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Now more than ever, America needs to support entrepreneurs and start-up visionaries who are attempting to build break-through businesses. In order to maintain our place in the world, we need to innovate and develop new technologies that deliver a competitive advantage.
Close your eyes and visualize the sun setting over a beach.
How detailed was your image? Did you envision a bland orb sinking below calm waters, or did you call up an image filled with activity -- palm trees swaying gently, waves lapping at your feet, perhaps a loved one holding your hand?
Now imagine you're standing on the surface of Pluto. What would a sunset look like from there? Notice how hard you had to work to imagine this
scene. Did you picture a featureless ball of ice with the sun a speck of light barely brighter than a star along the horizon? Did you envision frozen lakes of exotic chemicals or icy fjords glimmering in the starlight?
What you conjured illuminates how our brains work, why it can be so hard to come up with new ideas -- and how you can rewire your mind to open up the holy grail of creativity. Recent advances in neuroscience, driven by functional magnetic resonance imaging (fMRI) that lets scientists watch brain activity as never before, have changed what we know about key attributes of creativity. These advances, for example, have swept away the idea that there is a pleasure center in the brain that somehow acts as an accelerator to the engine of human behavior. Rather, chemicals such as dopamine shuttle between neurons in ways that look remarkably like the calculations modern robots perform.
Creativity and imagination begin with perception. Neuroscientists have come to realize that how you perceive something isn't simply a product of what your eyes and ears transmit to your brain. It's a product of your brain itself. And iconoclasts, a class of people I define as those who do something that others say can't be done -- think Walt Disney, Steve Jobs, or Florence Nightingale -- see things differently. Literally. Some iconoclasts are born that way, but we all can learn how to see things not for what they are, but for what they might be.
Perception and imagination are linked because the brain uses the same neural circuits for both functions. Imagination is like running perception in reverse. The reason it's so difficult to imagine truly novel ideas has to do with how the brain interprets signals from your eyes. The images that strike your retina do not, by themselves, tell you with certainty what you are seeing. Visual perception is largely a result of statistical expectations, the brain's way of explaining ambiguous visual signals in the most likely way. And the likelihood of these explanations is a direct result of past experience.
Entire books have been written about learning, but the important elements for creative thinkers can be boiled down to this: Experience modifies the connections between neurons so that they become more efficient at processing information. Neuroscientists have observed that while an entire network of neurons might process a stimulus initially, by about the sixth presentation, the heavy lifting is performed by only a subset of neurons. Because fewer neurons are being used, the network becomes more efficient in carrying out its function.
The brain is fundamentally a lazy piece of meat. It doesn't want to waste energy. That's why there is a striking lack of imagination in most people's visualization of a beach sunset. It's an iconic image, so your brain simply takes the path of least resistance and reactivates neurons that have been optimized to process this sort of scene. If you imagine something that you have never actually seen, like a Pluto sunset, the possibilities for creative thinking become much greater because the brain can no longer rely on connections shaped by past experience.
In order to think creatively, you must develop new neural pathways and break out of the cycle of experience-dependent categorization. As Mark Twain said, "Education consists mainly in what we have unlearned." For most people, this does not come naturally. Often, the harder you try to think differently, the more rigid the categories become.
Most corporate off-sites, for example, are ineffective idea generators, because they're scheduled rather than organic; the brain has time to predict the future, which means the potential novelty will be diminished. Transplanting the same mix of people to a different location, even an exotic one, then dropping them into a conference room much like the one back home doesn't create an environment that leads to new insights. No, new insights come from new people and new environments -- any circumstance in which the brain has a hard time predicting what will happen next.
Fortunately, the networks that govern both perception and imagination can be reprogrammed. By deploying your attention differently, the frontal cortex, which contains rules for decision making, can reconfigure neural networks so that you can see things that you didn't see before. You need a novel stimulus -- either a new piece of information or an unfamiliar environment -- to jolt attentional systems awake. The more radical the change, the greater the likelihood of fresh insights.
