Archive for the ‘Advice Column’ Category

Dear Glenn,

My husband and I are both first year law students. I’m six months pregnant. My husband would like me to complete the rest of this school year and then dropout to be a full-time mom. I, on the other hand, would like to complete my degree. Both my mom and my husband’s mom agree that I should finish my education, and they have both offered to help with babysitting. What should we do?

Sincerely,

Want to be a Lawyer

Dear “Lawyer”

Based on your signature, Lawyer, I’d say you know what you want to do. But, since you asked, I will give you my two cents.

You and your husband are in an awesome situation with your mothers. Take advantage of it and complete your law degree and pass the bar exam. If at that point you want to stay home and raise a family, then do so.

Life does not give guarantees, and should you ever be in the situation wherein you are the sole financial provider for your family, you’ll have a law degree from which to benefit. It’s all about CHOICES. Do what you believe is best.

Glenn Brandon Burke, M.Ed

www.GlennBrandonBurke.com

Those of you who read my articles or Blogs or my One Sheet from my online press kit (www.GlennBrandonBurke.com) know that, in addition to being a Motivational Speaker, my hobby and love, is teaching the occasional Public Speaking/Speech Communication class as an adjunct instructor at a variety of colleges.

While teaching a class, a student brought up the topic of college accreditation, and asked if it is important for a college to have “Regional Accreditation.”

That question got me to thinking what students actually know about accreditation.

Consequently, I surveyed hundreds of students about what they knew of Regional Accreditation and its importance to their future in regard to their degree.  I soon realized most students do not know about academic accreditations in any way; and, therefore, many may have made, or will be making, a major mistake with their education and future. Because of this, some students may be burned, fooled or mislead by schools who offer a “bachelor’s” degree without having the accreditation the student truly needs.

Whatever your goals regarding your education and career development, the type of instituion you will want to attend will either be “regionally” accredited, or will have another type of accreditation, if any at all.

Some colleges have what is called National Accreditation. Whereas, others schools have Regional Accreditation (there are different accreditations for other types of programs, degrees, etc.) So why is it important to attend a school that has regional accreditation? Well again, that all depends on what you desire for your education and career.

According to www.USEducation.com, “Regional Accreditation is the primary type of institutional accreditation used in the United States. It is carried out by six organizations that cover different geographic regions of the country. The six regional accrediting bodies collectively serve more than 3,500 of the approximately 3,800 degree-granting institutions in the United States.”

If your college or university is accredited by one of the six regionally accrediting bodies listed below, then you know your school will be recognized by other institutions as well as potential employers. In essence, it’s a “real” college or university. Do not get me wrong. Both Regionally and Nationally Accredited colleges have some great degrees and programs. But, before you invest in your educational future, you must know the difference so you can make an informed and educated decision.

If you attend a college that has National Accreditation (also know as ‘Trade or Career School” accreditation), which, to the untrained person, may seem far more impressive than Regional, you will be attending an institution that:

1. Will not be recognized by many, perhaps most, Regionally Accredited colleges and universities, and

2. Will not be honored by employers who require one to have a “real” bachelor’s degree.

Your credentials will be evaluated in keeping with a trade school education. But if that’s what the employer seeks, and that’s what you desire, then go for it.

I have met people who graduated from Nationally Accredited colleges and do very well in their respected field. I have also met people who feel they were burned by a Nationally Accredited college. However, if you desire to be a chef, odds are this type of education will not be found at a Regionally Accredited college or university. Just make sure the school is accredited and has job placement assistance.

For example, should you receive a “bachelor’s” degree from a school with National Accreditation such as ITT Technical Institute, and one day decide to pursue your master’s degree at, say, for instances, San Diego State University (SDSU) or University of Nevada Las Vegas (UNLV), your “bachelor’s” degree will not be recognized as a true bachelor’s degree because it was not granted by a school with Regional Accreditation.

While researching this article, I called the admissions department of an ITT Technical Institute in Las Vegas, NV, and spoke with a gentleman named “John.” I asked “John” if ITT is Regionally Accredited, and here’s what he said:

“No. We have National Accreditation. Wouldn’t you prefer graduating from a college that’s recognized nationally instead of just regionally?”

