Thursday, May 30, 2013

It's still better to be a college graduate

Than not.  Matthew O'Brien, writing in The Atlantic, explains below.  Follow the link for a nice graphic he includes.

The College Grad Recovery Continues - Matthew O'Brien - The Atlantic

The rumors of the recovery's demise are greatly exaggerated. It turns out it's the same as it ever was: slow and steady, but real nonetheless. If you graduated from college, that is.... 
The April jobs report reminded us of what we had forgotten. The recovery is the same in 2013 as it was in 2012 as it was in 2011 as it was in 2010. The Bureau of Labor Statistics estimates the economy added 165,000 jobs the past month, and another 114,000 in upward revisions to past months. As Justin Wolfers points out, that gives us an average of 196,000 jobs a month so far in 2013, compared to 225,000 in 2012, and 194,000 in 2011. It's pushed unemployment down to a four-year low of 7.5 percent.
But as disappointing as the recovery has been, it's been even more disappointing more people who didn't graduate from college. It's been nonexistent. As you can see in the chart below of workers 25 and older, college grads are the only group that has net added jobs in the past five and a half years.

Wednesday, May 29, 2013

I am reminded that Rick Springfield's "Jessie's Girl"

Is the only rock song containing the word moot. Why that appeals to me, I'm not sure.  Sigh.  But here, for the uninitiated, Grammar Girl explains the difference between moot and mute.

Grammar Girl : "Moot" Versus "Mute" :: Quick and Dirty Tips ™
A fan who shall remain nameless wrote to me with this problem: "In negotiations today, a union rep provided me with handouts of proposals she'd labeled 'mute.' Help!" 
Presumably, the union rep meant “moot,” not “mute.” 
“Moot” is an adjective that generally means something is isn’t relevant anymore. 
One of my favorite episodes of the sitcom "Friends" is when Joey says something that doesn’t matter anymore is "moo." I never get tired of that.

Tuesday, May 28, 2013

What makes a good continuing educator?

Some thoughts from John DeLalla, writing in The EvoLLLution.  I'd add that you have to be committed to continuing education, not just in theory but in practice.  I've heard continuing educators complain when their secretary wants to take a class.  And, oh yeah, you can't think making money is bad thing for a non-profit to do, which is a little different take on number five below.

Hiring a Continuing Education Leader

Yet, who do you hire? What personality traits should you look for? What are deal-breakers? What professional background? What skills? Some general aspects I look for in my new hires include, but are not limited to, the following list: 
1. Personality: Patience, kindness and a sense of humor are leading indicators of success for staff. 
2. Communication Skills: Not just being able to draft a quick email reply, but knowing what methods to use in communication with which constituents. Texting, for example, is not as common for business executives as it is for high school students looking for a summer camp. 
3. Ability to Empathize: We often have students taking a second try at college. Being empathic to the situation, story and student is helpful. 
4. Mindset to Help: We’re generally a “helping profession” in CE. We aim to help people achieve success in their careers and personal enrichment. We’re not out to get rich. Hire helpers, not takers. 
5. Initiative: Most CE units are self-supporting. Having initiative is a huge aspect of earning enough income to cover program expenses.

Thursday, May 23, 2013

I never knew about dyslexia-friendly fonts...

Till I read this.  From Daniel Hamermesh, writing in Freakonomics.

Font Improvement
I write all my papers, letters, and exams using the typeface Times New Roman.  As a lunch-table discussion here in England revealed, the University insists on certain typefaces that are dyslexia-friendly, particularly Arial, Trebuchet, and Verdana.  It costs me or any other faculty member nothing to use one of these on exams; non-dyslexic students are not harmed by them, and dyslexic students are better off.  Henceforth, no more Times New Roman on tests — mine will all be in Arial.  A clear Pareto improvement.

Wednesday, May 22, 2013

Children and teens invited to ETSU Renaissance summer camps

East Tennessee State University’s Office of Professional Development invites children ages six and up to participate in Renaissance Child camps this summer. 

The camps offer a variety of educational, hands-on, interactive opportunities for participants from first grade through high school. The programs are based on “STREAM” Educational Curriculum (Science, Technology, Reading/Recreation, Engineering, Arts and Math) and follow the Tennessee Core State Standards.