Some of the most startling breakthroughs have had their origins in exactly these types of novel circumstances. Chemist Kary Mullis came up with the basic principle of the polymerase chain reaction, or PCR -- the fundamental technology that makes genetic tests possible -- not hunched over his lab bench, but on a spring evening while he was driving up the northern California coast. Walt Disney was a decent illustrator, but he didn't imagine the possibilities of animation until he saw his advertising illustrations projected onto the screen in a movie theater. In an extreme example, the preeminent glass artist Dale Chihuly didn't discover his sculptural genius until a car accident led to the loss of an eye and literally forced him to see the world differently. Only when the brain is confronted with stimuli that it has not encountered before does it start to reorganize perception. The surest way to provoke the imagination, then, is to seek out environments you have no experience with. They may have nothing to do with your area of expertise. It doesn't matter. Because the same systems in the brain carry out both perception and imagination, there will be cross talk.
Novel experiences are so effective at unleashing the imagination because they force the perceptual system out of categorization, the tendency of the brain to take shortcuts. You have to confront these categories directly. Try this: When your brain is categorizing a person or an idea, just jot down the categories that come to mind. Use analogies. You will find that you naturally fall back on the things you are familiar with. Then allow yourself the freedom to write down gut feelings, even if they're vague or visceral, such as "stupid" or "hot." Only when you consciously confront your brain's shortcuts will you be able to imagine outside of its boundaries.
Adapted from the book Iconoclast, by Gregory Berns, by permission of Harvard Business Press. Copyright 2008 Harvard Business School Publishing Corp. All Rights Reserved.

| Posted: Sunday, 07 September 2008 2:33PM NY Times' Friedman To Focus On Green Revolution In Ypsi Speech |
| Three-time Pulitzer Prize winner and New York Times columnist Thomas Friedman will offer the keynote at a day-long event focused on making green power the next great global industry. The event, bringing together and recognizing Michigan's leading alternative energy companies, features remarks by University of Michigan President Mary Sue Coleman and Michigan State University President Lou Anna Simon in addition to Friedman. The program begins at 12:20 p.m.; registration starts at 10:30 a.m. Friedman's No. 1 bestseller "The World is Flat: A Brief History of the 21st Century," changed the national discussion on the opportunities and challenges of a global economy. His newest book, "Hot, Flat and Crowded: Why We Need a Green Revolution -- and How it Can Renew America" is the topic of his address, as energy has become one of the top election year issues. The event is being organized by the Washtenaw Economic Club, the Michigan Business Review and Michigan's University Research Corridor. Friedman's talk is part of a day-long focus on Michigan-based innovations forming the seeds of a growing green energy industry, including Michigan Business Review Innovation, bringing together Michigan's most innovative companies utilizing and supplying alternative energy. The University Research Corridor will also make available a new report offering a break-out on Michigan's opportunities for developing green technologies. Friedman's new book contends America has been overwhelmed with articles about "easy ways to go green'' and notes "green'' was the single-most trademarked word in 2007 but he complains the over-abundance of such articles shows the makings of "a party -- not a revolution.'' The real changes, he contends, will be hard, not easy, and most are yet to come. Despite the increasing need for new green technologies, U.S. venture capital funds invested just $5 billion in green revolution investments last year compared to $100 billion invested in IT in 2000, the peak of the dot-com boom, Friedman notes. "Anyone who looks at the growth of middle classes around the world and their rising demands for natural resources, plus the dangers of climate change driven by our addiction to fossil fuels, can see that clean renewable energy -- wind, solar, nuclear and stuff we haven't yet invented -- is going to be the next great global industry,'' Friedman wrote in a recent column. "It has to be if we are going to grow in a stable way. Therefore, the country that most owns the clean power industry is going to most own the next great technology breakthrough -- the E.T. revolution, the energy technology revolution -- and create millions of jobs and thousands of new businesses, just like the IT revolution did." Friedman, the Times' foreign affairs columnist who has done his research in many countries around the world, argues that a population explosion, a "flattening world'' with China, India and their rising middle classes, as well as climate change have all converged. Calling it a hopeful book, he argues that "if America seizes the opportunity to solve these problems it will be a huge engine propelling our economy in the 21st century." The University Research Corridor, an alliance of Michigan State University, the University of Michigan and Wayne State University, was formed