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1? HOLZEMER
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THE SELLING OF RIT . - At RIT . . . our graduates go directly from here to where they want to be — in the professional world doing professional work ' ”... every person on our faculty is chosen because he's tops in his field — before he comes to RIT.” page 8, The RIT Official Bulletin of Undergraduate Programs 1976-1977 Pick up a copy of RIT's official bulletin from the admissions office. Examine the photographs of students enjoying themselves on sunlit after- noons and peruse the purple prose describing RIT's programs. Does this bulletin offer an honest assessment of RIT? Do any of you feel cheated after comparing your experiences at RIT with the bulletin's promises? Yes, many feel cheated. It is true that all institutions carry some dead weight; are complacent, self- perpetuating and occasionally reac- tionary. Certainly RIT has its share of such problems, as any other institution has. But without accurate information about a school's shortcomings, how can a student make a competent deci- sion to invest thousands of dollars and four years of his life? Without ac- curate information, the decisions to at- tend a certain school must be made on the impressions of a short interview, the obvious exaggerations of a slick promotional bulletin and rumors. Read the first statement quoted above. Do you honestly believe that all RIT graduates get the job they want after graduation? Read the second quote. Do you believe that every per- son on the RIT faculty is tops in his field”? Shouldn't your institutions be sub- ject to the same truth in advertising laws that business is? The federal government thinks so. President Ford signed into law a bill (The Education Amendments Act of 1976) which re- quires institutions of higher learning to give clear, detailed information on refund policy if students find their educations unsatisfactory in com- parison with the school's promises. In addition, the law requires institutions of higher learning to give more infor- mation on course content, academic programs, and the numbers of stu- dents who drop out and for what reasons. The penalty for not meeting these federal guidelines, including the publication of misleading information, would be to withhold many govern- ment loans to students and institu- tions. Needless to say, this would make it difficult for many schools to function. Such a law was needed because there has been a rising level of com- plaints and lawsuits against institu- tions concerning some of the follow- ing: quality of instruction, academic standards, grading policies, financial aid, career counseling, and dormitory crowding. It is unfortunate that colleges and universities are being dragged into court because they should be as free of government con- trol as possible. Yet, according to a re- cent article in the New York Times. There is wide agreement among educators and critics of the educational establishment that colleges and un- iversities have simply not given stu- dents enough information to go on. RIT and most other colleges and un- iversities in the country must try now to give an honest assessment of both their good points and shortcomings. Student pressure for this new legislation has come partly as a result 13
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