As the clock struck midnight and the ball dropped in Times Square, I realized that we had passed an important decade and were entering an even more important one. The ten years from 2000-2009 brought immense change to the world: the 9/11 attack on the world trade center, the wars in Iraq and Afghanistan, the global meltdown, and an era of massive borrowing and foreclosures.
Bush gave way to Obama. China and India rose as major players on the world scene. The household phone gave way to cellular. In technology, we had social networks bloom with Twitter, Facebook, MySpace, LinkedIn, and many more. The iPhone, Google Maps, MP3 players, the Wii player, Bluetooth, BlueRay, GPS units on phones and in cars, the Kindle, and eBooks. And, of course, we had Avatar demonstrating the 3-D and simulation technology that will be commonplace in future films.
But how has education changed in the past decade? For the most part, very little. Most teaching still takes place in a classroom with a chalkboard or whiteboard. Teachers and faculty augment lectures with multimedia in their classroom, with PowerPoint presentations and some video. Software for instruction and labs has grown in many fields. Increasingly, faculty are using hybrid and online formats as a regular part of teaching. Expect this to grow even more in the coming decade.
In the next decade, more books (including textbooks) will be read online than on your lap. HD televisions will give way to 3-D TVs. Holographic displays will be used in science and simulation. Most cell phones will have HD projectors and two-way video conferencing. Cars and phones will read your email to you. And, by 2020, new developments in technology, expansion of high speed networks, and dropping prices will make video conferencing available in most K-12 and higher education classrooms.
What will be the Major Trends by 2020 in Higher Education:
1. A Massive Growth in Online Education: The Sloan Foundation projects that online learning will pass face-to-face classroom instruction by 2015. The Chronicle for Higher Education projects that by 2020 as much as 60% of all college credit hours earned will be online. The learner will be able to pick from a variety of courses online to select the most convenient time or format and as needed.
**By 2015, expect to see most classes and most degrees available 24/7 online to laptops, phones, and TVs.
**Several universities already offer free lectures and conferences online. Expect this to grow, with more people watching and learning.
2. Integration of Life and Learning: Education will take place less and less in the classroom. Businesses will encourage employees to take courses to upgrade skills on an as-needed basis, with many courses being received on-site. Education will become more learner-centered and learner-initiated. Life-long learning will increasingly become a reality. Students will be encouraged to use the tools of the internet, social networking, and new technologies to explore learning and to find new sources of data. But, they will also be encouraged to log-off and get engaged in the communities they live in or to visit other countries.
**Just-in-time learning will become common place with learners seeking out knowledge, courses, certificates, and degrees as needed.
**Expect internships, co-ops, and service learning to grow and increasingly to be required for graduation.
3. Transferability and Transportability: Students and their parents are frustrated that they can't transfer courses from one institution to another. There will be increased pressures from states and the federal government to ensure institutions work together on transfer agreements. Europe has already begun this process in more than a dozen majors. The U.S. has been slow to move on this, but will do so over the next decade.
**Expect accreditation bodies and federal regulators to pressure institutions to accept more transfer credits.
**Expect students to shop online for the most affordable, quality courses and take as many as possible, aggregating their courses until they pick one institution that will accept those credits and help them graduate.
4. Growing Crisis of Affordability: Higher Education is pricing itself out of business. Students and parents are tired of paying outrageous tuition to private universities, where tuition, fees and ancillary costs have already topped $40,000. Scholarships are not keeping up with costs. Many flagship public universities are increasing merit-based scholarships at the expense of needs-based aid.
**Enrollments at community colleges and comprehensive universities will grow as students are unable to afford high-priced tuition and are unwilling to assume huge debt to go to more expensive institutions.
**Expect public and private universities to offer some courses for free, or at highly-discounted prices particularly for teachers and high school students.
**Expect most colleges to "give" each student a laptop when they arrive (the price of which is wrapped in tuition and fees) or at least have laptops for check-out.