to transform, strengthen and diversify the state's economy. The universities are working together to leverage their collective assets and encourage collaboration with business, government and communities to help accelerate innovation and economic growth. A limited block of 1,000 free tickets for the speech only are available to MSU, U-M and WSU students, faculty and staff. They are available at the URC campuses: At U-M, call (734) 763-5554 or visit the Michigan Union Ticket Office. University ID required (limit two tickets per person). At MSU, call (517) 353-9000. At WSU, call (313) 577-5284. Tickets to the general public are $30. Premium business tickets (including lunch and premium seating) are $120. For more information, contact Ashley Robinson, (734) 302-1726 or Karen Koziel, (734) 302-1719 for table sponsorships. For more details visit: www.mlive.com/innovation or www.washtenaweconclub.com/tix.php |
| © MMVIII WWJ Radio, All Rights Reserved. |
| Tuesday, August 12, 2008 Windspire Rotor - Vertical Wind Energy For Urban Settings | |||
| MANISTEE - Southern Exposure Renewable Energy has developed the Windspire, with vertical rotors that catches wind energy and drive a high efficiency generator to produce electric power. A built-in smart inverter converts this power into a regulated form that is readily connectable with the electric grid. To learn more about this urban friendlier wind-power generator listen to this GreenTech edition of News Maker interview recorded at the Michigan Energy Fair. To listen, click on MITechNews.MediaRica.Com | |||
Author: Mike Brennan Source: MITechNews.Com |

Posted: 07 Aug 2008 11:14 AM CDT

Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things differently. They’re not fond of rules. And they have no respect for the status quo. You can praise them, disagree with them, quote them, disbelieve them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They invent. They imagine. They heal. They explore. They create. They inspire. They push the human race forward. Maybe they have to be crazy. How else can you stare at an empty canvas and see a work of art? Or sit in silence and hear a song that’s never been written? Or gaze at a red planet and see a laboratory on wheels? We make tools for these kinds of people. While some see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do.
Some of you may recognise that as the famous Apple ‘Think Different’ text, others may not, but I guess whether you’ve read it before or have read it for the first time there, we can pretty much all agree that it’s an inspiring piece of text. The thing that surprised me was that when reading through it I realised that all you need to do is change one tiny piece of the text to change the whole context of it.
“We make tools for educate these kinds of people”
In my mind, that’s now one hell of a motto for a better education system.
Let’s face it; the current education system just doesn’t know how to handle these kinds of people. “The round pegs in the square holes,” as Apple refers to them. The system doesn’t understand creativity. It robs all students of their creative consciousness and replaces it with structure, structure, and more structure, only to prepare them for a 9-to-5 job, Monday to Friday, every week of every year for the rest of their lives. Art, Music, Drama… you name it, the current system has a course for it. But that course doesn’t do any form of justice to the many greats that have over hundreds of years created amazing works and done incredible things, demonstrating how beautiful these arts can be. Students aren’t told to let passion drive them forward, or let their inspiration flow and their imagination stop at nothing. They are told to follow the rules, and do whatever it takes to get a ‘pass.’ Where would we be if Bach was told his Brandenburg concertos ‘didn’t quite meet the required standard’? What would have happened if Van Gogh was told his paintings just ‘didn’t make sense’?
It doesn’t stop at the arts. The suppression of creativity is seen in all fields of learning within the current system, giving no room for our real geniuses to shine. And why? Because the system has an obsession with testing, and at the end of the day you can’t test real genius, because you just can’t grade it. Who really has the right to say that a piece of music is an A or B or whatever else? Why should someone sitting in a fancy government office be able to sit there and write the rules that decide whether this piece of writing would make the grade or not? Why can’t the people deciding our futures for us be content with having some classes that have no exams? Classes that are solely there to help stimulate the different skills we all possess, without having to put us under the constant pressure of being bombarded with test after test and grade after grade. Do they see this as ‘non-educational’?
Think of the wealth of talent that is being and has been squandered due to this system. How many people would have become the next great composer if they had been given just that little bit more leeway? How many people would have had the courage to write their own novel, because they wouldn’t have been told they ‘weren’t good enough’? How many people failed to ever recognise their own potential because they were too busy striving for the best grades possible? Only so they could get a ‘good’ job in an office, with a ‘good’ salary.
