After five years of deliberation, DePaul University has decided to make submission of ACT or SAT scores optional, starting with the 2012 admission cycle, making it likely the largest private non-profit school to do so.

The decision reflects the school’s mission to serve their diverse student body, including many first-generation college students, Jon Boeckenstedt, associate vice president of enrollment management,told the Chicago Sun-Times.

DePaul’s incoming 2010 applicant pool had 16,000 submissions for 2,500 spots. The average ACT composite was 25.4, and the average SAT math and verbal score was 1165, the Sun-Times reports. Of the incoming class, 52 percent fall into one of those categories — first generation students, students from low-income households, students in underrepresented ethnic groups and Chicago residents. About four percent of the 2010 freshmen class fell into all four categories.

The new application policy could provide a compensatory advantage for students in these underrepresented groups. National and state data show a consistent correlation between high incomes and high standardized test scores, but have had little correlation with student performance at DePaul over the last ten years, Carla Cortes, the university’s enrollment management special project leader, told the Sun-Times.

Students can still submit their test scores with their applications if they choose. Otherwise they have the option of answering four essay questions about goal-setting, community involvement and personal challenges, NBC Chicago reports.

The supplemental questions have been a part of the application for three years, and are “designed to help us uncover the characteristics of the spirt, heart, mind and soul,” Boeckenstedt said, according to the Sun-Times.

Many other campuses have also moved toward making ACT and SAT scores optional in recent years, including Smith College, Wake Forest University and American University. Notably, after Wake Forest dropped the requirement, their student body’s diversity improved as the percentage of undergraduate minority students increased from 18 to 23 percent. At least 775 schools nationwide, as of late last year, were test-optional.

California’s higher education system is in decline, with fewer students able to afford college, falling college participation rates and dwindling state support, according to a study released this week.

The report suggests that the state, once celebrated nationally for its three-tiered system of public colleges, has lost status as a leader in such areas as affordability, preparation of high school graduates, college-going rates and investment in higher education. The analysis was by the Institute for Higher Education Leadership & Policy at Cal State Sacramento.

“This report demonstrates the consequences of resting on reputations and policies of yesteryear,” the study concludes. “California is nowhere near the leader on the measures of higher education performance that the nation’s governors and educational leaders have been tracking for over a decade. We are average, at best, and trending downward.”

Among the findings:

• California ranks last among states in funding per college student from state appropriations and tuition and fees.

• Tuition and fee increases exceed the national average rate of increase.

• The college-going rate of high school graduates rose from 53 percent to 58 percent between 2003 and 2007 but dropped back to 53 percent in 2009.

• California ranks 41st in the number of bachelor’s degrees awarded for every 100 high school graduates six years after graduation.

Most alarming, it finds a trend of each working-age generation becoming less educated than the preceding, with potentially devastating consequences.

“We need to recognize that there are public benefits to higher education,” said co-author Colleen Moore, a research specialist at the Institute. “If we don’t, the effects will be fewer high-tech companies wanting to come to California, lower incomes and lower tax revenues. Those things dramatically affect society as a whole.”

By  Daniel de Vise, courtesy of The Washington Post

Lake Forest College in Illinois responded to the recession by rolling out a three-year bachelor’s degree, offering students a chance to finish school sooner and join the workforce.

There were no takers.

OK, so it’s almost graduation and for whatever reason you haven’t applied to college.  Maybe you didn’t think you wanted to go at all, but now as many of your friends are in the process of reviewing their offers of admission you now have a change of heart.  Perhaps you were not admitted into your all-time favorite school and you didn’t have a back-up plan.  Or maybe you just haven’t made up your mind yet.  Well here’s good news for you!  Hundreds of colleges and universities have a process called “rolling admissions”.  Basically what that means is that these schools do not have a fall or spring deadline for admission and that many of these schools will continue to accept and admit students well into the summer, often as late as August 15 or later.