**In addition, expect more states to adopt legislation to limit tuition increases by public universities.
5. Stack-able Credits: Several community colleges and continuing education programs have already started this on limited basis, but expect this trend to grow. Instead of a 3 hour (3-unit) course taught over 15 weeks, courses in some fields will be divided into modules of 1 hour (1 unit) each or even less (.5 unit). When all modules are completed the learner earns 3-units credit (usually requiring completion of a project, paper, or final).
**Expect institutions to design stack-able courses, certificates and degrees.
6. Compressed Semesters: Universities already offer courses in compressed mode during summer or winter sessions. These courses are usually taught 3 hours per day for 3 weeks. Sometimes, they are taught two nights a week plus two full weekends.
**As more students work full-time, expect more students to demand and more institutions to offer compressed courses and schedules.
7. More Adjunct Faculty: It is a sad fact that the number of tenure-track positions are disappearing rapidly. Nationally, tenure-track faculty represent less than 50% of all faculty positions. Unfortunately, this will continue, as universities are pressed to serve more students with less public funding.
**But, expect universities to increase benefits and pay for adjuncts and to offer more regular contracts.
8. Compressed Degrees and New Incentives: Europe has already moved to three year bachelors degrees and the U.K. is exploring 2 year degrees. Expect pressure to reduce time to degree completion. In the U.S., a little more than a quarter of students in "four-year" universities graduate in four years and a little more than half graduate in six years.
**Expect states to adopt incentives to fund universities based on the number of degrees awarded rather than simply funding universities based on the student credit hours produced.
**Expect expansion of dual-credit courses with more high school students taking college courses and earning certificates and even associate arts degrees before graduating high school.
9. More American Students Studying Abroad American students learn about other countries in their classrooms. Now, they will talk with students from other countries in the class through video conferencing, social networks and Skype.
**Expect more U.S. students to visit other countries, study there, do research and get involved in service projects.
10. The Continuing Crisis for Funding: While the global economic crisis is slowly ending, the crisis in public funding of higher education will intensify. To continue its economic growth and leadership, America will have to confront funding for public higher education. Failure to find proper funding for the growing higher education needs of its population is not an option, unless Americans accept a decline in this country's prestige, power, economic growth, and standard of living.
**Expect institutions to make major cuts in areas ancillary to their main mission. Some will reduce building expansion, particularly as online enrollments grow, but also as some academic programs are merged or eliminated.
**Universities will likely adjust schedules to make more use of existing space (such as offering more classes at night and on weekends).
**Expect to see some institutions with Division I sports (particularly those which are deeply in the red) to move to Division II. Others will jettison certain high-cost sports, such as football. Also, expect national policy discussions to heat up on the BCS and the sky-rocketing cost of collegiate sports--with likely congressional hearings.
**Expect policy discussions over the next decade on a 21st Century Master Plan for American Higher Education--to keep this country strong, to provide real pathways for life-long learning, to invigorate learning with rapid innovations in technologies and software, and to develop the science, technology, and innovation that is heart of this nation's economic engine.
**Finally, expect America to find ways to make it possible for more students to earn their college degrees at an affordable price. We must work together to find mechanisms to keep higher education accessible and affordable. We can't afford not to!
Tuesday, January 12, 2010
Sunday, December 20, 2009
Commencement--A Magnificent Experience
Graduation ceremonies at any university are so much fun. But December graduation ceremony at the University of Houston-Downtown was especially impressive. Nearly 1,250 students, the largest single graduating class in the university's history, shook hands and crossed the stage to receive their diplomas.
So many parents and loved ones show up each semester that the university has to hold its graduation ceremonies at Minute Maid Park--where the Houston Astros play their games. The place was packed with between 15,000-20,000 parents, spouses, family, and friends in attendance. And, the flash from cameras filled the air.