A new Renaissance Child Science Discovery Camp: A Journey to the Center of the Earth and Beyond for children ages 6-12 will explore earth science, with volcanoes erupting and crystal gardens growing. Campers can make edible “rocks” and participate in other experiments. Field trips to Bristol Caverns and Cooper’s Gem Mine are planned. The dates for the camp are June 3-7.

Computer Camp for Teens, to be held June 3-7, welcomes those ages 11-15. Students will learn videography, as well as greenscreen and effects compositing. Participants will assemble a demo reel presentation for their family and friends.

            Science and Forensics Camp, offered June 10-14, is designed for those ages 11-15 who will join the Renaissance Camp “CSI unit.” Participants will learn to gather evidence, such as blood type identification, fiber analysis and DA extraction, as they solve a mock crime scene. Local forensic experts will visit the class, and a field trip to the American Museum of Atomic Entergy in Oak Ridge is planned.

Digital Media Camp, offered the week of June 10-14 at ETSU’s Niswonger Digital Media Laboratory, will allow high school students to discover digital imaging manipulation techniques through photographs, as well as the use of still imagery to create animated video clips. On the final day, students will have a showing of their work and a reception for family and friends.

A new Renaissance Child Superhero Week from June 17-21 allows children ages 6-12 to create an original superhero, determining the special qualities to give the character and deciding where it would go and what it would do. Campers will design a 3-D model of their hero, as well as develop a formula for a “bouncy” ball along with other science experiments.

Also new is a Renaissance Child Exploration Camp for ages 6-12, to be held June 24-28. While exploring science, technology and the arts, campers will build cotton ball catapults and make simple electrical circuits. Other activities include painting, drawing, sculpting and creating art from recycled materials. In addition, they will work in a computer lab and create a book of original stories.

From July 8-12, campers ages 6-12 will be the first to attend the new Renaissance Child Imagination Station, where they can develop creative drama techniques and stretch their imaginations as they write stories in the computer lab, make puppets and masks, and play the part of “mad scientist” with science experiments. At the end of the week, campers will present their puppet shows and stories to family and friends. The guest instructor will be David Claunch, who holds a master’s degree in storytelling from ETSU.

Art, Music and Drama Camp, to be held July 8-19, provides a two-week course for campers ages 10-16 who will collaborate in writing, staging and performing an original play. They will design sets and costumes, as well as choreograph dance routines, as they prepare to present their play to family and friends. Also included will be attending the Barter Theatre production of “Cinderella.” Ashley King will return as director this year. She works with Barter Theatre and is a digital media and theater student at ETSU.

A Science and Engineering Camp will be offered from July 22-26 for the 11-15 age group. While exploring engineering disciplines and related sciences, campers will launch hydro rockets and design roller coasters, as well as visit the campus robotics lab. A field trip to Wonder Works in Pigeon Forge is planned.  

The Renaissance Child Construction Zone, July 29-Aug. 2, gives children 6-12 years of age a chance to design and build their own contraptions, gizmos and gadgets from recycled materials. They will explore how things work and how to build a strong structure as they learn the basic laws of physics and engineering. The week will culminate with a “Renaissance Kid’s Trade Show,” where the week’s creations will be on display.

All camps meet from 8 a.m.-5 p.m., Monday-Friday. Fees range from $180-375, depending on the camp, with discounts available for ETSU faculty, staff and students, as well as multiple registration discounts.

For registration or further information, contact the ETSU Office of Professional Development at or (800) 222-3878.

Save the date

Tuesday, May 21, 2013

The methodology is suspect

But these kind of lists are popular right now.  Here are the top ten universities with the worst professors, taken from CBS News.

25 universities with the worst professors

Which U.S. colleges and universities have the worst professors?
According to the latest figures compiled by an education think-tank, many of the worst profs are teaching in schools in the Midwest and on the East Coast. The Center for College Affordability and Productivity compiled a list of schools with the best and worst professors by culling through millions of teacher ratings at The teacher ratings were one of the components that the center used in evaluating 650 colleges and universities for Forbes' ranking of America's Best Colleges. 
Millions of students have used RateMyProfessors to share their feelings about their teachers in the U.S., Canada and U.K. Using a five-point scale, students rate professors on three criteria: helpfulness, clarity and easiness. An overall quality score is determined by averaging the helpfulness and clarity ratings. You can see all four scores for each professor on the site. . . . 
25 universities with the worst professors
1. U.S. Merchant Marine Academy (NY)2. Michigan Technological University3. U.S. Coast Guard Academy (CT)4. Milwaukee School of Engineering5. New Jersey Institute of Technology6. Rensselaer Polytechnic Institute (NY)7. Widener University (PA)8. St. Cloud University (MN)9. Bentley University (MA)10. Indiana State University

Monday, May 20, 2013

Never utter one of these in a crisis

Hero advice from Charlie Jan Anders in io9.  I've listed a couple of my favorites from the twelve presented.