Wow! That sounded pretty impressive to me. Then I asked if, after completing my ITT bachelor’s degree, would I be in a position to pursue a master’s degree from San Diego State University or University of Nevada Las Vegas; in other words, would SDSU or UNLV accept my bachelor’s from ITT.

“John” replied, “Each school is different. You’d have to check with them. But keep in mind that ITT having National Accreditation means we’re recognized across the nation. Now, Glenn, would that be better for you? But as far as UNLV, they do accept our degrees since we’re both here in Vegas.” 

To double-check ”John’s” information, I called both UNLV and SDSU’s Graduate, Undergraduate and Matriculation departments. I was told by both schools that they have not, do not, do not plan nor intend to articulate any agreement with ITT.

Therefore, neither SDSU nor UNLV will accept credits or recognize a degree from ITT. Without checking every Regionally Accredited college and university throughout the country, I cannot say with certainty what each would say; however, I would be willing to guess that most will not recognize your ITT degree.

Ladies and gentleman, “John” did not lie to me. What he did, though, was try to mislead or fool me into attending ITT.  Please, do yourselves a favor and research your prospective schools of choice before you enroll.

The six regionally accrediting bodies:

1. Middle States Association of Colleges and Schools Commission on Higher Education (MSA/CHE). The Middle States Commission on Higher Education is the unit of the Middle States Association of Colleges and Schools that accredits degree-granting colleges and universities in the Middle States region, which includes Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the U.S. Virgin Islands, and several locations internationally. http://www.msache.org 

2. New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC-CIHE). The Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges, is the regional accreditation agency for over 236 colleges and universities in the six New England states: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Two institutions in Greece; three in Switzerland; and one in Bulgaria, Bermuda, and Lebanon, respectively, are also affiliated with CIHE. http://www.neasc.org/cihe/cihe.htm

3. North Central Association of Colleges and Schools. The Higher Learning Commission (NCA-HLC).

The Higher Learning Commission accredits, and thereby grants membership in the Commission and in the North Central Association, to degree-granting educational institutions in the North Central region: Arkansas, Arizona, Colorado, Iowa, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, North Dakota, Nebraska, Ohio, Oklahoma, New Mexico, South Dakota, Wisconsin, West Virginia, and Wyoming. http://www.ncacihe.org/  

4. Northwest Association of Schools and Colleges Commission on Colleges and Universities.
The Northwest Commission on Colleges and Universities (NWCCU) is an independent, non-profit membership organization recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) as the regional authority on educational quality and institutional effectiveness of higher education institutions in the seven-state Northwest region of Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington. It fulfills its mission by establishing accreditation criteria and evaluation procedures by which institutions are reviewed. http://www.nwccu.org/

5. Southern Association of Colleges and Schools (SACS) Commission on Colleges.
The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees. The Commission on Colleges is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process. http://www.sacscoc.org 

6. Western Association of Schools and Colleges (WASC) The Senior College Commission.
The Western Association of Schools and Colleges (WASC) is one of six regional associations that accredit public and private schools, colleges, and universities in the United States. The Western region covers institutions in California and Hawaii, the territories of Guam, American Samoa, Federated States of Micronesia, Republic of Palau, Commonwealth of the Northern Marianas Islands, the Pacific Basin, and East Asia, and areas of the Pacific and East Asia where American/International schools or colleges may apply to it for service. http://www.wascweb.org/

Information on National Accreditation:

ACCSCT has been at the forefront of establishing and advancing quality education at private, post-secondary career schools and colleges. ACCSCT, recognized by the United States Department of Education as a private, non-profit, independent accrediting agency, is dedicated to ensuring a quality education for more than 200,000 students who annually pursue career education at approximately 800 ACCSCT accredited institutions. Now that you better understand the difference between Regional and National Accreditation, don’t be burned, fooled or mislead by the admission representatives. You are now able to make an informed decision about your education and attend a college that will benefit you both educationally and professionally.

Glenn Brandon Burke, M.Ed

 

Hello, Everyone!