The crowds began early Sunday morning with parents taking pictures, and students in cap and gown running from the parking the lot to line up. Parents hugged their students and students hugged their children or loved ones--parents, boyfriends, girlfriends, wives, husbands, brother and sisters, cousins, aunts, uncles, neighbors and co-workers--all celebrating.
Any graduation is colorful and exciting: the multi-colored regalia, the march of the faculty and students to "Pomp and Circumstance," the shouts and joy of the students, and the happiness of the parents and loved ones fill the air. For students, it marks the end of courses, finals, and late-night study sessions. For parents and students alike, it means the end of those checks for tuition, fees, and books (at least, until the loans are due).
Because UHD's graduation ceremony takes place at Minute Maid Park, the parents can watch the students cross the stage on the large screens throughout the park. Some come with banners, noise-makers, and cheering sections. They scream when the name of the student is called or when the student crosses the stage.
Because these are first generation students and mainly working students, it is a big deal when they graduate. It is not uncommon to see extended families of 25 or more sit together--they come early, mark off seats, and fill the stands.
At this graduation ceremony the youngest student to receive their bachelor's diploma was 20 years old and the oldest was 63! The average age of the graduates was just over 30. There were students from nearly 30 countries--from Latin America, Asia, Africa, and Europe. But, most were born and raised in the Houston area or in nearby cities in Texas. And, most were the first in their family to earn a college degree.
Like the name itself, "Commencement," the ceremony marks a new beginning--as students move to a new phase of life, entering the job market and seeking new careers. The stories of the students are quite impressive with many who overcame tremendous sacrifices and personal or family difficulties to make it through college.
UHD graduate Norvia Read gave the student address. She has earned a bachelor's degree in interdisciplinary studies, with an emphasis in teaching. She spoke about the impact UHD has made in her community and the potential that every graduate holds. Despite a learning disability, Ms. Read persisted in education, ultimately succeeding.
Novia Read was among the first to enroll in the UHD/Lone Star College-Kingwood joint-admissions program for future teachers, which allows community college students to complete an associate degree from LSC-Kingwood and a bachelor's degree from UHD at the Kingwood campus. She completed her graduation requirements in August and is already working as a third grade teacher in the New Caney Independent School District.
Like Read, the vast majority of UHD students already have some job and are seeking a bachelor's or master's degree for a better job or a more secure career. When I asked, "how many the graduates worked 30 hours or more while going to college?", nearly the entire graduating class stood up.
But, a lot of students and quite a few parents are worried about the prospects for jobs in the future. As one graduating student told me, "It's a bit terrifying, to be graduating in this economy. There are so few jobs for students to take. I just hope I can find a job."
This is a natural concern, after all, they are entering an economy that is showing signs of life--but still losing jobs. Nationally, many students will postpone the search for new jobs by entering graduate school or by taking a year off to travel, volunteer with a community organization, or work as low-paid (or even unpaid) interns to build up their resume.
Houston, at least, is better off than most cities in the country and Texas is better off than the majority of states. Even so, Houston's economy is flat. According to projections by the Greater Houston Partnership, job losses in Houston will continue into 2010, with slight gains by the summer and a net gain for 2010 of only 1200 new jobs. So, the economy will be tight for a while.
But, there is great hope from these students. Some will move into graduate programs. Many will become teachers or social workers or doctors. Others will use their diploma to move up the career ladder with companies where they are currently employed.
There was also optimism at the ceremony. As one new graduate told me, "The economy will turn around. I plan to start my own business. Who knows, maybe I'll hire some of these graduates one day."
Good luck to all of you and congratulations!
Wednesday, December 9, 2009
"Don't Let a Good Crisis Go to Waste"--Building an Entrepreneurial University
White House Chief of Staff Rahm Emanuel likes to say, “You don’t ever want a crisis to go to waste; it’s an opportunity to do important things that you would otherwise avoid.” This outlook has become the mantra of the Obama Administration. But, it is also good advice for universities.
