Note:  This article is from a series on change with strategic implications for higher education.

• PART I:  HIGHER EDUCATION'S "CROSSROAD"
• PART II:  WHY A MOOC?
• PART III:  BY THE NUMBERS
• PART IV:  ARE DEV CAMPS A SIGN?

In "Dev Camps" I think I may have discovered higher education's next-generation MOOC! 

MOOC's have generated much discussion of late, offering free learning to tens of thousands of students at a time.  I was early to discuss MOOCs previously in "Part II:  Why a MOOC?", and slow to dismiss MOOCS despite many encumbrances identified to include high attrition rates, learning assessment issues, academic integrity, viable business models, missing credit and accreditation, and placement. 

To be clear, it is not the encumbered MOOC itself that I saw as a major threat to higher education, but rather what MOOCs portend. 

By analogy, consider that in 1995 web pages were dismissed by many as nothing more than digital brochures, capable of producing little other value.  Shortly after, however, the rapid innovation and development accompanying technology disruption occurred, and ecommerce was born. 

Here I liken MOOCs to early web pages, and have thus been scouting for signs of next generation iterations.  Dev Camps could well be one of these signs.  These intense programming experiences offer a product traditionally associated with higher education, and deliver that product at a much lower price point and time frame.  Dev Camps show early promise to be successful, without burdens of accreditation, credit, or transcripts.  

Dev Camps have a few catches, although previous computer programming skill is not one.  Candidates must be willing to commit 1,000 hours in the nine-weeks to learning, leaving only 500 hours for "errata" (e.g., sleep).  The work expectation is 80-100 hours each week.  Class time alone is Monday through Friday from 9:00AM through 6:00PM.  Fees do not include room or board.  There are no age or nationality requirements, although less than 20% of the video-applications are accepted.  Dev Camps do not pretend to be a school, and as such are not accredited, and offer no credit.  They will, however, connect 90% of the students with high-paying employers.  So, in a nutshell, Dev Camps bridge training to employment with laser precision, and without "all that other school-stuff."

What are Dev Camps?

Dev Bootcamp is one example of computer-programming schools spreading out from San Francisco.  These camps turn students into programmers in less than three months, with starting salaries between $80,000 and $100,000.

Dev Bootcamp, for example, teaches "Ruby on Rails " in three phases.  Phase 1 is Basic Ruby and programming fundamentals.  Phase 2 introduces the web and front-end development (including HTML CSS and JavaScript), and Phase 3 puts it all together through the Rails framework.  Admissions are rolling, so every three-weeks another "16-20 boots" are admitted to replace those graduating.  Each new cohort is assigned two teachers and a facilitator. A little time each day is spent learning from books and tutorials, but most time is spent working in small groups solving problems and challenges, and building applications.

Perhaps better than universities, these programs make complete mind-body connections, and as such include "yoga, stretching, and even basic meditation and mindfulness training."  My personal experience from a two-week boot camp that did not consider this was permanent ulnar nerve damage!  Computing is very tough on the body, and good habits are important.

Good news for colleges?

Dev Bootcamp's web site states their motivation is because, "...college is broken. Recruitment is broken."  Ironically, however, there could be very good news here for agile colleges, especially in urban areas.  Traditional colleges work primarily on a nine-month cycle, and have unused infrastructure sitting idle over the summer.  With relatively little investment, colleges could leverage this infrastructure to offer intense learning experiences in programming and beyond.

LINK

Chea, Terence (2013) Coding boot camps promise to launch tech careers, The Associated Press, April 12, downloaded from http://apne.ws/110i4Jc

Image Credit: xymonau at RGBStock

CRITERIA

Since April 5, 1917, any United States Armed Force member acting in that capacity that has been wounded or killed is eligible to be awarded the Purple Heart in the name of the President of the United States.

DESIGN

The current Purple Heart medal was developed by General Douglas MacArthur in 1932, and designed by Army heraldic specialist Miss Elisabeth Will in the Office of the Quartermaster General.

A metal, plastic, or enamel heart replaced Washington's original fabric design.  The heart of rich purple is bordered with gold, and features a bust of Washington at the center.  The use of purple was "associated with royalty and would stand out on any uniform."

