February 23rd, 2011
Americans owe over 860 Billion in college tuition debt. This debt is often incurred to secure the valued ticket to a good job. Yet this isn’t always the case because of a changing job market and declining academic standards. Find out the real truth about the value of a college education and other avenues needed to build a strong workforce that supports this country’s need for innovation and growth.
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Daniel Peak is the CEO of World-Check, a global risk intelligence information company. Mr. Peak joined World-Check in 2003 from Thomson Financial where he was General Manager of Thomson Sheshunoff and prior to this he served as Managing Director for Thompson Financial Publishing joining Thomson in 1998. From 1992 Mr. Peak was Vice President of Product Management for McGraw-Hill Construction Information Group which he joined after his previous employer, Computer Aided Planning, was acquired by McGraw-Hill.
Bill Symonds is the Program Direction of the Pathways to Prosperity Project at the Harvard Graduate School of Education. Prior to this, Bill was a Senior Fellow at the John F. Kennedy School of Government at Harvard, where he researched the role of business in improving education, and helped conceive and organize the Forgotten Half Project. The work of this project isvsupported by grants from Accenture, the Pearson Foundation, and the General Electric Foundation, as well as the James Irvine Foundation and the Nellie Mae Education Foundation.
Prior to coming to Harvard, Bill spent nearly 25 years as a bureau chief and senior correspondent for Business Week Magazine. During his career, he led bureaus in Pittsburgh; Rome, Italy; and Toronto.
Access the Pathways to Prosperity” (pdf) report.
Richard Arums – co-Author of Academically Adrift: Limited Learning on College Campuses
Richard Arum is professor of sociology in New York University‘s Department of Sociology and professor of education at New York University‘s Steinhardt School of Culture, Education, and Human Development. In January 2011 his book, Academically Adrift: Limited Learning on College Campuses, was published by the University of Chicago Press. The book received national media attention for its findings that, after the first two years of college, a significant number of students demonstrate no improvement in a range of skills including critical thinking, complex reasoning, and writing.
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