Michael Maddock and Raphael Louis Vitón wrote in Business Week that while big business hunkered down during the recession by hoarding cash, canceling projects, and laying off staff, by contrast, entrepreneurs began new ventures with new business models--and several paid off. They urge us to learn from entrepreneurs, scrap our old business plan, and develop new business models for a very different economic reality.
The advice is good for colleges and universities, as well. But, how does a public university become entrepreneurial? After all, we have to deal with state regs, system rules, coordinating boards, accreditation, legislators, alumni and, of course, you have to build broad participation and support from faculty and staff.
John Walda, president and CEO of the National Association of College and University Business Officers (NACUBO), noted that the 'new normal' is likely to mean reduced levels of state support for higher education institutions in coming years. Wanda noted that several economists now view the recession as a 'square root sign,' where it dips sharply and moves upwards but then is flat below the old normal. Others view it as a very slowly rise U with a long flat-line.
Several economists feel that it may be 5 to 10 years before state revenues are back to where they were prior to the recession. Wanda points to data showing net declines in state revenue for the past two years of roughly $350 billion. He noted that several public universities received less state funding in 2009 than they received a decade earlier.
Like Rahm Emanuel, Wanda suggests that universities take advantage of the crisis to radically change their business model, reduce costs, find new efficiencies, strengthen the organization, and develop new strategies for the 'new reality.'
Barbara Mackoff (author of Leadership as a Habit of Mind) urged university presidents to understand the chaos we face today is an opportunity for a 'productive disequilibrium,' one that changes the way universities look at reality, alter their organizational culture, and radically change their organizational behavior. She urged presidents to 'come out of hell with something'--that is, not only surviving, but growing stronger.
Universities that move quickly to an entrepreneurial model and are proactive may avoid many of the deep cuts faced by universities in other states. Entrepreneurial universities must first focus on who they are, and be clear on their mission and vision. Together with faculty, staff, students, and other stakeholders they need to develop strategic priorities with clear plans and metrics to evaluate progress. And, they must be willing to find efficiencies and make cuts within their organization, re-adjusting to the 'new reality.'
Here are some of the other characteristics which I think are important for entrepreneurial universities. They need to be:
1) nimble and strategic--developing new degree programs and certificates based on changing needs of the market and with close advice from and consultation with industry--and, yet, strategic by aligning their budget to strategic priorities;
2) responsive to student needs--changing how they offer courses, including when, where, and how students receive those courses--whether that be at night, on weekends, at distant learning sites, on shortened schedules (one night a week or concentrated over a three-week period including weekends), or through hybrid, online, etc.;
3) future-oriented--developing and teaching courses based on competencies students will need now and in the future and by developing new degrees and majors geared to future industries and the global economy;
4) engaged--they address the problems of the society and of their university service area, build strong partnerships, engage students and faculty in learning and research that contributes to addressing societal needs, and build strong ties with and seek support from donors, alumni, industry, legislators, city and states government, federal agencies, and other friends;
5) aggressive and cooperative they identify and expand into new new markets, find distinctive niches, seek out new revenue streams, and build their university's brand--yet, they also, build partnerships, work in consortia, and leverage resources with other institutions.
UHD is still in the process of developing our goals and our vision for the future. But, we are becoming more entrepreneurial. We are reviewing our programs, reviewing how we conduct our business, and we are identifying areas where we can be more efficient. The process will take time, as we engage more of the faculty and staff in these discussions. But, our path is clear, we will grow stronger and be a better university.
Michael Maddock and Raphael Louis Vitón wrote in Business Week that while big business hunkered down during the recession by hoarding cash, canceling projects, and laying off staff, by contrast, entrepreneurs began new ventures with new business models--and several paid off. They urge us to learn from entrepreneurs, scrap our old business plan, and develop new business models for a very different economic reality.
The advice is good for colleges and universities, as well. But, how does a public university become entrepreneurial? After all, we have to deal with state regs, system rules, coordinating boards, accreditation, legislators, alumni and, of course, you have to build broad participation and support from faculty and staff.