Don’t get me wrong, we need the people in offices to do the things that keep our public services running and our economy going, but we also need the people who create, invent, and change things. We need the people who “sit in silence and hear a song that’s never been written,” because Apple is right; they push the human race forward, and have done for as long as the human race has been around. But they can’t continue to do so if we don’t help them realise they are capable of doing so. They can’t invent the cure for cancer, or compose a great symphony, or write a magnificent piece of literature if our education system tells them exactly how everything should be, and what they should learn, and what they are aiming to do with their lives. Give them the opportunity. Let them decide.
We make the mistake of thinking that the people that do well in school are the ‘smart’ ones, but that isn’t always the case. These people may just be good at retaining information and reciting it back under pressure, or may just be good at problem solving. Our schools teach these kinds of people well, because they know how to deal with them. All you need to do with these people is throw facts and figures at them and tell them they need to know them to pass, and get become qualified to get a good job... which is not even proper learning. There is no regard there for our creative ones, or even the ‘smart’ ones who can probably do so much more given the opportunity. There is no other option, no fork in the road, not even a way to have the best of both worlds. Just one path for everyone to follow, with the same goal in mind—to fit in, and become another round peg in a round hole.
Let me make myself clear right now that this is not a dig at teachers, who do a superb job. What it is, however, is a cry out to the people in suits who decide what we learn and how we learn it to change their philosophy. To realise that some people can achieve more, and that the people who will eventually find the cure for cancer, or create the next breakthrough piece of technology, or discover new planets and galaxies are in our schools. These children/students or whatever you want to call them are waiting on these people to realise and do something to help them on their way to greatness. To give them the opportunity to shine, and achieve things that both us and them can’t even imagine yet.
It really is time for our education system to start ‘Thinking Differently.’
The Bass Player
| Tuesday, July 22, 2008 Bright Idea Solutions Wind Power Tubes | |||
| MANISTEEE - Another bright alternative energy idea from the Michigan Energy Fair - Bright Idea Energy Solutions of Chicago offers a different twist on generating wind energy, using a vertical cone shaped blade rather than propellers. To learn more about this product, listen to this GreenTech edition of Newsmaker interview. To listen, click on MITechNews.MediaRica.Com
| |||
Author: Mike Brennan Source: MITechNews.Com |
| Tuesday, July 22, 2008 Michigan Renewable Energy Program | |||
| MANISTEE - Tom Stanton, who heads up the Michigan Public Service Commission's Renewable Energy Program, talks about the 30 percent federal tax credit that is available through Dec. 31 for anyone who buys energy saving products for their homes. Hear all about it in this GreenTech edition of Newsmaker Interview. To listen, click on MITechNews.MediaRica.Com | |||
Author: Mike Brennan Source: MITechNews.Com |
THE NEXT RENAISSANCE
To me, "Personal Democracy" is an oxymoron. Democracy may be a lot of things, but the last thing it should be is "personal." I understand "personal responsibility," such as a family having a recycling bin in which they put their glass and metal every week. But even then, a single recycling bin for a whole building or block would be more efficient and appropriate.
Democracy is not personal, because if it's about anything, it's not about the individual. Democracy is about others. It's about transcending the self and acting collectively. Democracy is people, participating together to make the world a better place.
One of the essays in this conference's proceedings—the book "Rebooting Democracy"— remarks snarkily, "It's the network, stupid." That may go over well with all of us digital folks, but it's not true. It's not the network at all; it's the people. The network is the tool—the new medium that might help us get over the bias of our broadcasting technologies. All those technologies that keep us focused on ourselves as individuals, and away from our reality as a collective.
This focus on the individual, and its false equation with democracy, began back in the Renaissance. The Renaissance brought us wonderful innovations, such as perspective painting, scientific observation, and the printing press. But each of these innovations defined and celebrated individuality. Perspective painting celebrates the perspective of an individual on a scene. Scientific method showed how the real observations of an individual promote rational thought. The printing press gave individuals the opportunity to read, alone, and cogitate. Individuals formed perspectives, made observations, and formed opinions.
The individual we think of today was actually born in the Renaissance. The Vesuvian Man, Da Vinci's great drawing of a man in a perfect square and circle—independent and self-sufficient. This is the Renaissance ideal.