12 Phrases That Are Never a Good Sign For a Hero's Survival

"You can do better than that!"
Or, alternatively: "Is that all you got?" Said tauntingly to an attacking evil person. Inevitably, that isn't all they've got.
"When all this is over..."
And finally, the classic. As often satirized on The Simpsons and other shows, the moment someone starts talking about all the great things he or she is going to do after this nightmare is finally ended, you know there's no happy ending in store for that person. In Hunt for Red October, as soon as Sam Neill starts talking about the great time he'll have living in Montana after he's defected, you know it's curtains for Sam — and we're not talking about picking out curtains for his Montana cabin.

Wednesday, May 15, 2013

ETSU announces OpenBUCS free online course system

Beginning this fall, East Tennessee State University will offer free college courses through the Open Buccaneer University Course System (OpenBUCS), university officials announced today (Tuesday, May 14). 

The emergence of Massive Open Online Courses (MOOCs) precipitated the development of the OpenBUCS initiative. But what makes the ETSU program unique is a path to actual college credit.

MOOCs began in recent years, with notable programs established through a partnership between Harvard University and MIT (Massachusetts Institute of Technology) and by Stanford University. Today, the Harvard and MIT program has 25 MOOC courses with 675,000 students, and Stanford has more than 3 million students in 100 courses. And, other institutions across the country are following suit.

“Higher education is changing rapidly, and (MOOCs) are having a phenomenal influence,” explained Dr. Karen King, ETSU vice provost for eLearning. “These free courses are created so that enrollment is open. Students move at their own pace, interact with each other online, interact with the content. There are a lot of different models out there – some are on the semester system, while some are shorter. Some do not have an active, present instructor, and some do.

“When we began looking at this, and at all that is happening in online education, I started asking how this could apply to ETSU,” she continued. “How can we take what they’ve done and make our own unique model that can help ETSU and students throughout our region?”

After months of planning and brainstorming involving the Committee for 125 – the group formed and tasked by ETSU President Dr. Brian Noland with exploring and developing ideas to help guide the university into its second century – as well as the ETSU Office of eLearning and various academic and administrative groups, OpenBUCS was formed.

OpenBUCS offers an opportunity for anyone to take free online courses, but also provides an optional path to earning college credit at a substantial discount from full college course tuition.

Participating students taking a free OpenBUCS course will earn a certificate of completion. If they decide they want to go further and earn three hours of academic credit for the course, they may elect to pay a “pre-credit assessment fee” of $150 and take tests on the coursework. Upon successful completion of the tests, they may pay an additional $150 fee to obtain the actual academic credit via an evaluation of learning outcomes. In the current, 2012-13 academic year, the cost of three credit hours is $912, so the cost of obtaining credit through an OpenBUCS course would be roughly one-third that of a regular course.

This has a number of advantages for students, according to King.

“OpenBUCS will help students throughout our state by increasing access to education, reducing cost, and potentially reducing the time it takes to graduate,” she said. “I think this will help a lot of people who might not have been to school in a while, or perhaps students in high school who aren’t really sure if they’re prepared for college, to ‘test the water’ before they begin college. They can take a course for free and see how they do. It could be a good barometer for them.”

Two pilot courses will be offered through OpenBUCS this fall: “U.S. History Since 1877” (History 2020) and “Introduction to Music” (Music 1030). Both courses are general education courses and part of the core curriculum.

For more information, visit, call the Office of eLearning at 1-855-590-ETSU (3878), or email

Should your continuing education operation be autonomous?

Philip DiSalvio, writing in The EvoLLLution, says yes.  And, in classical composition style, much appreciated by an old English major, he has three supporting paragraphs to back up his thesis.  You'll have to follow the link to find the support.