ORIGINS

The Purple Heart is the oldest known United States military decoration still in use.  The award's roots and use of purple can be traced to George Washington's efforts to recognize all soldiers in the Continental Army, as opposed to the European practice of recognizing only those of high rank.  Washington created the "Badge of Military Merit," which he described:

The General ever desirous to cherish a virtuous ambition in his soldiers, as well as to foster and encourage every species of Military Merit, directs that whenever any singularly meritorious action is performed, the author of it shall be permitted to wear on his facings over the left breast, the figure of a heart in purple cloth or silk, edged with narrow lace or binding. Not only instances of unusual gallantry, but also of extraordinary fidelity and essential service in any way shall meet with a due reward.

Three people received the Badge of Military Merit during the American Revolutionary War from General Washington.  Other recipients have been noted in studies of discharge papers.

DEBATE

There is movement to recognize Traumatic Brain Injury eligibility for the Purple Heart medal.  [see http://www.recognizethesacrifice.org/ ]

RECIPIENTS

Award recipients include athletes (Pat Tillman, Rocky Bleier), politicians (John F. Kennedy, John Kerry), generals (Norman Schwarzkopf, Colin Powell, Chuck Yeager), artists (Rod Serling, Kurt Vonnegut, Jr., James Arness),  and Medal of Honor recipients (Salvatore Giunta, Audie Murphy).

Over half of the estimated 1.7 million total Purple Heart awards to date went to World War II recipients.

LINKS

• http://www.purpleheart.org/DownLoads/HistoryOfThePurpleHeart.pdf
• http://www.purpleheart.org/Downloads/Raymond%20Badge%20of%20Merit.pdf
• http://www.npr.org/templates/story/story.php?storyId=129711544
• http://www.history.com/this-day-in-history/washington-creates-the-purple-heart
• http://www.purplehearts.net/id6.html

This may be changing, however, if Dartmouth College is a bellwether.  Dartmouth recently announced they will no longer grant AP credit, citing concerns of protecting the eight-semester experience (http://www.dukechronicle.com/article/some-colleges-weigh-value-ap-credits).  This comes at an interesting time when colleges are under pressure to accept a growing number of transfer students with credits from other institutions, as well as growth in MOOCs and other alternative educational experiences.

By the way, I would like to take this time to introduce Marion Bressler, and share my lone AP experience.  Mrs. Bressler was a fascinating lecturer in AP History, and was able to mesmerize a large section of high school students for an entire year.  I was not surprised to learn from her obituary that she was a national pioneer in the AP movement, worked with ETS as a consultant, and even taught Joe Paterno's athletes.

I have tried to incorporate Mrs. Bressler's sense of trust and mentoring with my students.  From her I know that learning is a path, and not a race.  She was never condescending or dismissive.  She did more to prepare me for many years of college than any other high school experience.  I am grateful that I had the chance to thank her a few years ago when our paths crossed.  She lit up and fondly remembered her students, our time together, and what we had accomplished.  She had every right to be proud of her time with her students.  We are better for it.

• My "How To" link with screen shots:  DisableJava_v1.pdf
• Another link to tips posted by Naked Security

Note:  This article is from a series on change with strategic implications for higher education.

• PART I:  HIGHER EDUCATION'S "CROSSROAD"
• PART II:  WHY A MOOC?
• PART III:  BY THE NUMBERS
• PART IV:  ARE DEV CAMPS A SIGN?

Higher education enrollment concerns stem from a peak in college-bound high school graduates, combined with growth in alternatives, such as on-line and for-profit degrees.  Also looming are growing concerns from a mediocre economy and student debt burden.    

Groups tracking education statistics include the Department of Education, College Board, and Chronicle of Higher Education.  For reference, the National Center for Education Statistics' College Navigator search engine cites over four hundred post-secondary options in Pennsylvania alone; ninety-three of these offer bachelors programs or majors in computer or information sciences and support services. 

In 2009-10, the most popular bachelor's degree granted nationwide was business (357,354); for comparison, 39,589 were conferred in computer and information sciences.

PSU, University Park

With 38,594 undergraduates, U.S. News ranks Penn State's University Park as the fifth largest campus. For 2012, over 28,000 students applied for 7,200 University Park seats.   Each year over half of the University Park graduates first began at one of the other nineteen campus locations.

Figure 1 Image Source:  http://bit.ly/NJpkGF

Penn State Live reported a modest undergraduate enrollment growth in 2011. In Figure 1, after Pennsylvania (4,260), the 2010 biggest state contributors were New Jersey (792), New York (453), and Maryland (318). 