It was the birth of this thinking, individuated person that led to the ethos underlying the Enlightenment. Once we understood ourselves as individuals, we understood ourselves as having rights. The Rights of Man. A right to property. The right to personal freedom.
The Enlightenment—for all its greatness—was still oh, so personal in its conception. The reader alone in his study, contemplating how his vote matters. One man, one vote. We fight revolutions for our individual rights as we understood them. There were mass actions, but these were masses of individuals, fighting for their personal freedoms.
Ironically, with each leap towards individuality there was a corresponding increase in the power of central authorities. Remember, the Renaissance also brought us centralized currencies, chartered corporations, and nation states. As individuals become concerned with their personal plights, their former power as a collective moves to central authorities. Local currencies, investments, and civic institutions dissolve as self-interest increases. The authority associated with them moves to the center and away from all those voting people.
The media of the Renaissance—the printing press—is likewise terrific at myth-making. At branding. Its stories are told to individuals, either through books, or through broadcast media directed at each and every one of us. Its appeals are to self and self-interest.
Consider any commercial for blue jeans. Its target audience is not a confident person who already has a girlfriend. The commercial communicates, "wear these jeans, and you'll get to have sex." Who is the target for that message? An isolated, alienated person who does not have sex. The messaging targets the individual. If it's a mass medium, it targets many many individuals.
Movements, like myths and brands, depend on this quality of top-down, Renaissance-style media. They are not genuinely collective at all, in that there's no promotion of interaction between the people in them. Instead, all the individuals relate to the hero, ideal, or mythology at the top. Movements are abstract—they have to be. They hover above the group, directing all attention towards themselves.
As I listen to people talk here—well-meaning progressives, no doubt—I can't help but hear the romantic, almost desperate desire to become part of a movement. To become part of something famous, like the Obama campaign. Maybe even get a good K-street job out of the connections we make here. It's a fantasy perpetrated by the TV show West Wing. A myth that we want to be part of. But like any myth, it is a fantasy—and one almost entirely prefigured by Renaissance individualism.
The next renaissance (if there is one)—the phenomenon we're talking about or at least around here is not about the individual at all, but about the networked group. The possibility for collective action. The technologies we're using—the biases of these media—cede central authority to decentralized groups. Instead of moving power to the center, they tend to move power to the edges. Instead of creating value from the center—like a centrally issued currency—the network creates value from the periphery.
This means the way to participate is not simply to subscribe to an abstract, already-written myth, but to do real things. To take small actions in real ways. The glory is not in the belief system or the movement, but in the doing. It's not about getting someone elected, it's about removing the obstacles to real people doing what they need to to get the job done. That's the opportunity of the networked, open source era: to drop out of the myths and actually do.
Sadly, we tend to miss the great opportunities offered us by major shifts in media.
The first great renaissance in media, the invention of the alphabet, offered a tremendous leap for participatory democracy. Only priests could read and write hieroglyphs. The invention of the alphabet opened the possibility for people to read or even possibly write, themselves. In Torah myth, Moses goes off with his father-in-law to write the laws by which an enslaved people could now live. Instead of simply accepting legislation and government as a pre-existing condition—the God Pharaoh—people would develop and write down the law as they wanted it. Even the Torah is written in the form of a contract, and God creates the world with a word.
Access to language was to change a world of blind, enslaved rule followers into a civilization of literate people. (This is what is meant when God tells Abraham "you will be a nation of priests." It means they are to be a nation of people who transcend heiro-glyphs or "priestly-writing" to become literate.)
But this isn't what happened. People didn't read Torah—they listened as their leaders read it to them. Hearing was a step up from simply following, but the promise of the new medium had not been seized.
Likewise, the invention of the printing press did not lead to a civilization of writers—it developed a culture of readers. Gentlemen sat reading books, while the printing presses were accessed by those with the money or power to use them. The people remained one step behind the technology. Broadcast radio and television are really just an extension of the printing press: expensive, one-to-many media that promote the mass distribution of the stories and ideas of a small elite.
Computers and networks finally offer us the ability to write. And we do write with them. Everyone is a blogger, now. Citizen bloggers and YouTubers who believe we have now embraced a new "personal" democracy. Personal, because we can sit safely at home with our laptops and type our way to freedom.
