Education

Unlocking College Success: 8 Proven Strategies for the Aspiring Student Entrepreneur 🎓🚀📚

As the countdown to the new school season begins, I’ve been having some chats with the newest wave of freshmen and others going back to school. Each chat’s been a flashback, making me share those game-changing tips I wish I’d known when juggling the whirlwind of engineering classes and side hustling with startups.

So if you or anyone you know is heading to college this fall, here are a few tips that worked really well for me.

1. Treat College Like a 9-to-5 Job: In my first semester, my GPA was a mere 2.5. Instead of studying in between classes, I’d chill in my apartment, wrongly assuming good grades would follow. The next term, I committed to a 9-5 school routine, keeping away from home distractions. Suddenly, everything became manageable and way more productive.

2. Sync Up with Study Buddies: The above strategy felt a tad tedious until I teamed up with like-minded friends. We synced our schedules, adding an element of fun and accountability to our academic grind. Our time together also gave birth to new business ideas which then became actually companies we built together. We also ended up leveraging school resources for our companies. For example, we used giant engineering printers to make banners for our first company.

3. Be a Regular at Professor Office Hours: Like anything in life, building relationships is key. Frequent visits to professors not only clarify doubts but also help in forging genuine bonds. Remember, they’re often the ones marking your papers, so a positive impression goes a long way.

4. Pick a Practical Major: Some majors just don’t translate well in the job market. Instead of art or the dubiously termed ‘political science,’ (politics is not a science!) hone in on pragmatic fields like Science, Technology, Engineering or Math (STEM). Even if you don’t directly use the degree, the critical thinking skills acquired are invaluable.

5. Embrace ‘Work Hard, Play Hard’: Yes, diligence is vital, but so is downtime. After a long week of productivity, reward yourself with some relaxation and partying. These things feel a hell of a lot better after you’ve clocked in some productive hours.

6. Craft Your Own Curriculum (Bonus: Start a Company): Many institutions offer independent study options. I once teamed up with a professor, Nicholas Hitchon, to start a tech company as a course, which was both entrepreneurial and educational. For me, I needed 3 more credits of a specific engineering course so my friend and I proposed a “start our own technology company” course where we would literally start a company together and get engineering credits for it. So we did, launched The Campus Atlas, and checked off the last credits we needed for our major. In another independent study, we wanted to check out the new multi-million dollar engineering equipment, so we proposed a research project and got to spend time in an Intel-like lithography bay. Pictures below.

7. Launch a Startup: The college ecosystem is a rich environment for startups. Surrounded by smart minds and abundant resources, it’s the ideal incubator for your ideas. And hey, if it doesn’t pan out, college life continues. Need inspiration? Just look at Facebook.

8. Network with Alumni: Seeking counsel from successful alumni can open doors in unexpected ways. A simple request for career advice might evolve into job offers, insightful guidance, or valuable introductions. Plus, the very act of doing the cold outreach is a life lesson in sales which is useful no matter what you do.

Those are a few things I wish I had known earlier on heading into college. They were ultimately very helpful for me and maybe they’ll be helpful to you.

Left to Right. Steve Weisman, David Nosbusch, Me (2007) in the Wisconsin Center for Applied Microelectronic Devices

Me (2007) – Wisconsin Center for Applied Microelectronic Devices

The University of Nothing – The Bylaws

I’ve said several times on this blog that the education system is broken and is in desperate need of change. I now think we are finally starting to see the emergence of a new era in education reform. One led by the private sector.

The issue I still struggle with is how to balance the intersection, or lack thereof, between cutting edge methods of education with societal expectations of having to graduate from an accredited university.

Specifically, what is the difference between a Harvard business professor teaching a Harvard class, in Harvard, vs. someone like a Fred Wilson teaching a business class in his firm’s office? What is the difference between a computer science professor teaching JavaScript in a university building vs. a computer science entrepreneur teaching JavaScript in some office space in NYC?

To me, the answer simply boils down to a piece of paper. A degree. Being able to say you graduated from a prestigious program or accredited university which is still very highly regarded within our society. My friend calls this a “luxury good.”

Furthermore, what does it really mean to have “accreditation in the United States?”  According to the US Department of Education:

The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.

Well I think its clear that the “levels of quality” are definitely not acceptable. Just go watch the movie Waiting for Superman.