Figure 2 shows the current decline for in-state high school graduates.  Out-of-state students are an opportunity to overcome increasing competition for Pennsylvania students amid stagnant demographics.

Another recruiting opportunity comes from "non-traditional" students, such as adult learners, veterans, and transfer students (i.e., students with eighteen or more credits); currently more than thirty percent of all students transfer.  To take advantage of this, policy changes may be needed to improve transfer receptiveness as well as providing success programs normally reserved for first year students.  For reference, Penn State's admissions office has created a transfer fact brochure.

IST, University Park

In addition to undergraduate minors and certificates, Penn State's College of IST offers a B.S Degree in Information Sciences and Technology (ISTBS), a B.S. Degree in Security and Risk Analysis (SRABS), and a B.A. Degree in Information Sciences and Technology (ISTBA).

The University Budget Office' Fall 2011 Penn State Fact Book reports 823 total IST undergraduates: 83 (first year), 158 (second year), 260 (third year), 275 (fourth year), and 47 (fifth year plus).   Note that here Penn State counts "unique" residential students, rather than degrees; students pursuing more than one degree or minor are only counted once, and credited to his or her primary degree college. 

Figure 3 Image Source:  http://bit.ly/Q6KLBK

Figure 3 reveals that IST's Fall 2011 University Park undergraduates came mostly from Pennsylvania followed by New Jersey, Maryland and New York.

Current College of IST (University Park campus) entrance policies include the following:

1. IST undergraduate math course requirements are more similar to students in the Smeal College of Business, rather than the College of Engineering.  However, high school applicants must meet the more rigorous College of Engineering SAT math standard, instead of the lower minimum used by the Smeal College of Business.
2. Students already enrolled at another Penn State college or campus must successfully complete three-course SRABS or ISTBS entrance-to-major requirements before the start of the junior year.
3. Students considering the ISTBA degree must apply before the end of the third semester and meet a two-course entrance-to-major requirement.
4. The College of IST does not accept transfer students (i.e., students with eighteen or more credits from a non-Penn State institution).

Readings

• Penn State Fact Book:  http://www.budget.psu.edu/FactBook/
• Penn State Transfer Student Brochure: http://admissions.psu.edu/pdf/publications/PennState_Transfer_Facts.pdf

In the classic case of an "industry" that is prime for disruption, our existing 1,000 year-old model of education will probably be radically different as a result of lower-cost, more efficient competitors that are able to deliver learning to a new generation. Maybe the traditional institution's role is in coordinating the open resources available for free rather than being simply a rigid house that is resistant to change.

"Futurist" John M. Jordan's Information, Technology, and Innovation: Resources for Growth in a Connected World is encyclopedic in coverage of trends and effects from digital transformation.  As a seasoned instructor, novices will benefit from Dr. Jordan's introduction and topic development.  However, advanced readers will also benefit both from the breadth of discussion, as well as the notes that accompany each chapter.

As an early fan of futurist George Gilder, I was pleased to see the book begin with the "second half of the chessboard" story.  Further insight into the book can be divined from its five sections:  Foundations, Work and Organization, Business Model Disruption, Technology Landscapes, and Some Big Questions. 

Many will agree that our economy moved from industrial to automation with the transistor invention.  This book helps support the important notion that we are now transforming from automation to a subsequent economy.  In particular, leaders and educators should pay heed to Dr. Jordan's "some big questions" section.  Here Dr. Jordan summarizes implications ranging from identity and privacy, to innovation.

UNC has a nice article on "argument" ("expressing a point of view on a subject and supporting it with evidence") that you may want to review.

It is my perception that the ability to construct classical arguments has become diffused since the time of Socrates. Humorist Stephen Colbert (below) even invented the term "Truthiness" to describe a "truth" that a person claims to know intuitively "from the gut" or because it "feels right" without regard to evidence, logic, intellectual examination, or facts [Retrieved from "http://en.wikipedia.org/w/index.php?title=Truthiness&oldid=492921182"]. 

I personally believe societal success requires more thoughtful development of beliefs and claims!

Dr. G.

Greatly enjoyed IST's week hosting fabulous alumni currently pursuing innovation dreams.  Now might be a good time to review reasons for and against becoming an entrepreneur.