I would like to thank those of you who wrote in your awesome questions. However, this week I’m taking a strange turn and publishing only one (I will get to the others next week.) The reason being is because I’m such an advocate for better education, and I received one question that took me quite some time to research and double check my facts, and with all the information I found, I decided to turn it into an article. Please see below.

Thank you,

-gbb

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Dear Mr. Burke,

I’m a computer programmer, and an actively involved parent of three high school children. I’ve noticed over the years that my children do not receive very much education in the area of technology. I have asked the school on several occasions why there isn’t more education on or with technology, and basically have been told that it’s not up to the school as to what’s in the curriculum. What can you tell me about technology in the classroom?

Thank you for your help.

Ms. Techno Parent

Dear Ms. Techno:

What a great question! And since I feel education is lacking in many areas in the K-12 schools, I have done some serious looking into your question, and have actually researched and written an entire article based on it.

However, I recommend you rally parents who feel as you feel, educate others and take it up with your district’s superintendent, the school board and the local media. There’s strength in numbers!

–gbb

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Technology in the Classroom

By Glenn Brandon Burke, M.Ed.

 www.GlennBrandonBurke.com

Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist.

Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and timely technical support may be unavailable.

Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or offer practical strategies for implementing technology into lesson plans.

Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development.

Nevertheless, the push to provide technology in schools has been successful in recent years.

“Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms.” (Williams, 2005).

Yet, teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all.

Although technology is more prevalent in the schools, several factors affect whether and how it is used. These factors include:

- Placement of computers for equitable access

- Technical support

- Effective goals for technology use

- New roles for teachers

- Time for ongoing professional development

- Appropriate coaching of teachers at different skill levels

- Teacher incentives for use

- Availability of educational software

- Sustained funding for technology.

Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. To make the best use of limited connections and equipment, schools can explore various strategies for allocating computers.

The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum.

Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental roll-out. In incremental roll-out, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year.

Sometimes the computers are distributed on a grade-by-grade basis with primary grades first and upper grades later receiving the most up-to-date equipment. This approach requires continual, yearly funding.

Another practical strategy is to have computers available through mobile computer labs.

In this strategy, the computers are placed on small carts or desks with wheels so they can be moved to the area of need. Even though some educators believe that computers should be equally distributed throughout the school so all teachers have equal access,
mobile computer
labs offer a workable approach. Teachers may find that they do not need access at the same time and would rather pool their resources to give each of them a critical mass of computers at varying times.

“For elementary teachers, a critical mass to support meaningful technology integration might be six to eight computers; for secondary teachers, a critical mass might be 10 to15 computers.” (www.ncrel.org)

The mobile computer lab allows teachers to have enough computers for projects when they need them, and the classroom space when they do not.

In some schools, however, each classroom may be allocated only one computer. Teachers in such situations learn how to survive in a one-computer classroom.

One strategy is to set up different workstations for students to use when working on a project. Access to a computer with an Internet connection or CD-ROM capabilities may be one workstation, and other resources can be available at other workstations. Students can rotate from one workstation to the next.

Another strategy is for students who are using the computer to gather material; they can print out the material and read it at a later time instead of trying to read it online.

Other options include allowing students to use the computer during free time or when they finish their class work.

A valuable tool for a one-computer classroom is a projector or large monitor that teachers can use to make the computer screen more visible to students; the teacher can use the computer or have students take turns using it, and the increased visibility enables the rest of the class to see their efforts.

Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students’ classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment.

In situations where software also is a limited commodity, the school library may house and catalog the software, as is done with other educational materials. This situation makes the software available to all teachers and allows teachers flexibility in assigning work to students.

Whatever decisions are made on allocation of equipment, it is imperative that all staff members are included in the decision making and that long-term plans are made for acquisition and upgrading of materials. Such collaborative decision making and planning helps ensure staff buy-in, equity of access and effective use of technology in teaching and learning.

Technology integration brings changes to teachers’ instructional roles in the classroom.

“The teacher’s roles in a technology-infused classroom often shift to that of a facilitator or coach rather than a lecturer.” (Craig, 2006) “Technology use also tends to foster collaboration among students.” (Craig, 2006)

As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, life-long learner and risk taker.