But writing is not the capability being offered us by these tools at all. The capability is programming—which almost none of us really know how to do. We simply use the programs that have been made for us, and enter our blog text in the appropriate box on the screen. Nothing against the strides made by citizen bloggers and journalists, but big deal. Let them eat blog.
At the very least on a metaphorical level, the opportunity here is not to write about politics or—more likely—comment on what someone else has said about politics. The opportunity, however, is to rewrite the very rules by which democracy is implemented. The opportunity of a renaissance in programming is to reconfigure the process through which democracy occurs.
If Obama is indeed elected—the first truly Internet-enabled candidate—we should take him at his word. He does not offer himself as the agent of change, but as an advocate of the change that could be enacted by people. It is not for government to create solar power, for example, but to get out of the way of all those people who are ready to implement solar power, themselves. Responding to the willingness of people to act, he can remove regulations developed on behalf of the oil industry to restrict its proliferation.
In an era when people have the ability to reprogram their reality, the job of leaders is to help facilitate this activity by tweaking legislation, or by supporting their efforts through better incentives or access to the necessary tools and capital. Change does not come from the top—but from the periphery. Not from a leader or a myth inspiring individuals to consent to it, but from people working to manifest it together.
Open Source Democracy—which I wrote about a decade ago—is not simply a way to get candidates elected to office. It is a collective reprogramming of the social software, a disengagement from the myths through which we abdicate responsibility, and a reclamation of our role as citizens who participate in the creation of the society in which we want to live.
This is not personal democracy at all, but a collective and participatory democracy where we finally accept our roles as the fully literate and engaged adults who can make this happen.
[Postscript: At the conference's closing ceremony Personal Democracy Forum founder Andrew Rasiej announced he would be changing the name of the conference to the Participatory Democracy Forum.]

NEWTOWN, Pa. — First, Ryan Gibbons bought a Hyundai so he would not have to drive his gas-guzzling Chevy Blazer to college classes here. When fuel prices kept rising, he cut expenses again, eliminating two campus visits a week by enrolling in an online version of one of his courses.
Like Mr. Gibbons, thousands of students nationwide, including many who were previously reluctant to study online, have suddenly decided to take one or more college classes over the Internet.
“Gas prices have pushed people over the edge,” said Georglyn Davidson, director of online learning at Bucks County Community College, where Mr. Gibbons studies, and where online enrollments are up 35 percent this summer over last year.
The vast majority of the nation’s 15 million college students — at least 79 percent — live off campus, and with gas prices above $4 a gallon, many are seeking to cut commuting costs by studying online. Colleges from Massachusetts and Florida to Texas to Oregon have reported significant online enrollment increases for summer sessions, with student numbers in some cases 50 percent or 100 percent higher than last year. Although some four-year institutions with large online programs — like the University of Massachusetts and Villanova — have experienced these increases, the greatest surges have been registered at two-year community colleges, where most students are commuters, many support families and few can absorb large new expenditures for fuel.
At Bristol Community College in Fall River, Mass., for instance, online enrollments were up 114 percent this summer over last, and half the students queried cited gas costs or some other transportation obstacle as a reason for signing up to study over the Internet, said April Bellafiore, an assistant dean there.
“Online classes filled up immediately,” Ms. Bellafiore said. “It blew my mind.”
Enrollments in online classes expanded rapidly early in this decade, but growth slowed in 2006 to less than 10 percent, according to statistics compiled last year by researchers at Babson College in Massachusetts. Some recent increases reported by college officials in interviews were much larger, which they attributed to the rising cost of gasoline. Pricing policies for online courses vary by campus, but most classes cost as much as, or more than, traditional ones.
At Brevard Community College in Cocoa, Fla., online enrollment rose to 2,726 this summer from 2,190 last year, a 24.5 percent increase. “That is a dramatic increase we can only attribute to gas prices,” said Jim Drake, Brevard’s president.
Dr. Drake and officials at several other colleges expressed concern that mounting fuel costs could force some students to drop out of college altogether, especially since only a fraction of courses at most colleges are offered online. Dr. Drake has put Brevard on a four-day week to help employees and students save gas.
David Gray, chief executive of UMass Online, the distance education program at the University of Massachusetts, said that at an educators’ conference this week in San Francisco, officials from scores of universities discussed how the energy crisis could affect higher education. “There was broad agreement that gas price increases will be a source of continued growth in online enrollments,” Mr. Gray said.