You might be thinking that if any particular college or university is still accepting admission applications this late, then they must not be very good schools.  Well, that’s where you’re wrong!  For a variety of reasons many schools use rolling admissions and this policy has nothing to do with the academic quality or reputation of the institution.  For example, some schools are trying to increase the size or diversity of their student body, so they continue their recruitment efforts.  Others may be committed to a mission of access for the residents of their state.  Whatever their reasons, what it means for you is that there is still time for you to find an outstanding college or university!  Here’s a few examples of some great schools that you can still apply to for this fall:

The University of Nevada, Reno www.unr.edu A wonderful traditional campus located at the base of the breath-taking Sierra Nevada mountains, The University of Nevada, Reno has over 150 excellent academic programs and majors in a variety of areas including engineering, sciences, journalism, and business.  The University has an excellent Honors program and competes as a Division I team in the Western Athletic Conference.  This research institution also boasts a fine medical school and one of the lowest tuitions in the country.  The University has completed and opened several new facilities over the last few years including a new student union, Knowledge Center (advanced technology library), and math and science center.  None of Nevada’s programs are impacted and students can graduate in 4 years or less!

The University of the Pacific web.pacific.edu/ is one of the west’s most distinctive, student-centered national universities.   Pacific engages its students with a personalized, private education with real-world learning experiences. It offers undergraduate, graduate and professional degree programs in nine colleges.  Pacific is a private university with about 6,700 students on three campuses in Stockton, San Francisco, and Sacramento.  Pacific has a unique “Four Year Graduation Guarantee” in which students receive their degree in four years or any additional tuition is free.  Pacific ranks as a “Great School at a Great Price” by U.S. News and “best buys” by Fiske Guide to Colleges.

The University of Alabama http://www.ua.edu/ is a student-centered research university and an academic community united in its commitment to enhancing the quality of life for all Alabamians.  Founded in 1831 as Alabama’s first public college, The University of Alabama is dedicated to excellence in teaching, research and service. They provide a creative, nurturing campus environment where their students can become the best individuals possible, can learn from the best and brightest faculty, and can make a positive difference in the community, the state and the world.

Clark-Atlanta University www.cau.edu Clark Atlanta University (CAU) is one of the nation’s foremost universities with an African-American heritage. Located right in the center of downtown Atlanta, Georgia, this four-year private institution was created when Atlanta University, which solely offered graduate programs, merged with Clark College, an undergraduate college that specialized in the liberal arts. CAU, which is affiliated with the Methodist church, has approximately 3,500 undergraduate students attending school under the traditional semester calendar.

Sam Houston State University http://www.shsu.edu/ Named for Sam Houston, Texas’ greatest hero, SHSU continually strives to honor its historical roots through academic excellence that includes exceptional teaching from faculty members who care as much about their students’ success as they do about furthering the knowledge of their fields.  SHSU is a selective institution that offers 79 bachelor’s degree programs, 54 master’s programs and five doctoral programs, including nationally recognized programs in Business, Fine Arts, Education, Mathematics and Criminal Justice. SHSU is classified as a “Doctoral Research University” by the Carnegie Commission on Higher Education.

University of Arizona www.arizona.edu As a public research university serving the diverse citizens of Arizona and beyond, the mission of the University of Arizona is to provide a comprehensive, high-quality education that engages our students in discovery through research and broad-based scholarship. We aim to empower our graduates to be leaders in solving complex societal problems. Whether in teaching, research, outreach or student engagement, access and quality are the defining attributes of the University of Arizona’s mission.

Valparaiso University www.valpo.edu Valparaiso University is a community of learning that adheres to the “Lutheran tradition of scholarship, freedom, and faith.” Established in 1859, this private university prepares students for leadership and service in the church and society.  Valpo, which consistently earns national recognition, offers over 70 fields of study and has 5 colleges, a graduate division, and a law school. Its rigorous academic programs integrate liberal arts with professional preparation, thus combining theory with practice. With 4,000 students who come from nearly every state in the union and more than 40 countries, the university provides the diversity of larger institutions in a smaller, more personable setting.

To view a full list of schools with extended admission deadlines or rolling admissions go to the Peterson’s website at: http://www.petersons.com/ugchannel/code/LateDeadlineSchools.asp .  Much of the above content came from this site.

By Caralee J. Adams

The anxiety of high school juniors—and their parents—over taking college-entrance exams is creating a market force for the test-prep industry.

Dozens of companies are flooding mailboxes with offers to hire tutors and enroll in classes, including online courses to make preparation for the high-stakes tests more convenient and customized.

Those in the business claim students will improve their performance, and many offer money-back guarantees. Yet outside research shows coaching has minimal positive effects, although there hasn’t been a randomized, controlled experiment to isolate the impact of test prep.