Organizational Autonomy and the Continuing Education Unit
With many higher education institutions becoming increasingly dependent on continuing education (CE) units to generate revenue and to fund overall institutional operations, strategic organizational options must be considered. 
This begs the question of whether continuing education should gain autonomy from the rest of the campus or remain a part of the traditional infrastructure. Will the institution be better served by a CE unit that functions independently as the entrepreneurial arm of the university? Will an autonomous campus unit that is particularly attuned to market forces and niche markets serve the institution’s overall mission? 
Many see the ground shifting in fundamental ways and recognize the current crisis in higher education as real; a new competitive environment where honoring tradition for the sake of tradition and hanging onto past practices could imperil the institution’s future. Hence, the argument that a CE unit functioning outside of the traditional campus mainstream would ultimately create internal competition and detract from the overall quality of the institution is increasingly being seen as specious. 
Several reasons suggest an autonomous CE unit functioning outside of the restrictions governing the core institution would benefit it overall.

Tuesday, May 14, 2013

Your highest paid state employee

Probably isn't your college president.  Unless you live in Alaska, Montana or Delaware. From Reuben Fischer-Baum, writing in Deadspin.

Monday, May 13, 2013

Another top ten list

CBS Money Watch lists the ten cheapest cities to live in.  Memphis comes in at number five.  I seem to recall Beale Street being a bit costly, myself.

10 cheapest places to live in the U.S.
Memphis, America's fifth-least expensive city according to the Cost of Living Index, has a population of 652,050, based on the latest data from the U.S. Census Bureau. With an index of 86, the cost of living in Memphis is up a tenth of a point from a year ago. 
Market prices in Memphis, Tenn.-- 
  • Half-gallon of milk - $2.29 
  • Monthly rent - $711 
  • Home price - $193,834 
  • Gallon of gas - $3.401 
  • Haircut - $13.20 
  • Movie ticket - $8.93 
  • Bottle of wine - $9.17 

God help me I do love top ten lists

Super Bad: 10 Best Movie Supervillains

Thursday, May 9, 2013

Conference on Adult Learner Enrollment Management

July 16-18 in Boston.   

Still trying to decide if you'll attend CALEM 2013? Here are the top three reasons you should:

#1 - Networking with your peers. More than 30 institutions are already registered to attend...and we haven't even hit the early bird deadline. This is shaping up to be a sold out event with institutions from across North America in attendance. The conference agenda is packed with sessions, breaks, extended lunches, and evening dinner groups, where you'll have the opportunity to gain insight and ideas from your peers at a wide range of types of institutions.

#2 - Keynotes and sessions from thought leaders. Two college presidents, one senior fellow at a higher education think tank, a senior extended education executive, and two higher education partners with more than 50 years experience between the two of them...and that's just the keynotes. Sessions will be led by practitioners from across the United States sharing actionable ideas for success that you can take back to campus and implement immediately.

#3 - There is no other event for higher education solely dedicated to enrollment management for adult learners. Our exclusive focus will be on attracting, recruiting, enrolling, and retaining adult students. Period.

Don't miss this inaugural event. Reserve your spot before May 15 and save $200. You can register online.

Knoxville is number two

On Amazon's list of the most well-read cities.  Up from number 22 last year, thanks to their romantic bent... Announces the Most Well-Read Cities in America today announced its third annual list of the Most Well-Read Cities in America. The ranking was determined by compiling sales data of all book, magazine and newspaper sales in both print and Kindle format since June 1, 2012, on a per capita basis in cities with more than 100,000 residents. The Top 20 Most Well-Read Cities are:
  1. Alexandria, Va.
  2. Knoxville, Tenn.
  3. Miami, Fla.
  4. Cambridge, Mass.
  5. Orlando, Fla. . . .
Knoxville, Tenn. made the biggest gain this year, jumping from the #12 spot in 2012 to #2 this year. Knoxville residents also purchased the most books in the Romance category—top titles include Fifty Shades of Grey and Married by Mistake.

Wednesday, May 8, 2013

We're number one lists Tennessee as the top state to retire.  Low taxes and all that.

10 best states to retire
That's right, Tennessee hits our No.1 spot. Its cost of living is the second lowest in the country, just behind Oklahoma, according to data collected from the Council for Community and Economic Research. And the Tax Foundation puts Tennessee's state and local tax burden as the third lowest in the nation. 
Tennessee also ranked among the best in the country for access to medical care, and its weather is warmer than average. 
All of those factors make Tennessee an excellent place for retirees, especially those on a tight budget and fixed income. There is still one main drawback, however. Tennessee's crime rate is among the worst in the U.S.

