP Cheryl Costa. Consider consolidating student loan debts to lower the payments and make them easier to manage.
21. Beth Kobliner: Don’t lose heart: If the job market is discouraging, financial expert and author Beth Kobliner is here to reassure you. She points out that the unemployment rate is always significantly lower for college grads than high school-only grads, and last year employers began to hire more.
22. Karen Blumenthal: Read the fine print: If you’re like most people, you’re lazy about reading all the details of contracts and agreements you sign. This author of The Wall Street Journal Guide to Starting Your Financial Life knows reading the fine print can help you avoid costly fees.
23. William Danko and Thomas Stanley: Take the time: The authors of the famous and still-relevant The Millionaire Next Door, Stanley and Danko showed that millionaires dedicate plenty of time to working on their finances, whereas “under-accumulators of wealth” do not. Which would you like to be?
24. Carmen Wong Ulrich: The hard work pays off: When asked what one thing she wished someone had told her when she was fresh out of school, the author of Generation Debt: Take Control of Your Money — A How-to Guide doesn’t mention finances. Instead, she says all the frustration you face at first in the working world is just fuel for your fire.
25. Jason Anthony and Karl Cluck: Getting out of debt means freedom: Two Columbia grads who wrote a book together called Debt Free by 30: Practical Advice for Young, Broke, & Upwardly Mobile have this to say to you: you don’t have to be a slave to Visa or MasterCard. Getting your spending under control and getting out of debt allow you to quit a job you don’t like and wait for one you love to open up.

“I think by far the most important bill in our whole code is that for the diffusion of knowledge among the people. No other sure foundation can be devised, for the preservation of freedom and happiness…Preach, my dear Sir, a crusade against ignorance; establish & improve the law for educating the common people. Let our countrymen know that the people alone can protect us against these evils [tyranny, oppression, etc.] and that the tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance.”

In the catalog of reasons why higher education should rank at the top of our national priorities, the democratic value of colleges and universities is often overlooked. But this election year, here are two important  reasons it may be time to pay attention:

1. Students Become Educated Citizens

College courses offer a wealth of information and new perspectives for all students. In addition, for many young Americans, going to college also coincides with the onset of the voting age, the first time that they can participate along with all other Americans in the elections that help decide leadership and public policy. College students have often had to fight for the right to conduct political activities on campus, as in the Berkeley Free Speech Movement, which erupted over the student desire to participate in and promote the Civil Rights Movement at the University of California’s main campus.

But as Thomas Jefferson, who founded the University of Virginia, would have hoped, American campuses now offer many opportunities to learn about political parties and the history of American politics through a variety of venues for discussion and learning. For example, in addition to courses, colleges and universities often have very active chapters of major political parties:

• College Democrats was founded during the campaign of Franklin Delano Roosevelt in 1932. Among its alumni are former Speaker of the House Nancy Pelosi and, to the surprise of many, former Republican Vice President Dick Cheney, who was Vice President of the College Democrats when he was a student at Yale.
• College Republicans was founded in 1892 and claims to be “the nation’s oldest, largest, and most active youth political organization.” Future leaders such as Karl Rove, Grover Norquist, and Lee Atwater got their start in College Republicans.
• College Libertarians chapters can be found at colleges in 45 states and Washington D.C., but true to libertarian ideology, there is no central organization directing activities. Campus chapters operate independently from one another.

In addition to the major political parties, young parties and interest groups such as College Greens, U.S. PIRGs, the federation of state Public Interest Research Groups (PIRGs) that focus on consumer issues, and the National Organization for Women are among the countless political groups students can participate in on the nation’s campuses. Participation in these groups can not only help students develop knowledge about political issues, according to the University of Iowa, but participation in such groups help students develop valuable skills that help them find employment.

2. Citizens Become Educated Participants

One way that the so-called “Ivory Tower” of academia interacts with the larger public is through political activities that benefit all Americans, not just those paying tuition. Here are some ways that universities contribute to the edification of interested members of the public:

• Conducting research: Polls are often used to gauge the rapidly-changing landscape of voter opinion. Quinnipiac University has in the past several years gained a leading position among those schools that monitor public opinion on many issues, including politics.
• Sponsoring forums, conferences, and candidate debates: During the 2008 presidential election, Villanova University, along with the the University of Arkansas and the University of Southern Mississippi, collaborated to sponsor a conference on the then-concluding presidency of George W. Bush. On May 3, 2012, Brown University sponsored a conference on Cybersecurity and International Relations. Both of these conferences were free and open to the public, as are hundreds of others at universities across the country every year.
• Providing Expertise: Many experts who teach at colleges and universities are often available, through school-sponsored speaker bureaus, to speak to public and community groups. For example, the faculty at Georgetown University, is ready to speak on many issues relevant to this year’s presidential election, including campaign strategy, public policy, and international issues. When I taught at the University of New Hampshire, I frequently accepted community speaking engagements on such topics as the presidential election of 2008. Lecture fees vary, but many faculty members will speak for free.

Given all the important roles that colleges and universities have played in American politics, it is sadly ironic that higher education is under siege by politicians who, like Rick Santorum, claim that campuses are “indoctrination mills,” debate the actual need for a college education despite clear indications from employers that they want their future employees to have degrees, or have no problem raising the interest rates on student loans.

While some may argue that this is part of a larger conspiracy to keep lower-income and diverse groups from participating in politics by denying them access to valuable political education, I think it’s more likely that few people have paused to remember Thomas Jefferson’s emphasis on the important relationship between political education and the proper functioning of democracy.

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