No federal agency has stepped in to provide industry oversight, so experts suggest that consumers do their homework before shelling out money and make sure the prep service is the right fit for their child. For some students, one-on-one tutoring is the most cost-effective; others do best in a classroom. And for many, a $25 test-prep book or free online tests is all they need.

“Parents are sacrificing, even borrowing on their credit cards to pay these high prices for prep courses,” said Dave Berry, a co-founder of and senior adviser for College Confidential, a college-admissions website. “In fact, kids—if they are dedicated, that’s a big if—can get the prep books and do the exercises and most likely increase their scores to within a reasonable degree of the amount they could get through the prep courses.”

“High SATs do not get you into college, a strong academic record does,” said Debra Shaver, the director of admissions at Smith College in Northampton, Mass. “Students should concentrate more on their homework and worry less about SATs.”

Lack of Evidence

Derek Briggs, the chairman of the research and evaluation methodology program in the school of education at the University of Colorado at Boulder, has examined how much SAT score increases can be attributed to the effect of test prep.

Test-prep programs generally include three elements: a review of test content, practice on test questions, and orientation to the format of the test. In 2009, in cooperation with NACAC, Mr. Briggs reviewed three national data sets and found the average effect of commercial coaching is positive, but slight. Test-score bumps were more in the neighborhood of 30 points (on a 1,600-point scale at the time), far from what some in the industry claim. He does point out that there may be specific programs that are more effective than others, but evidence to support that is weak.

Considering the results of Mr. Briggs’ and earlier studies, NACAC concludes that test-prep activities and coaching have a “minimal positive effect on both the SAT and the ACT.”

Mr. Briggs noted that to some selective colleges, 30 points matter among high-scorers. Admissions officers are “naturally drawn to a number,” and it can be one of the first filters in the process, he said. However, the New York City-based College Board, which sponsors the SAT, cautions institutions about making admissions decisions about otherwise qualified students based only on small differences in test scores.

A 2006 review of 10 online websites providing SAT test-prep services by Consumer Reports revealed that 11th graders who used the sites saw their scores improve by an average of 38 points or a 1.6 percent gain.

Promises and Approaches

Some companies have backed off specific marketing claims. Last May,The Princeton Review, based in New York City, announced it would stop using claims about average test scores in its marketing materials. Kaplan Test Prep has ended its use of testimonials in which test-takers talk about their large score gains.

“In many ways, [claims are] misleading,” said Kristen Campbell, the executive director of college-prep programs at Kaplan, also in New York City. “Instead of throwing up wild claims of points, we tell students we are committed to getting a high score.” Since 2002, her company has offered students their money back or the chance to take the class again if their scores do not improve after taking the course. For competitive reasons, Kaplan won’t release the number that take the company up on the offer other than to say the percentage is low.

Others promise specific point gains and take to task research that disputes the impact of test preparation.

Jake Neuberg and Ramit Varma, who founded Revolution Prep in California eight years ago, said research doesn’t differentiate test-prep methods. With their approach of covering content, as well as managing test anxiety and increasing student motivation, they promise a 200-point gain on the SAT. Students who don’t improve that much can sign up again for free. About 4.5 percent of students repeat the course because their scores did not go up by the guarantee or they had a scheduling conflict, Mr. Varma said.

Although services range from $300 to $900, Santa Monica-based Revolution doesn’t turn away low-income students who can’t pay. About 10 percent of students participate on scholarship.

In Bethesda, Md., Arvin Vohra founded a company and created an approach he calls the “The Vohra Method” in which students’ needs are targeted and addressed in intensive seminars. He guarantees that if, after 24 weeks of training at four hours a week ($25 per hour), the student’s SAT score improves by less than 380 points, and the score is less than 2,250—out of a total of 2,400—the student can take eight more weeks for free. For those who complete the full training, nearly 100 percent meet the 380-point gain, he said.

Postcards from StudyPoint, a Boston-based company that offers in-home tutoring for $70 to $140 in several cities, advertise 200-point SAT gains. Co-founder Richard Enos says the average increase is 171 points, based on comparisons of actual SAT or PSAT tests. “Part of what programs provide is the structure, accountability, and feedback that keep students engaged and motivated,” he said.

Inexpensive Alternatives

As an alternative to high-priced test prep, Number2.com is a free online service where students can take practice tests, get tailored feedback, and find tutorials for each section of the test. Launched in 1999 and sold in 2002 to Xap Corp., the site is an attempt to remove the price barrier, said co-founder Eric Loken, a professor who teaches research methodology at Pennsylvania State University.