John Walda, president and CEO of the National Association of College and University Business Officers (NACUBO), noted that the 'new normal' is likely to mean reduced levels of state support for higher education institutions in coming years. Wanda noted that several economists now view the recession as a 'square root sign,' where it dips sharply and moves upwards but then is flat below the old normal. Others view it as a very slowly rise U with a long flat-line.
Several economists feel that it may be 5 to 10 years before state revenues are back to where they were prior to the recession. Wanda points to data showing net declines in state revenue for the past two years of roughly $350 billion. He noted that several public universities received less state funding in 2009 than they received a decade earlier.
Like Rahm Emanuel, Wanda suggests that universities take advantage of the crisis to radically change their business model, reduce costs, find new efficiencies, strengthen the organization, and develop new strategies for the 'new reality.'
Barbara Mackoff (author of Leadership as a Habit of Mind) urged university presidents to understand the chaos we face today is an opportunity for a 'productive disequilibrium,' one that changes the way universities look at reality, alter their organizational culture, and radically change their organizational behavior. She urged presidents to 'come out of hell with something'--that is, not only surviving, but growing stronger.
Universities that move quickly to an entrepreneurial model and are proactive may avoid many of the deep cuts faced by universities in other states. Entrepreneurial universities must first focus on who they are, and be clear on their mission and vision. Together with faculty, staff, students, and other stakeholders they need to develop strategic priorities with clear plans and metrics to evaluate progress. And, they must be willing to find efficiencies and make cuts within their organization, re-adjusting to the 'new reality.'
Here are some of the other characteristics which I think are important for entrepreneurial universities. They need to be:
1) nimble and strategic--developing new degree programs and certificates based on changing needs of the market and with close advice from and consultation with industry--and, yet, strategic by aligning their budget to strategic priorities;
2) responsive to student needs--changing how they offer courses, including when, where, and how students receive those courses--whether that be at night, on weekends, at distant learning sites, on shortened schedules (one night a week or concentrated over a three-week period including weekends), or through hybrid, online, etc.;
3) future-oriented--developing and teaching courses based on competencies students will need now and in the future and by developing new degrees and majors geared to future industries and the global economy;
4) engaged--they address the problems of the society and of their university service area, build strong partnerships, engage students and faculty in learning and research that contributes to addressing societal needs, and build strong ties with and seek support from donors, alumni, industry, legislators, city and states government, federal agencies, and other friends;
5) aggressive and cooperative they identify and expand into new new markets, find distinctive niches, seek out new revenue streams, and build their university's brand--yet, they also, build partnerships, work in consortia, and leverage resources with other institutions.
UHD is still in the process of developing our goals and our vision for the future. But, we are becoming more entrepreneurial. We are reviewing our programs, reviewing how we conduct our business, and we are identifying areas where we can be more efficient. The process will take time, as we engage more of the faculty and staff in these discussions. But, our path is clear, we will grow stronger and be a better university.
Saturday, December 5, 2009
Surviving Turbulent Times and the 'New Normal'
These are frustrating times for public universities. We've all seen the headlines of the fiscal problems confronting California and several other states. The Pew Center for the States recently released a report listing ten states that are in crisis. Joining California on this list are Florida, Nevada, Arizona, Michigan, Illinois, Wisconsin, Oregon, Rhode Island, and New Jersey--mostly states devastated by the real estate crisis and the decline of industries critical to their state or region.
But the truth is that every state is facing large budget deficits--many public universities have already taken large percentage cuts in state funding, resulting in higher tuition, furloughs, layoffs, and reduced access to higher education for many students. And, it is not likely to get better soon.
At the recent American Association of State Colleges and Universities (AASCU), presidents of public universities shared their situations. Several spoke openly about their fear that their states face huge deficits in 2012, when stimulus dollars disappear. Most states used stimulus dollars to shore up shortfalls in medical care, public education, and higher education. But, those monies end in 2012 and, unless state revenues pick up, huge cuts loom on the horizon.
