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The Case for Independent Universities

Restore high ideals to Learning

Also making the case for the liberal arts is John Strassburger, president of Ursinus College, who wrote “Restore High Ideals to Learning,” an opinion piece that was published in the Philadelphia Inquirer. He emphasizes that “college students should study real estate less and our founding principles more” (January 16, 2009). Read the article here!

Education crisis helps private colleges

CIC President Richard Ekman was interviewed for a segment that ran on National Public Radio’s Marketplace program on Monday, February 8. In the story entitled “Education Crisis Helps Private Colleges” Ekman made the point that “private colleges and universities have enormous amounts of private financial aid money available so that it is much more affordable than many people assume. Yet the stereotypes persist that the private colleges are only for wealthy kids. It’s simply not true.”

5 Reasons to Attend a Liberal Arts College

Financial journalist Lynn O’Shaughnessy, author of The College Solution: A Guide for Everyone Looking for the Right School at the Right Price, wrote an article that appeared on CBS MoneyWatch.com (January 21, 2010) that makes a compelling case for small liberal arts colleges. In her piece, “5 Reasons to Attend a Liberal Arts College” O’Shaughnessy writes, “For all those Ivy worshipers out there, I’d suggest that you at least entertain the possibility that a liberal arts college could be as good as or superior to an Ivy.” Read the article here!

More Likely to Volunteer

Students at four-year independent institutions are not only more likely to volunteer than their peers attending four-year state colleges or universities (52 percent vs. 41 percent), but also more likely than all U.S. citizens over 16 years old (28 percent).

More Likely to Volunteer
Source: Analysis by the National Association of Independent Colleges and Universities, “Independent Colleges and Universities: A National Profile” (2004). U.S. Department of Education, National Center for Education Statistics, NPSAS: 1999 and U.S. Bureau of Labor Statistics, Current Population Survey, September 2002.

Graduation Rates by Family Income

Across all family income levels, six-year graduation rates at independent institutions are higher than at public institutions. For example, 54 percent of degree-seeking students from families with annual incomes under $25,000 attending independent colleges and universities graduate in six years or less, compared to 44 percent of similar students attending public institutions.

Graduation Rates by Family Income
Source: Analysis by the National Association of Independent Colleges and Universities as reported in Twelve Facts That May Surprise You About Private Higher Education (2003). U.S. Department of Education, National Center for Education Statistics, Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later; Beginning Postsecondary Students - BPS:96/01 Data Analysis System.

The Value of a Liberal Arts Education

The undergraduate academic programs at Judson University are rooted in a liberal arts philosophy of education. A liberal arts education seeks to develop the student through interaction with a variety of academic disciplines as well as the development of communication and critical thinking skills.

A liberal arts education is essential for three reasons. First, it equips students to be effective moral agents in a world where ethical decisions must be made on a daily basis. Second, it prepares students for a lifetime of learning and instills the skills of creative thinking, problem solving, human relations and public speaking. A liberal arts curriculum creates dynamic, adaptable learners who will be successful in multiple fields of endeavor. Third, it allows students to better understand and appreciate God’s created world. God has provided his creatures with the beauties of art, music, literature, and the sciences, enabling one to glimpse God, to revel in God’s creation, to know him and enjoy him thoroughly.

Beyond providing a broader view of the world and developing practical skills, Judson seeks to nourish minds for service to Christ and His kingdom by encouraging the integration of faith, learning, and living, so that students see their intellectual pursuits as service to God and the Church. The very foundation of Christianity responds to the basic questions that a liberal arts education strives to answer: “Who am I?” “Why am I here?” “Where am I going?” “What is the purpose of life?” This Christian worldview provides a context for the information gained and knowledge gleaned, and gives that information and knowledge meaning and purpose beyond the immediacy of the context.

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