“Teachers must become comfortable letting students move into domains of knowledge where they themselves lack expertise, and they must be able to model their own learning process when they encounter phenomena they do not understand or questions they cannot answer.” (Craig, 2006)

For those who know how to properly use, and/or are willing to open their minds and effectively learn technology to make it beneficial in the classroom can make a positive impact on the student.

On the other hand, technology in the classroom is NOT necessary to effectively teach. Though we may be producing more “teach-savvy” people, overall, I believe we are producing less intelligent people regarding the basics – reading, riting, ‘rithmatic. Therefore, we are producing less intelligent teachers, which is evident in everyday conversation.

America has this false belief that we are the World’s best at everything, and rests on its laurels in many areas, which opens the door for other countries to truly dominate.

America is far too liberal, which I believe is hurting us. Many children are not disciplined well enough to come into a classroom and be a “student” let alone function productively in society.

Teachers become babysitters and not educators. Parents are afraid of their children. For many children, there is not a consequence for a negative action. A child needs only to scream“ABUSE” and they have the control. But then again, we elect real estate agents and mommies who haven’t been in a classroom since they graduated from high school, to the school board.

I didn’t make the rules. I just play in the game.

Glenn Brandon Burke, M.Ed., Motivational Speaker, Columnist, Author, Master Educator

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Dear Mr. Burke-

Should I quit college and join the military?

Here’s my situation. I’m a college sophomore and really want to help our country by joining the military. I’ve already been planning to join when I graduate, but I don’t really want to wait. What should I do?

Thank you,

Patriotic College Student in Cali

Dear Patriotic,

First off, I 100% support our troops, and give you mad props for wanting to “help our country.” Secondly, I’m a veteran who didn’t go to college until I completed my contract with the military and, therefore, have firsthand experience with life in the military without a college degree. So, allow me to share my thoughts.

If you wait until you graduate and join as an officer, you will be…

1. Given more responsibility and, therefore, have more input in “helping our country.”

2.  Treated far better.

3.  Have nicer living quarters.

4.  Earn more money.

So, I STRONGLY recommend that you complete your college education before you join. 

Glenn Brandon Burke, M.Ed www.GlennBrandonBurke.com

 

Philosophies, or otherwise, vary from person to person, and I, too, have mine. Statistically speaking, I should not be an educator, let alone have lived past the age of 22. I was a high school dropout who made drastic life changes to put myself in a position to live the life I desire.

 
One of those life changes included, at the age of 28, to begin college and receive a bachelor’s degree. During the pursuit of my degree, I, like the other students, had many teachers. However, I was fortunate to have had a few very special teachers who passionately touched my life and whom I’ll never forget. It was those few teachers whose teaching styles I admired and respected, and, now that I have become an educator myself, realized it was their “philosophy.” Philosophies, actually parts thereof, I have incorporated into my own.

My philosophy of education is that learning should be fun! I teach because I love giving back what was once bestowed upon me. I do not teach for a living, but was an adjunct instructor at a community college. I taught communications/speech/business presentations (AKA: Public Speaking). When teaching, I incorporate the following styles/beliefs which encompass my philosophy: have fun, teach with passion, show you truly care and, motivate and inspire the students.

My classroom environment is controlled (by me), yet fun. I use humor, sarcasm, and seriousness. When students see the passion I have for teaching and realize I truly care about their education, they become motivated to learn. Students also become motivated and inspired by my personal history to succeed with their own education, life and careers.

Between 2000 and 2005, in a post-secondary setting, I conducted a study with 28 classes between two different teaching styles and studied what it takes to improve student retention, class work and tests scores. Style one: “Motivational,” based on my teaching philosophy. Style two: “GttM” (Going through the Motions), based on everything opposite of my philosophy, hence, going through the motions.

In my study, I took (subject 1) 14 classes and made learning fun, taught with passion, true caring (identifying troubled students and working with them one-on-one), motivation, inspiration, and with firm control of the class, thus gaining the students respect. With the other (subject 2) 14 classes, I simply taught by going through the motions. The results are as follows:

Subject one: Never exceeded an 8% drop-rate. 100% improved class work. And 100% pass rate on tests (mid term and final exam). Subject two: 20% – 32% drop-rate. 80% improved class work. And 80% pass rate on tests (mid term and final exam).