His advice to students: “Don’t buy the hype. Too often, people assume because something costs $500, it must be worth it.” Many test-prep classes involve a series of practice tests that students can take at home for free, he said.

Test-prep courses serve a purpose, but more important is the rigor of the classes students take and practicing the test, said Steve Schneider, a counselor at Sheboygan South High School, in Sheboygan, Wis., and the American School Counselor Association’s secondary-level vice president.

The best preparation for college-admissions tests is good math and English classes in high school, said Lisa Sohmer, the director of college counseling at the Garden School in Jackson Heights, N.Y. “Students get from these [prep] classes precisely what they put into them,” she said. “They are not a cure-all. They are simply a tool.”

John Boshoven, a counselor in the Ann Arbor public schools in Ann Arbor, Mich., where everyone takes the ACT during the school day, encourages students to take the test once first to see where they need improvement. His school offers free after-school sample tests and others study on their own. “In the Midwest, we don’t have the test mania or college mania as in other parts of the country,” said Mr. Boshoven.

Michigan is one of about a dozen states that offer the ACT or SAT for free to all juniors, and many include free test prep.

Davis Nguyen, 18, a first-generation American from Hampton, Ga., said his Vietnamese family didn’t have the money for a test-prep course. So he made a chart and studied daily for 120 hours total for the SAT. He improved his score by 300 points from one sitting to the next. Mr. Nguyen said he paced himself like a marathon runner and had to keep with the training. “For my future, I had to stay motivated,” he said.

No Short-Cuts

The SAT is designed to measure the academic skills students learn throughout high school and their ability to apply that knowledge, said Angela Maria Garcia, the executive director of SAT publications and information at the College Board. “The best way to get ready is to do well in school, take challenging courses, and read,” she said. “There really is no short-cut to prepare for the SAT.”

The College Board encourages students to use the free resources on its website, such as the SAT question of the day and practice tests to get familiar with the format.

Students often improve their score by merely taking the test a second time, as they gain more knowledge in school and are more comfortable with its structure. Colleges then take the best mix of scores from each sitting.

The Iowa City, Iowa-based ACT Inc. has developed a software program and a more extensive booklet for review, but they’re really not essential, said Jon Erickson, the senior vice president for education services. “We have always been a little bit offended by test prep,” he said. “It’s seen as a last-ditch effort and doesn’t have much effect.”

Others disagree, such as Robert Schaeffer, the public education director for Jamaica Plain, Mass.-based National Center for Fair and Open Testing, or FairTest, which advocates colleges make admission tests optional. “If test-coaching didn’t work, it would be the only human endeavor you can’t improve,” said Mr. Schaeffer. While companies may exaggerate the claims to enhance their economic self-interest, test-makers also underestimate commercial test prep to protect their product, he said.

Keeping Perspective

Test scores matter more than colleges want to admit, yet they don’t trump transcripts, and parents and students need to keep perspective, said Pamela Horne, the assistant vice president for enrollment management and the dean of admissions at Purdue University in West Lafayette, Ind.

“There are companies who are in the business of ensuring that students are anxious and motivated to think this is life and death, as opposed to the idea that in the U.S. there is a place at the table of higher education for every single student,” Ms. Horne said.

By Doug Lederman

WASHINGTON — In a 2012 budget blueprint that administration officials portrayed as austere and Republicans derided as profligate, President Obama kept his promise to privilege spending on education and research — though not without some potential pain for programs important to colleges and students.

 In many of its priorities and emphases, the president’s proposed budget for 2012 stood in stark contrast to legislation put forward by House Republicans on Friday to fund the remainder of the 2011 fiscal year, which ends in September. While the GOP measure would slash the maximum Pell Grant by $845, end funding for several other student aid programs (as well as the AmeriCorps national service program), and slice billions of dollars from agencies that support academic research, the Obama budget for 2012 keeps those and other programs largely intact.

 That doesn’t mean, however, that the Obama budget would be pain-free for colleges and students. Given the enormous growth of the Pell Grant Program in the last two years, for instance, the program now faces a $20 billion deficit by the end of 2012, and the administration had to make “tough choices” to sustain the maximum grant at $5,550, Education Secretary Arne Duncan said in a call with reporters Monday.