And how exactly does a University even achieve this “accreditation?”

Accrediting agencies, which are private educational associations of regional or national scope, develop evaluation criteria and conduct peer evaluations to assess whether or not those criteria are met. Institutions and/or programs that request an agency’s evaluation and that meet an agency’s criteria are then “accredited” by that agency.

So I’ve always wondered, “what if there was a way to leverage the best technologies and platforms for education while still maintaining an element of prestige or recognition outside of the broken, very expensive university systems?”

And now I think I know the solution: New Accreditation Agencies and Guidelines.

Here is how it would work:

  1. There would be new, self governed accreditation agencies, with new guidelines, that are not subject to government oversight.
  2. These agencies would be comprised of successful, influential individuals who have rich domain expertise (e.g. venture capital, finance, online ad tech, biology, etc).
  3. The agency itself would be its own university or academic institution.
  4. These agency individuals would oversee: a) the appointment of other “teachers” b) the fundraising initiatives of the “investment pool” (described later) c) public outreach and communications about the agency itself via personal blogs, op-eds on third party publications, etc.
  5. These agency individuals would teach: a) design curriculums, b) teach and broadcast classes using the latest education platforms (e.g. SkillShare, YouTube), c) make introductions as needed on behalf of their students
  6. These individuals would invest: using the “investment pool,” these individuals would allocate money to students that have demonstrated the ability to succeed as a jobs creator, otherwise known as entrepreneurs via their class projects (described later).
  7. The investment pool would be comprised of capital raised from non-profits, endowments, donations and there would be no contingencies tied to the money.
  8. At the end of the curriculum, the students would be given a degree that is widely recognized by the participating members of the agency (e.g. the influential VCs, financiers, executives, etc). Instead of graduating in hopes of getting a job, these students would be graduating with an extensive network of active working people with a possibility of getting money from the “investment pool” to fund a business.
  9. Student tuition is not required.
  10. Tests are not used to assess students. Projects, prototypes, and inventions are.

Although fairly abstract and not fully vetted, I think the final result would be getting a bunch of smart people together, with money to help fund those smart people’s ideas, while providing the students with an umbrella of recognition, and a network of business contacts that could rival an accredited or prestigious university. All the while the students would be learning in the most efficient ways possible.

The best part is, the only people that would care to be involved in such a program would be those looking to build real businesses which in turn will drive innovation, new jobs, and real growth.

Start a Business in School

GDR "village teacher" (a teacher tea...
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If you are in college you should start your own business because there is no better time to do so.

When I was in college working on thecampusatlas.com I remember thinking how great it was to have the flexibility of a student and to have the resources of a college university in order to get things done. I was surrounded by exceptionally bright people from all different backgrounds and areas of expertise who were willing to provide guidance.

A friend of mine recently had success with his college endeavor and conveys a similar thought in a recent article called Deconstructing Invite Media’s success story :

“There is no better time to start a company than when you’re in school,” he said.

After all, college students don’t require a lot of money, their housing often is paid for, and their peers often are willing to hustle at all hours to meet deadlines. “You can’t beat that when you need to have your attention focused on the company,” he wrote in an e-mailed response to a question.

Furthermore, academic institutions have the resources to educate entrepreneurs on any single area of a business or topic and by leveraging the various academic resources to build your business, you actually obtain a wider knowledge base of information then originally intended.

As a student, you have the ability to build your own business in a safe, low-cost, resource-rich environment and if it doesn’t work out you still hedged your bet because you’ll most likely graduate with a degree.

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Building Things For Your Pockets – A Unique Perspective On The Future of Mobile

There is no doubt in my mind that our dependency on mobile phones will continue to increase. I’m not going to try and justify this statement because this is quite simply a fact, and with that fact comes a tremendous amount of opportunity. A friend of mine has been digging into this space and I thought his current approach, tactics and projects were worth sharing.

David Alson shares his insights below in another post I’ll file under “Student Profiles.”

Student Bio – David Alson
David Alson was born and raised in the New York City area and is currently a senior at Miami University in Oxford, Ohio. He is studying Electrical Engineering and Computer Science, with hopes to pursue a career in the technology industry after graduation in the spring of 2011.