Once an incidental expense, fuel for commuting to campus now costs some students half of what they pay for tuition, in some cases more. Sergey Sosnovsky, who is pursuing pre-engineering studies at Bucks County Community College, paid $240 a month for gas during the spring semester, while his full-time tuition cost about $500 a month, he said. Other students here and in half a dozen other states told similar stories.
Ozarks Technical Community College in Springfield, Mo., which enrolls residents on both sides of the Arkansas-Missouri border, had 52 percent more students sign up for Internet-based courses this summer than last, said Witt Salley, the college’s director of online teaching and learning.
One student taking online coursework for the first time is Kameron Miller, a 30-year-old working mother who lives in Buffalo, Mo., 40 miles north of Springfield. Her commute to classes in her 1998 Chevy Venture during the spring semester cost her at least $200 a month for gas, Ms. Miller said. This summer, she is taking courses in health, humanities and world music — all online.
“I don’t feel I get as much out of an online class as a campus course,” Ms. Miller said. “But I couldn’t afford any other decision.”
Among the four-year institutions reporting increased online enrollment, UMass Online, which enrolls students at its five Massachusetts campuses and worldwide, experienced 46 percent growth this summer over last among students at the university’s Dartmouth, Mass., campus. At Villanova University in Pennsylvania, enrollment in online, graduate, engineering, nursing and business courses has increased more than 40 percent this summer, said Robert Stokes, an assistant vice president there.
Waiting lists for Web-based courses have lengthened at some institutions. At the University of Colorado, Denver, for instance, 361 students are on the waiting list for online courses for the fall term, compared to 233 last year on the same date, said Bob Tolsma, an assistant vice chancellor.
In Tennessee, the six universities, 13 two-year colleges and 26 technology centers overseen by the Tennessee Board of Regents enrolled 9,000 students for online courses this summer, compared with about 7,000 last summer, a 29 percent increase, said Robbie K. Melton, an associate vice chancellor.
“We had to train more faculty and provide more online courses because students just couldn’t afford to drive to our campuses,” Dr. Melton said.
Sandra Jobe, a 46-year-old bookkeeper who is studying for a master’s degree in education at Tennessee State University, said she reduced the number of trips she had to make each week to the university’s Nashville campus to two from four by enrolling in an online course.
“The campus experience is good; I wouldn’t diminish that,” Ms. Jobe said. “But when you’re penny-pinching, online is a good alternative.”
South Texas College, which has five campuses in Hidalgo and Starr Counties in the Rio Grande Valley, saw a 35 percent increase in online enrollments this summer over last, said William Serrata, a vice president. Other years have seen summer increases of 10 percent to 15 percent, he said. “This really speaks to students’ not wanting to travel due to the gas prices,” Mr. Serrata said.
Elvira Ozuna, who is 37 and studying for an associate’s degree in occupational therapy, was driving four times a week, 50 miles round trip from her home to South Texas College’s campus in McAllen. But this summer she enrolled in two online courses, eliminating that commute.
Ms. Ozuna said she found online work more difficult than classroom study. “But I saved on the gasoline,” she said.
Distance education is no silver bullet that can alone solve the challenges posed for higher education by rising gasoline prices, officials warned.
For one thing, many students, especially in rural areas, lack the high-speed Internet connections on which online courses depend.
“The infrastructure doesn’t exist to give all rural students clear online access,” said Stephen G. Katsinas, a professor at the University of Alabama. “Rural America is where the digital divide is most dramatic.”
Furthermore, most colleges still offer only a fraction of their courses over the Internet. Bucks County Community College, for instance, will offer 414 credit courses during the fall term. Only 103 of those will be offered online, and another 48 as hybrid courses, that is, partly online but with some campus visits required. So most students will still need to come to campus.
Mr. Gibbons, who is 20, works days and aspires to be a writer. He said his online course, “Introduction to the Novel,” had been a good experience, especially the Web-based discussions of Jane Austen’s novels. (He likes posting comments by e-mail better than speaking in class.) He said he still preferred on-campus study, “but with the price of gas jumping up, I’ll probably be taking more courses online now.”