 The department’s 2012 budget calls for ending a three-year experiment that allows students to qualify for two Pell Grants in a calendar year, to allow them to attend college year-round, and for eliminating the subsidy in which the government pays the interest on student loans for graduate students while they are in school. (The subsidy for undergraduate students would remain in place.)

 ”These are painful cuts, make no mistake about it,” Duncan said.

Higher education leaders and advocates for students typically howl in protest when political leaders of any party or political persuasion threaten programs dear to them, and they did not hide their disappointment with the president’s proposed cuts Monday. “It is regrettable that the administration is proposing to maintain Pell by making cuts to other student aid programs that provide much needed funds to students,” said Justin Draeger, president of the National Association of Student Financial Aid Administrators.

 But recognizing the context in which the 2012 budget appears, with Republicans having emerged from the 2010 elections emboldened to shave the deficit and pushing much deeper cuts, Draeger and other college officials wrapped their disappointment in words of understanding for the choices the administration would make. Maintaining funding for the Pell program, which could be facing a $20 billion shortfall in FY 2012, “is our highest priority,” Draeger said.

 ”It is clear the administration has put a lot of effort and care into producing a budget that strives to protect and preserve student financial aid,” Molly Corbett Broad, president of the American Council on Education, said in a prepared statement. “While the higher education community does not agree with all the choices made, we support the overall objective of ensuring a viable array of student aid programs anchored by the indispensable Pell Grant Program.”

 Unlike House Republican leaders, who in their first crack at a Tea Party-friendly federal budget plan cut disproportionately from health, education and labor programs, President Obama’s 2012 budget blueprint generally shields what he calls “investments” in education, research and a few other key areas in an overall budget that begins a five-year drive to freeze most federal spending and reduce the deficit. The Education Department’s overall budget would grow by 4.3% in 2012 under the president’s budget.

 ”Education is an investment that we need to win the future — just like innovation is an investment that we need to win the future; just like infrastructure is an investment that we need to win the future,’ the president said in unveiling the budget at a Baltimore math and science school. “And to make sure that we can afford these investments, we’re going to have to get serious about cutting back on those things that would be nice to have but we can do without.”

 Those things the country “can do without” appear to include relatively few of the many programs that matter most to colleges. The administration’s 2012 budget would eliminate a handful of programs that have long been targeted by presidents of both parties, including the Leveraging Educational Assistance Partnership Program (which provides matching funds to states to encourage them to award need-based financial aid) and the Byrd Honors Scholarships.

 But it would sustain some programs that have been vulnerable in recent years, such as the Perkins Loan and Supplemental Educational Opportunity Grant Programs. (The Perkins program would get a facelift much like the one the administration proposed in 2009, when a restructuring of the loan program for needy students got dropped during the endgame for the Student Aid and Fiscal Responsibility Act of 2010.)

 The administration’s proposal would sustain the vast majority of other Education Department programs for students and colleges at their 2010 levels, as seen in the table below.

 Some other priorities for higher education would take a meaningful hit. Funds for career and technical education in the Education Department, some of which flow to community colleges, would drop by about $250 million. Duncan said that the programs under the Carl D. Perkins Career and Technical Education Act “haven’t lived up to their promise” and that the administration wants to “strengthen them before we invest in them further.” Among the casualties would be a separate, $103 million stream of funds for the Tech-Prep Program, which provides funds to states for partnerships between school districts and (mostly two-year) postsecondary institutions.

 The Obama budget would also create a new competitive grant program (modeled on the Race to the Top Program for elementary and secondary education) that would reward states that align high school graduation requirements with colleges’ entry and placement standards, strengthen transfer and articulation between colleges, and institute performance-based funding for colleges. (If you guessed that it had the phrase “college completion” in its title, you were right: it’s called “the College Completion Incentive Grants Program.”)

 But virtually all of the attention in the days and weeks going forward is likely to be about the Pell Grant — the administration’s efforts to sustain it at its current levels, and attempts by Congressional Republicans to cut it back.

 Spending on the grants, which have long been the bedrock of the American student financial aid system, has exploded since 2008, due to several factors: significantly increasing college enrollments (with much of the growth among for-profit institutions), the economic downturn that changed many students’ financial situations for the worse, and 2008 changes that expanded the number of students eligible for the grants.