Dan Reich: I understand you’ve developed some iPhone apps.  Could you talk a little bit about those, and your experiences in creating them?
David Alson: During the summer of 2009, I bought an introductory book on iPhone programming and started teaching myself how to build apps. I built some basic apps to get used to the environment and Objective-C, learn about the Cocoa Touch framework and experiment with features of the iPhone I have never programmed for before, such as the accelerometer, camera and touch screen.

The first app that I released to the App store was a generic countdown to the 2010 New Year. I wanted to put something in the store so I could see first hand what the process was like and how the App store made and recorded sale transactions.

The second and third app that I put in the store was a game with a free version with ads and a 99-cent version called BallFall, which I decided to make for two reasons. The first reason was because I wanted to see how much I had taught myself about iPhone programming. I figured creating a game would be the most fun in the end and also be something that I would be willing to put in the store after it was done. The second reason was because the games category is the most successful category in the App store and I wanted to see how well ads do in free apps.

DR: What projects are you working on now?
DA: In addition to my electrical engineering course work, several projects I am currently working on include the Miami University App, Track ‘M, which will be integrated into the Miami App, and my first mobile game, BallFall.

The Miami University App was designed for current students, perspective students and parents, all Miami University faculty members, and especially new freshmen in need of a portable assistant to help with the transition into their new collegiate lifestyle. Some features of this app include a map of campus with building information, visitor parking information, dining menus to see what is being served in the dining halls across campus, sports and events news and a directory to search for contact information for all students, faculty and staff at the university.

Track ‘M is projected to be a live GPS bus tracking system for the Miami University transit system. This application is currently being designed to be incorporated into the Miami University App so those interested in accessing and utilizing the MU transit system will be able to access and view live locations of each bus and receive approximate bus arrival times at the desired destination.

Lastly, BallFall, which as previously mentioned, was designed as a personal examination of various aspects of the mobile market and a way to examine my own abilities with Objective-C. I am currently working on introducing an online leaderboard to feature high scores, which I decided to incorporate after taking a class on web services and SOA. I anticipate its release within the next couple weeks.

Those projects can be seen below.

DR: Where do you see the biggest opportunities in the mobile space?
DA: I believe there are two areas that have high potential for opportunity and growth within the mobile space—the medical industry and the education system. With a huge percentage of the population carrying mobile devices now, the medical industry has an opportunity to change how practitioners monitor and deliver vital information to their patients. After hearing about the implementation of mobile devices in the classroom resulting in higher engagement and participation levels, I feel the education system is currently presented with an opportunity to redesign traditional methods into a more modern system that is interesting to both students and faculty.

DR: What do you think about the current education system?
DA: I believe there is a technologic disconnect between students and educators. Many educators are resistant to having mobile devices in the classroom, while students are inevitably going to use them anyway, be it for texting or accessing the internet. Current students are growing up with mobile devices and the education system needs to expedite its transition into the mobile world of today.

DR: Do you teach things to yourself in order to get things done? If so, how?
DA: Absolutely. When there is a concept I do not understand, the first place I look for answers is the Internet. I feel it is the most efficient tool for finding answers because it provides a variety of perspectives on the subject.

David can be reached at davidalson@gmail.com

Track ‘m competition project proposal

View more documents from danreich.
Miami app poster

View more presentations from danreich.
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Dear Ambassadors and Respected Representatives of UW-Madison and Education – A Year in Review

University of Wisconsin–Madison
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Over a year ago I wrote an open letter to several faculty members of the University of Wisconsin – Madison. In the letter I voiced my concerns over the broken admissions process and broken academic protocols within the school and within other universities. I also discussed the importance of building a network and more importantly, maintaining the health of that network.

Well, this past weekend I attended my younger brother’s graduation at UW-Madison and I couldn’t help but think about how broken the system still is.

This is another open letter to the faculty members of UW-Madison.

(Before reading this letter, please note that I will be making this letter publicly available on my blog. Also, kindly take note of the recipients).
To: Chancellor Carolyn Martin – chancellor@news.wisc.edu
To: Provost Paul M. DeLuca, Jr. – provost@provost.wisc.edu
To: Director of Admissions, Steve Amundson – samundson@uwmad.wisc.edu
To: Dean of Students, Lori Berquam – lberquam@odos.wisc.edu
To: Vice Chancellor for Administration, Darrell Bazzell – dbazzell@vc.wisc.edu
To: Vice Chancellor for University Relations, Vince Sweeney – vsweeney@bascom.wisc.edu
CC: Executive Director, Youth Speaks – james@youthspeaks.org