At AASCU, the President of U.T. San Antonio, Ricardo Romo, underscored the problem for Texas, where the combined effects of declining tax revenue and the budget shortfall offset by stimulus dollars nears $16 billion. But, as he advised, "we have to plan now to address the shortfalls."
At the AASCU Conference, former university presidents, John Moore and David McFarland, spoke of "Leading in Turbulent Times," which they described as the "New Reality." They urged presidents to remain calm and to temper the cuts with long-term planning. Turbulent times, according to Moore, require leaders to "think and act strategically."
McFarland cautioned presidents to avoid across-the-board reductions, but rather to "align" budgets with strategic priorities and to make cuts which improve efficiencies, while growing areas that expand and diversify resources: enrollment management (recruitment and retention of students), fundraising, and sponsored research.
At this week's TIAA-CREF Institute's Higher Leadership Conference, David Gergen (former White House advisor and CNN senior political analyst) calls this situation, "the New Normal," as states are being squeezed to support essential public services with diminishing revenues. He advises higher education leaders to "get used to it" and to "rapidly adjust."
Like many institutions the University of Houston System has held off on pay raises, began to make selective budget cuts, and is considering tuition and fee increases. At UHD, we are being proactive. The planning process is providing focus for our institution. We are still planning a mid-year salary increase, assuming we continue our enrollment growth this next semester, and we are working hard to find efficiencies.
UHD is working on long-term goals and plans for the institution, for example, strengthening strategic partnerships with P-12, community colleges, charter schools, and community-based organizations; increasing our research with joint projects with the UH system and by increasing funded research; developing stronger ties with the business community, including creating new degrees that are tied to the needs of Houston and its economy; and building stronger relationships with our alumni, supporters, and friends--which will help our fundraising.
Critical to our plans is the need to improve student retention and graduation rates. Anything we do must always keep that prime mission in mind. In the budgeting process for this year we have decided to focus on recruiting new students and retaining and graduating the students that we already have.
A committee in Academic Affairs is reviewing the success of several intervention and support programs. Most of these are currently funded by foundation grants, some have been reduced when the grants ended. Based on funding available, we will try to fund several of these programs with base dollars, because they are critical to student success.
Departments and colleges are developing five-year plans for new degree programs and goals for their departments. We will also hire more faculty and staff in critical areas of need to support student success. To meet expanding student demand and to expand access we will work closely with community colleges to increase transfers; we will improve and accelerate the review of transcripts and articulation plans; and we will expand to other areas through distance education with hybrid and online courses, as well as being more effective in developing learning centers (such as the University Center at 249 where we will begin to offer courses this summer).
These are difficult times for higher education, but we must respond. America requires new college graduates in every industry. It needs more teachers, more scientists, more social workers, and future leaders of business and government. And, it needs a highly trained, diverse work force. At UHD we are building our plans and our university to respond to those needs. And, I am confident that we will grow stronger in the process.
But the truth is that every state is facing large budget deficits--many public universities have already taken large percentage cuts in state funding, resulting in higher tuition, furloughs, layoffs, and reduced access to higher education for many students. And, it is not likely to get better soon.
At the recent American Association of State Colleges and Universities (AASCU), presidents of public universities shared their situations. Several spoke openly about their fear that their states face huge deficits in 2012, when stimulus dollars disappear. Most states used stimulus dollars to shore up shortfalls in medical care, public education, and higher education. But, those monies end in 2012 and, unless state revenues pick up, huge cuts loom on the horizon.
At AASCU, the President of U.T. San Antonio, Ricardo Romo, underscored the problem for Texas, where the combined effects of declining tax revenue and the budget shortfall offset by stimulus dollars nears $16 billion. But, as he advised, "we have to plan now to address the shortfalls."