One reason against becoming an entrepreneur is the goal to be fabulously wealthy.  I do not know the exact statistics, but I suspect they are similar to becoming wealthy as a professional athlete or entertainer (i.e., slim).  If wealth is the only motivation, I recommend instead reading Stanley and Danko's Millionaire Next Door.   This research suggests true wealth is attainable with a "good job" (i.e., a regular, albeit modest, paycheck), frugality (i.e., no regular Starbucks), and avoidance of advertising traps encouraging ostentatious expenditures.

On the other hand, one reason for becoming an entrepreneur is the freedom to pursue a dream.  If you enjoy hard work and have pride in your abilities, then you might want to consider becoming an entrepreneur.  Startups require a broad range of abilities, and each participant wears several hats.  Note that technical ability is necessary, but not sufficient.  Other important abilities include communications, organization, networking, financial, and legal, just to name a few.

As the speakers mentioned, you will also need persistence and a willingness to initiate action.  The path to create "faster, better, cheaper" disruption includes surviving failures.  Thomas Edison viewed failure elimination as a necessary path toward success discovery.  For example, Col. Sanders endured over 1,000 rejections on his path to Kentucky Fried Chicken success.

For those fortunate, the new enterprise will eventually generate revenue.  This will be accompanied with pressure to make payroll.  However, this is not a bad thing.  In fact, I would argue that only the most successful entrepreneurs get this experience!

Some of the entrepreneurship allure stems from the headline grabbing "flip."  This is where a new venture is acquired, or experiences a successful public sale (i.e., an IPO, or "initial public offering").  The current news example is Facebook's purchase of photo sharing app Instagr.Am.  Although publicized flips can generate tremendous wealth for startup pioneers, they are not representative of the more common, and frugal, investments that focus on business value.

@NickBilton uses the Instagr.Am case to describe the disruptive force of entrepreneurs to create value, first described by Harvard's Clayton Christensen (disruptive innovation).  He notes that established companies, such as Polaroid or Kodak, could not create the Instragr.Am app, nor did more recent powerhouses, such as Facebook, Apple or Google.  Disruptive innovation is the reason society needs to encourage entrepreneurs, while established organizations need to simultaneously recruit intrapreneurs. 

1. Patience
2. Persistence 
3. Confidence
   

For me, it was a trip down memory lane to review two years of online search data at http://www.google.com/history.  Let me just say that as an instructor of a wide variety of courses and topics, I had some very interesting search data.  By the way, if you like, be sure to share your #stupidgooglesearches!

Note that Google captures search data, when searching with Google, regardless of the browser "privacy" settings.  If you are logged into one of the sixty Google applications, the search data is also personally tracked to you.

Benefits from tracking search histories includes targeted advertising, such as Amazon's "here are some books in which you may be interested".    Of course, until the bugs get worked, out this can backfire.  This in fact happened when a joke posted by Nick Bergus on Facebook (see CNET article) made him an unwitting pitchman to his Facebook friends for a 55-gallon tub of Amazon.com lubricant on sale for $1,495.

My first ebook platform was the Kindle app on an iPad.  Dr. Pete Forster had recommended Marcus Luttrell's Lone Survivor: The Eyewitness Account of Operation Redwing and the Lost Heroes of SEAL Team 10, describing events of posthumous Medal of Honor recipient and Penn State alumni, Lt. Michael Murphy.  Since I am not a fan of reading long articles on a computer, I was skeptical of this experiment.  To make the test even more difficult, I planned to begin reading the ebook in bright sunlight while attending a men's slow-pitch softball game.

I was hooked immediately.  By itself, Lone Survivor is a remarkable introduction to SEAL training in general, and the Operation Redwing tragedy in particular.  I am sure I would have put up with any ebook challenge to finish this gripping story.  However, unlike bulky computers, the ebook actually facilitated reading by enhancing reader control and flexibility.  For example, I found I prefer a large font in white characters on a black background.  This combination works well, I discovered, in both bright sunlight and dark rooms.

"What" to read has not been a challenge, but there are some strategic "how" issues emerging.  For example, I enjoy collecting free Kindle classics, or an occasional Project Gutenberg book.  I love knowing I can bring my entire library with me to the doctor's office or on vacation.

Hardcopies are still needed, especially if I want to share them or include contents in a lesson plan.  In these cases, I comply with Stanley and Danko's[1] research that suggests beginning with a library copy.  This was recently the case with Washington Post reporters Priest and Arkin's Top Secret America.  In just a few dozen pages, though, I realized I would need to purchase this book to make highlights and notes. 