5/20/2010
Dear Ambassadors and Respected Representatives of UW-Madison and Education,

It’s been over a year since my first letter to some of you regarding my concerns over the current admissions process, concerns over the current state of affairs within various academic departments, and concerns with the overall reverence (or lack there of) for the alumni network. This past weekend, I sat in the Kohl center watching my brother and his peers graduate in the same exact 2:30 pm “Bachelor’s and Master’s degrees from the School of Business and College of Engineering” ceremony I did two years ago. In attendance from my family was, in addition to myself, my parents, grandparents and sister. Simply being back in Madison and sitting in the Kohl center brought back all of the feelings I had when I was attending school. A sense of pride, distinction, loyalty, success, and belonging. All of these feelings came back full circle, and then I watched James Kass’s charge to the graduates and his words hit me like a ton of bricks.

In his closing remarks, he said:

“So I’m going to ask you to do something starting next week after you revel in this weekend celebrating all that you’ve done and all that you are. And when you wake up next week, always and forever celebrating all that you are and all that you’ve done, I want you to ask yourself if you’re satisfied. And I don’t care where you come down on the political spectrum, even if you passionately disagree with everything I believe in. I just want to know if you’re satisfied, and if you’re not, what it is you’re going to do about it, because the system has been designed perfectly to achieve the results it achieves.”

Almost a week later, I’m still asking this question, “am I satisfied?” And the answer is most certainly and emphatically “NO.”

I’m not satisfied because over a year ago I wrote some of you a letter voicing my concerns for your methods and system. How the university showed either a lack of interest, lack of means, or incompetency when evaluating and rejecting a potential UW candidate, my younger sister (and probably others). A person that would have most certainly strengthened the UW network and its legacies, which was a theme that was addressed in one of the speeches during the commencement ceremony (so much so that the alumni present in the ceremony were asked to stand among the crowd, I among those). Well, a year later I can report that my sister, a could-have been future UW-Alumni, has just finished her first year at Penn State with a 3.8 GPA making dean’s list both semesters. In addition, she was 1 of about 30 freshmen selected among an application pool of about 250 for the nursing program. Although I’m proud of my sister, I’m disappointed with UW because she could have been an asset and member of the badger network in years to come. Perhaps if the system hadn’t been “designed perfectly to achieve the results it achieves” she would have been accepted to UW and could have been sitting next to me in the Kohl center as a badger, your peer and ambassador, and not as an outsider. So I ask, what have you changed since last year? What steps have you taken to improve?

I’m not satisfied because over a year ago I voiced my concerns about a University that is trying “to compete in a rapidly changing world using obsolete methods and practices.” As this world becomes more complex, it will be less relevant for a student to earn a 4 year degree and some are already beginning to question its purpose. In addition, as technology becomes more advanced, it will become even easier to obtain the same level of education for a fraction of the cost. And with a fragile economy, unpredictable global markets, and diminishing job openings, what does the University do? It raises tuition for students and claims that it will benefit everyone. I ask how? How could this possibly benefit everyone or anyone? By increasing tuition for students and families, who are already struggling under current circumstances, we are supporting a system that was designed for a 9-5 industrial revolution. How can the University (or all universities for that matter) possibly expect to maintain its clout among other academic institutions when the best students either can’t afford tuition or aren’t accepted in the first place? Furthermore, why do you use broken metrics to evaluate these candidates? Metrics that look at grades from standardized tests (tests that might not be conducive to some of the brightest and most creative minds), metrics that look at grades from high school systems that were also designed for the 19th century, or worst off, metrics that do matter but are greatly overlooked – like leadership, entrepreneurship. Every aspect of our world is changing, some quicker than others, and if the academic institutions can’t adapt at least at a “satisfactory” speed, then “satisfaction” will be the least of our concerns because at that moment, we will be concerned most with survival as a society and as individuals.

At the end of the day, I respectfully ask that you take the same advice that was delivered to your students at their commencement ceremony. Like James, I’m here “to tell you that I’m not satisfied, but that I am one of many trying to do my work, knowing that it’s in your hands now and hoping that you’re willing to do yours.”

Please don’t be complacent. Please don’t raise tuition because it’s the only way. Please don’t reject exceptional students because they don’t fit your admissions template. Please don’t support a broken system.