At the AASCU Conference, former university presidents, John Moore and David McFarland, spoke of "Leading in Turbulent Times," which they described as the "New Reality." They urged presidents to remain calm and to temper the cuts with long-term planning. Turbulent times, according to Moore, require leaders to "think and act strategically."
McFarland cautioned presidents to avoid across-the-board reductions, but rather to "align" budgets with strategic priorities and to make cuts which improve efficiencies, while growing areas that expand and diversify resources: enrollment management (recruitment and retention of students), fundraising, and sponsored research.
At this week's TIAA-CREF Institute's Higher Leadership Conference, David Gergen (former White House advisor and CNN senior political analyst) calls this situation, "the New Normal," as states are being squeezed to support essential public services with diminishing revenues. He advises higher education leaders to "get used to it" and to "rapidly adjust."
Like many institutions the University of Houston System has held off on pay raises, began to make selective budget cuts, and is considering tuition and fee increases. At UHD, we are being proactive. The planning process is providing focus for our institution. We are still planning a mid-year salary increase, assuming we continue our enrollment growth this next semester, and we are working hard to find efficiencies.
UHD is working on long-term goals and plans for the institution, for example, strengthening strategic partnerships with P-12, community colleges, charter schools, and community-based organizations; increasing our research with joint projects with the UH system and by increasing funded research; developing stronger ties with the business community, including creating new degrees that are tied to the needs of Houston and its economy; and building stronger relationships with our alumni, supporters, and friends--which will help our fundraising.
Critical to our plans is the need to improve student retention and graduation rates. Anything we do must always keep that prime mission in mind. In the budgeting process for this year we have decided to focus on recruiting new students and retaining and graduating the students that we already have.
A committee in Academic Affairs is reviewing the success of several intervention and support programs. Most of these are currently funded by foundation grants, some have been reduced when the grants ended. Based on funding available, we will try to fund several of these programs with base dollars, because they are critical to student success.
Departments and colleges are developing five-year plans for new degree programs and goals for their departments. We will also hire more faculty and staff in critical areas of need to support student success. To meet expanding student demand and to expand access we will work closely with community colleges to increase transfers; we will improve and accelerate the review of transcripts and articulation plans; and we will expand to other areas through distance education with hybrid and online courses, as well as being more effective in developing learning centers (such as the University Center at 249 where we will begin to offer courses this summer).
These are difficult times for higher education, but we must respond. America requires new college graduates in every industry. It needs more teachers, more scientists, more social workers, and future leaders of business and government. And, it needs a highly trained, diverse work force. At UHD we are building our plans and our university to respond to those needs. And, I am confident that we will grow stronger in the process.
Tuesday, November 17, 2009
Changing Urban Schools is Essential to America's Future
Closing the educational gap in this country has been rightly called "the civil rights issue of the 21st century." The drop out rate for Latinos and African Americans in many American cities is nearly twice that of whites. Fewer Latinos and African Americans attend college. Fewer still graduate from college. For example, for 100 Latino students who begin 9th grade only 53 will graduate from high school (compared to 75 whites) and only 10 of those will graduate from college in six years (compared to 23 whites). This achievement gap endangers our economy and our future.
According to the National Center for Public Policy and Higher Education, by 2020, the net loss to the U.S., if we don't close the achievement gap, is estimated to be $850 billion in lost income, revenues, and GDP. That number will grow to over $1 trillion by 2030, unless we eliminate the achievement gap.
President Obama's Race to the Top, seeks to simultaneously encourage schools to improve and raise the number of Americans completing some college education. Critical to success in this effort is the transformation of schools in the 50 biggest cities in America.
Houston, like any of the biggest cities in the country, needs to dramatically reduce high school dropout rates. Houston Independent School District and other districts also need to increase the number and percentage of students who graduate from high school ready for college.
We in higher education have an interest in ensuring that public schools are successful. After all, we receive the vast majority of our students from the public schools. And, in our case, the majority of them need remediation. Also, higher education institutions can do something about it, with high quality teacher education programs, K-12 partnerships, and community partnerships. At the University of Houston-Downtown, we take this responsibility seriously.