I selected the Kindle version, since comments and highlights in hardcopies are difficult to retrieve.  Kindle, however, allows readers to make and export notes and highlights.  They are automatically tracked at https://kindle.amazon.com/.  In fact, you can keep your notes private, or make them public.  You may also review public notes and highlights from other readers since Amazon lists "Highly Followed People" and "Books With the Most Public Notes."

To read Former hacker Kevin Poulsen's Kingpin: How One Hacker Took Over the Billion-Dollar Cybercrime Underground, I checked out the digital copy from our local library.  The library-required iPad Overdrive App is a compromise, since it allows me to "check out" new books on an iPad, but not the ability to make notes.  In this case, I will probably end up purchasing the book;  I now know it will be necessary in lesson plans.

Some books are available in browsers with Internet access only, such as the "on line" books listed in the Penn State Library "Cat."  To click on these links, log in to the library before clicking on the online link.  Google Books and the Google Books Project at Penn State are other browser options requiring Internet access.

So as you can see, the question now is not just what to read, but also how. 

Penn State students find opportunities on campus to begin a professional career.  At University Park, for example, many colleges offer career fairs for students to meet recruiters, mock interviews to refine student introductions, and résumé review and feedback sessions. 

This is also possible at the campus-wide level in the Division of Student Affairs Career Services.  The summary below can help orient students:

1.     Résumé:  The purpose of the résumé is to quickly and effectively communicate an individual's unique strengths to a target organization.  The résumé "advertisement" is "consumed" in less than twenty seconds.  It is rare, in my experience, for an individual to craft a "perfect résumé" absent outside feedback.  My suggestion is to begin with a college (e.g., IST Résumé Samples) or university template, or edit one at Microsoft Office.  Next, present the résumé for feedback to many people who know you (e.g., family, faculty) AND who know résumés (e.g., career counselors, recruiters).  Since it is your résumé, you decide which recommendations to actually implement.  The résumé is a work in progress that is never fully done, especially as new skills and experiences are added.  Thus, expect to continue making improvements to your résumé in perpetuity.

2.     Career Fairs:  The purpose of the career fair is to connect students with organizations that have full time, co-op (two semester) and intern (one semester) employment opportunities.  Multiple University Park career fairs are offered by Student Affairs at the beginning of each semester.  In addition, some departments (e.g., Smeal's Supply Chain) and colleges (e.g., IST's Fall ProExpo and Spring Future Forum) may also host career fairs for their students.

3.     Strategy:    The purpose of a strategy is to prepare the student prior to meeting recruiters. The strategy has two parts:  first, learn about the company, and second, practice promoting the student's unique strengths.  The former can be found at company websites, and the latter through Penn State "30-Second Introduction" tips.  The introduction, and the résumé objective, quickly "qualify" organizations by explaining the student's employment objective (e.g., full time, co-op, internship), availability date to begin employment, and interest or degree.  If any of these do not meet an organization's need, the student can immediately move on to the next organization.

4.     Advocate Yourself:  The purpose of meeting recruiters in person is to exude confidence in you (i.e., the "product").  Confidence, passion and enthusiasm, as every advertising pitchman knows, are infectious.  Unfortunately, the absence of these is infectious in a bad way.  Job candidates need to know two or three top personal strengths (e.g., refer to these nine action verb categories for ideas), and have several personal supporting stories ready (i.e., consider using the S.T.A.R. model).  Since "practice makes perfect," practice "the pitch" alone (e.g., in front of a mirror), with friends, and counselors.  Attend as many career fairs as possible to practice "live" with recruiters.  In time the handshake, eye contact, voice, body language, and stories will all combine to your maximum benefit.

5.     GPA:  The purpose of GPA is to summarize classroom performance given the context of a student's unique undergraduate commitments.  GPA (grade point average) is not a measure of intelligence (i.e., all college students are intelligent).  It is easy to misconstrue many metrics in life, including GPA.  In my opinion, the GPA does not summarize hire criteria such as creativity or passion.  GPA is important, but it is only part of a unique student's total "package."  A student that has worked hard and been active should never feel inferior because of a GPA.   A recruiter from a major technical company laughed and agreed when I shared this common student misunderstanding.  He told me they had just hired a student with a 2.7/4.0 GPA, because of excellence in the student's "total package."