But most of all, please challenge the status quo among other academic institutions because tomorrow is very different from today, and if you do this, you will secure a bright future for our university, its legacy, and indirectly, our society.

My Very Best Regards,

Dan Reich

Class of 2008′

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On the future of education

It will be very different in 10 years.  It is very different now.

Pretty soon those backpacks carrying 100 lbs worth of textbooks will be replaced by one, 10.2 oz Amazon Kindle or even your iPod.

From Gizmodo:

iTunes U will be teaming up with universities and other education establishments to offer a free hosting service for educators.

As information continues to become more widespread and readily accessible, the question becomes, what value does a physical university really have?

If I can get the same education for free either on the Internet or through other distributed devices, why do I really need to be in a classroom, or furthermore, why do I even need to be in a University?

Students can take courses online and learn what they need to learn with companies like Phoenix, Kaplan, BigThink, Academic Earth and even YouTube (Dear Ambassadors and Respected Representatives of UW-Madison and Eduction).

The “Degree” is beginning to seem less and less valuable (in many cases, but not all) when you can learn what you want, when you want, where you want , and apply those lessons to real world applications. This to me, is infinitely more valuable than doing homework or taking tests in an insulated environment.

However, being in a physical university does have its advantages. You are surrounded with like-minded individuals and have a very good chance at meeting the right people, and creating some real value for the real world. Then again, can’t we just do that online?

“School Spirit Skit 2” – Kanye West (The College Dropout)

You keep it going man, you keep those books rolling,
You pick up those books your going to read
And not remember and you roll man.
You get that a sociate degree, okay,
Then you get your bachelors, then you get your masters
Then you get your master’s masters,
Then you get your doctron,
You go man, then when everybody says quit
You show them those degree man, when
Everybody says hey, your not working,
Your not making in money,
You say look at my degrees and you look at my life,
Yeah i’m 52, so what, hate all you want,
But i’m smart, i’m so smart, and i’m in school,
And these guys are out here making
Money all these ways, and i’m spended mine to be smart.
You know why?
Because when i die, buddy, you know
What going to keep me warm, that right, those degrees

I’m not suggesting students drop out of school.  Just, reconsider HOW and WHERE you get your education and reconsider HOW and WHEN you apply what you’ve learned to the real world.

A fantastic piece was written yesterday in the NYTimes.com by Mark C. Taylor titled, End The University As We Know It. If you are going to read one thing today, please read this piece.

An excerpt from the piece:

GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).

Widespread hiring freezes and layoffs have brought these problems into sharp relief now. But our graduate system has been in crisis for decades, and the seeds of this crisis go as far back as the formation of modern universities. Kant, in his 1798 work “The Conflict of the Faculties,” wrote that universities should “handle the entire content of learning by mass production, so to speak, by a division of labor, so that for every branch of the sciences there would be a public teacher or professor appointed as its trustee.”

Unfortunately this mass-production university model has led to separation where there ought to be collaboration and to ever-increasing specialization. In my own religion department, for example, we have 10 faculty members, working in eight subfields, with little overlap. And as departments fragment, research and publication become more and more about less and less. Each academic becomes the trustee not of a branch of the sciences, but of limited knowledge that all too often is irrelevant for genuinely important problems. A colleague recently boasted to me that his best student was doing his dissertation on how the medieval theologian Duns Scotus used citations.

worth the entire read..more here…

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3 Pillars for College Admissions

There are three key components admissions officers look at when reviewing students’ college applications:

Today, most large universities are faced with the challenge of reviewing thousands of applications in a way that equally addresses all three pillars of admissions.

But, can they really pay equal attention to all three? Should they?

Consider how subjective or objective each category is.

  • Standardized Test Scores – Very black and white. Every student takes the same test. 100% objective
  • Grades – Not so black and white. Students go to different schools, have different teachers, different text books. 50% objective, 50% subjective.
  • Subjective Qualities – Extra curricular, essays, volunteering, leadership, etc. 100% subjective.

In a world that is losing economic and industrial boundaries (the world really is flat), people with “smarts”, high IQs, and academic mind sets are becoming commoditized. Look no further than India to see how bright minds, engineers and mathematicians,  are literally being cranked out in the hundreds if not thousands or millions.

The most valuable quality of tomorrow’s work force will be those with leadership skills. Motivation. Determination. Communicative abilities. Marketing abilities. A way to stand out to be bold, different. Unique.