Tuesday, May 7, 2013

Save the date

Thomas Edison State College Presents
The National Institute on the Assessment of Adult Learning
Looking Back.  Moving Forward.
June 19-21, 2013
Atlantic City, NJ
Register Now 

About the National Institute
Celebrating its 25th year, the National Institute on the Assessment of Adult Learning: Looking Back. Moving Forward. provides a uniquely engaging learning experience for education professionals who are involved in prior learning assessment (PLA) and the assessment of adult learning as well as for those who may be considering incorporating these aspects of higher education. The main goal of the National Institute is to address issues such as:
  • Prior Learning Assessment
  • Distance Education
  • Assessment Methodologies
  • Effective Learning Outcomes
  • College-level Learning
  • Workplace Education and Assessment
  • Utilizing Technology
The National Institute also serves as a venue to share experiences in a casual environment and to network with colleagues.

All attendees are also invited to attend a private Welcome Reception on Wednesday, June 19 from 5:00 - 7:00 p.m. A special invitation will be forwarded after registration.

Learn More about The National Institute

Pre-Conference Workshop
Prior Learning Assessment Theory and Practice: Exploring Critical Concerns
and Practical Applications

The Pre-Conference Workshop is designed for participants who are PLA practitioners at all levels. The Workshop will focus on "best PLA practices" and on gaining new knowledge and insights that can strengthen PLA institutional activities.

This full day workshop will provide participants with an overview of the critical themes and concerns of the PLA practitioner, including standards and procedures of assessing learning. It will also include working with an evaluation rubric and sample student narratives. All along, the Workshop will offer opportunities to think together about starting and sustaining a PLA program.

Throughout the day, ample time will be provided for participants to ask questions, to raise issues and to share their program models, their experiences and PLA concerns.

The day will be mediated by Alan Mandell, SUNY, Empire State College and Theresa Hoffman,
PLA Consulting.

Monday, May 6, 2013

Urban Dictionary Word of the Day

Send and run: The act of delivering bad or unpleasant news via email at the very last point in the day, so as to purposely avoid being there when the response is received. Usually deployed just after 5 pm or before going away on holiday.

Save the date

Save the date

 2013 Council for Accelerated Programs Conference

Navigating Acceleration: 
Use Assessment and Best Practices as your Compass!

Pre-Conference Events:  July 30th
Main Conference: July 31 - August 1st
Hotel and Hospitality Learning Center
Metropolitan State University of Denver

Click Here
for Access to the Conference Brochure and Registration Form!

Thursday, May 2, 2013

A thoughtful essay on college completion

At least at the community college level.  This is by Sanford C. Shugart, writing in Inside Higher Education.  You may remember Sandy from the ACHE Annual Meeting in Los Angeles whose planning was chaired by John Yates and (ahem) me. To refresh your memory, he sang.