Based on the results of my study, I believe if a teacher has passion for what they teach, truly show they care, is motivational, inspirational, and has respect for their students, more students WILL rise to the occasion and succeed. Sadly, there are far too many teachers whom, for whatever reason (available for another paper or article), simply go through the motions when teaching and cannot reach the students, and probably do not care.

If you’re a teacher who touches the lives of your students in a positive manner, I applaud you! If you’re a teacher who just goes through the motions for a paycheck, you either need to be re-energized, or you need to find a new career!

Glenn Brandon Burke, M.Ed. Motivational Speaker, Author, Columnist, Educator, and Mentor. For educational programs offered by Glenn Brandon Burke, please see his online press kit at www.GlennBrandonBurke.com

Someone told me of the GED, which I took — twice — in order to pass. Oh well, at least I passed.

When I was 19-Y-O, I was seeing this college chick who said “if you couldn’t even get a high school diploma, then you’re stupid!” It bothered me that she said I was stupid.

I said to myself that I’d show her! I went to an adult education school which was a branch of the Poway Unified School District in California and told them I wanted to receive my HS diploma.

Based on how well I did on my GED, they said I had enough units to graduate, but in order for them to issue me a diploma, I would have to take one class at their school. I did, and 16-weeks later I had a HS Diploma. Well the girl was long gone, but hey! I now had both a GED and HS Diploma. But in reality, I learned two valuable lessons that has served me well in life.

Lesson 1: If I want something BADLY enough, then I WILL achieve it!

Lesson 2: The girl was gone…I really did it for myself!

For the next several years (until I was nearly 23-Y-O) I continued my life of illegal activity. It was then that a business associate of mine was gunned down to death during a raid at his home, and it was only 15 minutes after I left.

It was then I realized that I had been doing so many wrong things, and could’ve been in prison or dead! Hey, some of you, I could’ve been your cell mate. LOL.

I sat alone for the next couple of days trying to decide what I should do. All I knew was that I needed a new life. Come Monday morning I flushed all my illegal substances down the toilet, went to see a Navy recruiter, and enlisted for five-years.

Since I had 45 days until I had to report to boot camp, I moved to my father’s and worked out daily so I was in shape for the physical activities I would endure.

Long story short…toward the end of my enlistment while working directly for the unit commander, he one day called me into his office and said “as your commanding officer and direct supervisor, it’s my job to encourage you to reenlist for another five-years. However, to do that to you would not be doing you a service. Based on what I know of you over the past two-years, I think you’d be better off getting out, going to college and one day run a corporation.”

He saw “something” in me and it was “something” I hadn’t seen. And what he saw was enormous business potential. So, I left the Navy at the age of 28 and began my first college class.

I was on a mission! I completed a four-year degree in 36 months all while going through a marriage, a divorce, my father’s death, and working full time.

I now own a million dollar sales company (www.TheBurkeAdvantage.com), have two college degrees (BA Communication & MA Education), am an adjunct instructor at a college teaching Oral Communications/Public Speaking, and am a Motivational Speaker.

In all honesty, I am no different than anyone else. Just an average person who set his sights on the bigger picture and went after it with all I had! And if I can accomplish what I have…ANYONE CAN! ESPECIALLY YOU!

You just need to do the following:

1. Prioritize

2. Manage time effectively

3. Focus on the task(s) at hand

4. NEVER forget why you’re doing what your ‘re doing

5. Be willing to forgo some things to accomplish what you truly desire

6. KNOW that at times it will be hard, and you may lose sight of the goal, but if you stay with it, I promise…IT WILL BE WORTH IT!

7. Bottom line, it’s simple…it comes down to CHOICES! The RIGHT CHOICES can take you to the right places, and the wrong ones…well, you know where they lead.

Success isn’t always about dollars and cents. It’s about what makes you happy! But hey, we do live in a monetary world, make it work for you!

The Power of Choice! (Education * Life * Career)

Glenn Brandon Burke, M.Ed

 You may contact Glenn via his online press kit at www.GlennBrandonBurke.com and or www.MySpace.com/MotivationalSpeakerEdu, www.JasonsNetwork.com/GlennBrandonBurke