Having the “smarts” is absolutely critical, but without an effective way to leverage your “smarts”, you become less valuable to yourself and employers.

Universities need to reevaluate how to consider all 3 pillars on an equal basis, with new methodologies and in a way that scales with the thousands of applications. They need to appreciate the value of the “Subjective Qualities” more so than they do now. This is not an easy task, but I’m confident some folks are up to the challenge.

After speaking with Steve Amundson, the new Director of Admissions at UW, I believe there are those individuals who are certainly capable and willing to meet these challenges. Steve is one of those people and I wish him the best of luck.

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Dear Ambassadors and Respected Representatives of UW-Madison and Education

In the back of my mind I’m always thinking about education and change. Below is an open letter written to some faculty members of my alma-mater about the importance in recognizing that change.

(Before reading this letter, please note that I will be making this letter publicly available on my blog. Also, kindly take note of the recipients.)
To: Chancellor Carolyn Martin – chancellor@news.wisc.edu
To: Provost Julie Underwood – junderwood@wisc.edu
To: Director of Admissions, Steve Amundson – samundson@uwmad.wisc.edu
To: Dean of Students, Lori Berquam – lberquam@odos.wisc.edu
To: Senior Policy and Planning Analyst, Hazel Wade – symonette@bascom.wisc.edu
To: Associate Dean of Students, Argyle Wade – awade@odos.wisc.edu

3/31/2009
Dear Ambassadors and Respected Representatives of UW-Madison and Education,

I am writing to you out of extreme concern for the future well being of my alma-mater and your home, UW-Madison. The admissions process, curriculum structure, and speed to iterate are overwhelmingly frustrating and alarming. The arguments and issues addressed throughout this letter only reflect my first hand experiences, but I firmly believe these issues are far-reaching and not specific to UW. Nevertheless, these issues exist and must be addressed, or at the very least, must be thoroughly considered. By way of introduction, my name is Dan Reich and I am a recent graduate (May 08’) from UW-Madison’s College of Engineering (Electrical). During my four year tenure at UW, I was able to accomplish some great things, including but not limited to:

Additionally, I have a younger brother Jeremy who is currently enrolled in UW’s school of business where he is double majoring in real estate and risk management. I also have a younger sister, who I would like to say is also a legacy, but was recently rejected by the UW admissions office. A sister who admittedly did not score as high as she could have on her SATs, but did have excellent remarks in school, as well as other critical skill sets and experiences (she also attended UW’s summer program). This is an individual who if assessed in relation to her peers, in my objective estimation, is a stronger candidate for success than most. Nevertheless, I believe the admissions process is critically flawed and this belief is not exclusively dependent upon my sister’s recent rejection.

While I believe the admissions process in general could be significantly improved, (which I’m more than happy and eager to discuss with any admissions officer at UW at any point in time), I will start my focus on the issue of networking in light of recent events.

As an individual who is currently working in a digital media and technology startup company specializing in social networks, emerging trends and technologies, I understand the importance of networks. Networks are literally changing the world. We see it happening everyday as companies like Google, Facebook, LinkedIn, Etsy, Twitter and others utilize the power of what Mark Zuckerberg calls “elegant organization.” When a single node is affected on a network, those directly tied to that node, piece of information or person also feel a change. The connections are what is most important. So, how does this have any relevance to the admissions process?

UW-Madison, as well as other schools throughout our society, should know this answer better than anyone else. Since 1848, UW has been building a super network of students and alumni. Every year UW graduates about 10,000 students who go on into the working world thus strengthening the badger universe. These are people who are ambassadors to the UW brand and are lifelong members of the network, and additionally each member has numerous other networks that are additive in value to the primary group: what we call Badgers.

Now you might imagine what I was thinking when I heard that my sister was not admitted into UW. A school that had endured not only my sweat, blood and tears, but also that of my brother. A school in which I had given money, time, but most importantly, a tremendous amount of value through conversation and action. So again, when I heard that my sister did not get into UW, you might think my reaction was “Why didn’t she get in?” but instead, my reactions were:

  • Why is the school degrading the network it has worked so hard to build?
  • How do you review applications? Why do you do it that way?
  • Doesn’t the school consider an applicant’s legacy within the school, and more importantly, their track record (I had a 2.5 GPA first semester and graduated with honors)?
  • Why didn’t I get a phone call from the school saying, “Dan, we just wanted to take the time and let you know that your sister did not get into the school?” or “Dan, if you and your sister are willing, we would be more than happy to go over why she wasn’t accepted?”
  • Why would I want to continue to support an entity that I believe has poor judgment?