Moving the needle on college completion, thoughtfully (essay) | Inside Higher Ed

Not long ago, a good friend and outstanding college president moved from El Paso Community College, where for a decade he had led a complete transformation of the college and the results its students achieved, to Austin Community College, a college ready for much the same kind of transformational leadership. 
Within the first few weeks in Austin, on his drive to work, he encountered a large billboard that said “Austin Community College, Graduation Rate 4% -­‐   Is this a good use of taxpayers dollars?” 
Welcome to Austin. The billboard was sponsored by a business leader with a variety of concerns over higher education in the Lone Star state. My friend contacted the newspaper and asked for an opportunity to respond. At the press conference that resulted, he strode to the microphone and announced that the graduation rate quoted on the billboard was categorically incorrect – the actual graduation rate was 3.9 percent. The group assembled chuckled nervously. My friend went on to provide some context for these results and address the ways the college was moving to improve them.   
What lessons can we draw from this story for the future of our work, especially as it touches on the remarkable attention now being focused on how our students complete what they have started: Who earns a degree or other credential?  How long it takes them to do so? How much debt they graduate with? And how their education’s value in the marketplace justifies both this debt and the state’s investment in their education? 
The “completion agenda” represents just one set of questions that have defined national and state policy discussions in higher education recently. Others include: How competitive is our workforce? How do we rank in percentage of adults with a college education?  What about the STEM fields? And why don’t governors think more highly of psychology majors? 
There are questions around financing: In the public sector, a long-­term trend to defunding colleges and universities was greatly accelerated by the recession, resulting in substantial unfunded growth and cost shifting to students, even as some boards and governors challenge the moves to increase tuition to offset some of the losses. (At Valencia, we have taken 25 percent of the cost per FTE in constant dollars out of the college in just five years. And the percentages of funds coming from students and the state have virtually reversed, with nearly two-thirds coming from tuition, only a third from the state of Florida. Yet our governor stood in front of us recently and said with all sincerity that he didn’t understand why our colleges wanted to raise tuition on the poor working families of Florida.) 
And these long-­term funding challenges are exacerbated by the fact that we are competing for state revenue with voracious entitlement programs consuming an extraordinary share of total state revenues that won’t recover to 2007 levels until sometime in 2015 or 2016, if then.
At the national level we have deep partisan differences over financial aid policy and deep concern over mounting student debt, yet no consensus on meaningful solutions that could protect students from the more unsavory edges of the industry and allow for rational pricing and positioning by colleges and universities in 50 states. 
But with all of this to worry and whine about, few of us have been welcomed to work as negatively as my good friend Richard. Note that the big Texas “howdy” from the business leadership of the state was about completions – or rather the lack of them. 
This concern with completion has real legs.  As the feds measure our work (something that has never been done well, for which we share in the blame), even the most selective colleges complete barely three in four of their students; state universities closer to one in two, and community colleges, one in three. Not much to brag about.

Wednesday, May 1, 2013

Some thoughts on changing academic advising

By bringing it more into the online world.  Here's an example of eAdvising at Arizona State University from Elizabeth D. Phillips, writing in Change Magazine.

Improving Advising Using Technology and Data Analytics

Traditionally, the collegiate advising system provides each student with a personal academic advisor who designs a pathway to the degree for that student in face-to-face meetings. Ideally, this is a supportive mentoring relationship. But in truth, this system is highly inefficient, error prone, expensive, and a source of ubiquitous student dissatisfaction. 
This article describes a method that enhances human advising with modern technology and data analytics, thereby freeing advisors to spend more time on the things only people can do. This method, called eAdvisor, helps students find majors in which they are likely to succeed; keeps them progressing toward a degree; and makes advisors more informed, efficient, and effective. It also allows the university to manage enrollments effectively, thereby saving money while improving student success. 
The National Academic Advising Association (NACADA) describes the ideal human advising program focused on the interaction between individual students and their advisors in the following terms:
  • Academic advising conferences must be available to students each academic term.
  • Academic advisors should offer conferences in a format that is convenient to the student, i.e., in person, by telephone, or online. Advising conferences may be carried out individually or in groups.
  • Academic advising caseloads must be consistent with the time required for the effective performance of this activity.
  • The academic status of the student being advised should be taken into consideration when determining caseloads. For example, first year, undecided, under-prepared, and honors students may require more advising time than upper-division students who have declared their majors. (NACADA, 2011)
Early in the 21st century, most universities—including Arizona State University (ASU)—had advising systems that followed these guidelines. As was typical at comparable institutions, the university's academic advisors handled students in the majors and those in University College (a lower-division unit that counsels undecided students and those who wish to change majors). Every student had to see an advisor each semester in order to register for classes. 
Most programs at ASU admit majors in the junior year. Prior to the advent of eAdvisor, students used their freshman and sophomore years either searching for a major or enrolled in a pre-major sequence (e.g., pre-business, pre-architecture) in which they acquired the credentials required for admission to the program of their choice. 
With this system, students often did not know until the end of their sophomore year whether they had sufficiently high grades to gain admittance to the major. Failing to achieve the appropriate level of performance for a given major by the end of the sophomore year, they were forced to seek another that might have significantly different prerequisites, re-enter an exploratory mode, or transfer to another institution. 
Students, faculty, and advisors all recognized the complexity and ineffectiveness of this system, but alternatives to this hand-crafted process proved difficult to design. However, the recently developed ability to capture many aspects of the student experience in computer-accessible databases permits a much more systematic approach to managing a student's path through the complex and rich curricular offerings of any major university. 
Today many institutions have versions of online course planning for students and advisors. One of those systems, developed at the University of Florida at the end of the 1990s, served as a prototype for the much more comprehensive system implemented at ASU: eAdvisor.