A few years ago, a student stepped up to work towards making the UL "Horse Farm" a public park for the whole community. While a fierce argument raged through the community, fueled by divisive media commentary, the student heading the effort was meeting politely with President Authément, who welcomed both the student activism and the independence of thought and diversity of opinion, with the open-mindedness, tolerance, and collegiality that the life of the mind demands. She talks about her experiences with ultoday.com.
ultoday.com interviews Dr. Jack Damico, a world-renowned scholar, and the architect of the rapidly-growing undergraduate, graduate, and research programs in the UL Department of Communicative Disorders
Currently in some circles there is this "new" idea, that education should serve workforce development. In this approach, the primary role of education is to produce workers for the economy-- in essence, employees. Not surprisingly, these arguments generally come from the business community.
Such an approach appears to be insufficient. First of all, if we are engaged in workforce development, then what workers are we developing? For which job shall we train workers? There is a popular slide show claiming that today's graduate will hold 10 to 14 jobs by age 38. What will those jobs be? And even if we knew what they would be, we couldn't possibly train for that many jobs. For which of them should we train our workers?
Continuing our discussions of the UL District, and how to advance UL and Acadiana, today we look at an innovative monorail+streetcar system that would enhance all of our core industries.