In one phone call, you could have showed that you still care about your network in a very personal and meaningful way. Instead of strengthening your network, you weakened it.

How do you expect to compete in a rapidly changing world using obsolete methods and practices? Students are beginning to realize getting a “degree” is less valuable than getting practical, real world work experience. They can take courses online and learn what they need to learn with companies like Phoenix, Kaplan, BigThink, Academic Earth and even YouTube. Why spend $500/semester on books when I can get the same information free online? Why would students want to pay full tuition to an accredited university when at the end of the day they are taught linear algebra by a teacher’s assistant that speaks poor English, makes continual mistakes (which were witnessed by a head of department), and has inconsistent grading (this happened to me junior year. That semester I had a 4.0 GPA until given a C by a TA)? Why implement practices that have students cramming for exams instead of using methods enabling true adoption of the material (I wrote a piece about this on my blog entitled, The University of Nothing. This post received over 60 comments from various communities and sites, and the consensus was that current education systems are in trouble. I’m also willing and eager to discuss this point further with any faculty member. In fact, I had this conversation with one of my engineering professors when he asked my opinion on “why the enrollment in engineering was decreasing.” He was giving a presentation to his peers on this very topic).

In any case, this letter is not intended to bad-mouth or criticize current practices at UW. It is however intended to act as a wake-up call. I only and respectfully ask two things:

  • Please reconsider how you value your network and remember that we among the network are all ambassadors to UW-Madison. We are your most valuable asset.
  • Please reconsider how UW-Madison can take the lead and become the most efficient and attractive educational institution of tomorrow. The world is changing and so should you.

Again, I’m happy to speak to anyone and everyone about these issues. Please feel free to leave comments on my blog or send me an email at reich.ny [at] gmail [dot] com. I most welcome a phone call and conversation.

My Very Best Regards,

Dan Reich

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Educating youth with subject matter that matters

A while back I wrote about the relevance (or lack their of) of the systematic approaches taken by the public school systems and large universities. I would argue that practical and relevant hands-on approaches need to be implemented to better educate the youth in such a competitive global economy. In many instances, parents recognize the need for specific types of education. In fact, one of my relatives has a tutor come to his house once a week to teach his son conversational Japanese, as his business realizes economic growth with Japanese based companies. Fred Wilson also recognizes the importance of practical education and so, in his post today he writes:

“But this year we went one step further. We got our son Josh a young teacher who came over in the evening once a week and taught him how to write code and make a rudimentary computer game. We didn’t know of anywhere in the city to send Josh for this kind of class, so we contacted a local company, Blue Tomato, that provides supplemental tutoring and test preparation.”

Imagine a classroom that prepares students for TODAY’s world, for TODAY’s challenges.

I was fortunate enough to have a high school teacher that also recognized the extreme importance of technology in the classroom (I thank him for his role in influencing me to pursue Electrical Engineering). His name is David Peins and his company is Robodyssey. In his high school Robotics class, we were taught math, physics, electronics, and computer programming all while building robots (my robot can be seen below), and this all happened between the 9th and 12th grade. I learned about semiconductor devices, NPN, PNP transistors, tutebot circuits, and more, 3 years before they were even introduced to me in my Semiconductor Devices classes, (my junior year of college).

If America is going to keep up with the ever changing, fast paced global economy, we need these types of teaching mediums. One that provide relevance to today’s technological and societal challenges, while extracting the most value out of a classroom setting.

“I believe in engaged education and I believe in pushing the envelope and trying new things. Things like this.

Our kids are growing up in a different world than we did. We have to teach them using these new tools. Not just the ones that were used on us.“

Fred W. could not be more right.

My Robot (and Chris Murphy) from HIGH SCHOOL: (The robot was a self-navigating, automated fire fighting robot. It autonomously navigated a maze using ultrasound and infrared sensors, found a lit candle in one of the rooms, and blew out the candle)

Autonomous Fire Fighting Robot
Autonomous Fire Fighting Robot
Autonomous Fire Fighting Robot

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