 The program has long had bipartisan support, and Republicans insist that it retains that support, even as House Republicans, in the legislation they put forward Friday to fund the rest of the government’s 2011 operations, propose cutting the maximum grant to $4,705. “Nobody should be comfortable with huge cuts like these,” Representative John Kline, the Minnesota Republican who heads the House Committee on Education and the Workforce, said Monday in response to a reporter’s question about whether he would be “comfortable” with the $800 cut in students’ grants. But given the enormous expansion in the program’s costs, Kline said, Republican leaders “thought it was important” to include Pell in their overall efforts to rein in federal spending.

 Administration officials made a different set of choices in recognizing that the Pell program cannot continue to grow at any cost — “responsible decisions that are necessary so that students can continue to pay for college,” Duncan said.

 Duncan said that administration officials had seen “no evidence” yet that the 2008 change in the Higher Education Act that allowed students to effectively get “two Pells” in a year to study in the summer was “accelerating students’ college completion time.” And the program had proven to be 10 times costlier than anticipated, to a tune of “numbers … in the multiple billions” of dollars, Duncan said, calling the initiative “unsustainable.”

 Officials at the California Community Colleges said their data showed that about 23,000 students at the system’s 112 colleges had received a second Pell Grant in the 2009-10 academic year, and that the students — more than half of whom are Hispanic, black, or Asian — had higher average grade point averages and number of earned credits than did other full-time students who did not receive Pell Grants.

 Duncan said that while the year-round Pell program certainly helped some students, “in tough budget times, we saw it as a bigger priority to maintain the maximum Pell Grant of $5,550, rather than having a smaller number of students get $11,000.”

 The other people who might see themselves as having been thrown overboard by the administration to sustain Pell are the nation’s graduate and professional students with student loans, who would lose the benefit they now enjoy of having the federal government pay the interest on those loans while they are in graduate school. Administration budget documents said that the subsidy “has no effect on encouraging students to pursue graduate education.”

 The in-school interest subsidy has been a target of deficit-cutting Congressional Republicans and of financial aid policymakers when they envision a sounder and fairer student aid system — not just as it applies to graduate students, but for all student loan borrowers.

 Robert Berdahl, president of the Association of American Universities, said his group is ‘concerned that the President’s proposal to eliminate the in-school interest subsidy on loans to graduate students as a means of covering some the costs of the Pell program may discourage American students from attending graduate school at a time when the nation needs to encourage its own best talent.’

 But Jason Delisle, a budget analyst at the New America Foundation, included the subsidy as one of his “key questions” about the administration’s 2012 budget plan for education.

 ”The president’s proposal would end this benefit for graduate students arguing that it does not encourage students to attend graduate school, is not well-targeted to borrowers who need extra repayment help, and is unnecessary because of other loan repayment and forgiveness benefits available on federal loans,” Delisle wrote. “These arguments seem to apply just as well to the in-school interest subsidy for undergraduate students. Why did the administration propose eliminating the benefit on these grounds for graduate students but opt to maintain it for undergraduate students? Are the policy’s weaknesses only applicable to graduate students?”

Among other highlights of the Obama budget:

•The National Endowments for the Humanities and for the Arts would each see their budgets drop by $22 million, or nearly 13%. The cut would return the humanities endowment roughly to its budget for 2008, said Jim Leach, the agency’s chairman. “It reflects NEH’s obligation to help restrain spending in a time of great fiscal challenges for the nation.”

 •The Education Department budget would eliminate the TEACH Grant program, a several-year-old program aimed at encouraging teachers to work in high-need fields, and replace it with a new competition for states. The $185 million competitive program would let states give $10,000 scholarship to would-be teachers who attend the “most effective” teacher education programs.

Join Jean Lim Terra, president of the Amgen Foundation, and Chancellor Robert Birgeneau of the University of California, Berkeley for a discussion on Amgen Scholars as well as other initiatives for K-12 students that are deepening scientific literacy and successfully engaging students to pursue degrees in the sciences. 

Don’t miss this exciting webinar event, register now by clicking here. Please feel free to forward this invitation to anyone you believe may be interested in attending. 

This free webinar is sponsored by the Amgen Foundation and hosted by The Chronicle of Higher Education. All content presented during the event is provided by the Amgen Foundation and the University of California, Berkeley. 

Inspiring the Next Generation of Scientists:
How Partnerships Strengthen Science Education
Thursday, March 10, 2011 • 2pm EST / 11am PST