Urban schools have very distinct problems: crowded schools, little money or resources, and dangerous and deteriorating neighborhoods. Urban schools often lack basic resources that are common in suburban schools. Teachers need special skills to survive and succeed in urban schools.
A week ago, I visited with the faculty of the Urban Education Department at University of Houston-Downtown. The UHD Urban Education Department specializes in the problems of urban schools. UHD faculty research the specific problems and address the needs of schools in Houston.
The department focuses on creating teachers ready for the challenges they will confront in Houston schools. Our student teachers work in classrooms throughout Houston. Faculty help them develop curricula, they also provide on-going professional development for teachers in Houston schools. The department also produces excellent bilingual teachers, a must for Houston. Recently, the Urban Education department re-established the undergraduate high school teacher preparation program to focus on the special needs of urban high school teachers.
UHD Urban Education take a holistic approach. They not only focus on teachers and schools, but also engage the entire family to increase student success. For example, Urban Education faculty and students provide literacy nights and math nights in several schools. In partnership with the Fifth Ward Enrichment Center at Weatley High School, for example, they offer a special literacy program with teen fathers and their families to help them develop self-expression and clear educational goals.
UHD students apply what they learn in the classroom to real life. At Houston's House of Tiny Treasures, UHD faculty and early education students work in service learning projects and literacy programs with homeless toddlers, pre-schoolers, and their families.
UHD seems to be doing a pretty good job. According to HISD staff, teachers trained by UHD are more likely to stay in the profession than those of other several other nearby teacher education programs. They enjoy their profession and are more likely to pursue further education.
Also, UHD students and faculty are involved in service learning and community engagement efforts to improve K-12 performance. UHD partners with Project Grad Houston in five Houston schools. During the summer, middle school and high school students from the Project Grad schools attend special classes at UHD. The summer sessions help prepare students for college. The students attend classes, meet and study under regular UHD faculty, and they begin to realize they can and will succeed in college. UHD students mentor middle school and high school students in the five Project Grad schools.
Once the Project Grad students graduate from high school (having taken college preparatory courses and having achieved at least a 2.5 GPA) they get a scholarship from UHD along with a $4,000 from Project Grad. The result: more students from Project Grad Houston’s partner schools graduate ready for college and more students go on to college. Project Grad schools have reduced dropout rates by 26% and one of them, Jeff Davis High School, had the third lowest dropout rate in Houston this past year.
A large portion of those Project Grad students enter UHD because they’ve already been to our campus, studied with our faculty, and met our students. They know the quality of UHD programs and the close interaction UHD faculty have with their students.
UHD faculty and staff also partner with GEAR UP/Project Grad in offering an annual symposium for approximately 135 teachers from HISD teachers in the GEAR UP schools. This year, on December 5th, the symposium will bring high school teachers to UHD for professional development associated with College Readiness and assessment.
I have been very impressed by how UHD faculty, staff, and students are working to improve Houston's schools and student achievement through a variety of strategies: preparing better teachers with curricula and pedagogy designed for urban schools; encouraging undergraduate students to tutor and mentor high school and middle school through service learning courses and civic engagement projects; and partnering with community-based programs like Project Grad, GEAR UP, and Communities in the Schools.
And, from what I've seen, they are making a real difference. Keep up the great work!
According to the National Center for Public Policy and Higher Education, by 2020, the net loss to the U.S., if we don't close the achievement gap, is estimated to be $850 billion in lost income, revenues, and GDP. That number will grow to over $1 trillion by 2030, unless we eliminate the achievement gap.
President Obama's Race to the Top, seeks to simultaneously encourage schools to improve and raise the number of Americans completing some college education. Critical to success in this effort is the transformation of schools in the 50 biggest cities in America.
Houston, like any of the biggest cities in the country, needs to dramatically reduce high school dropout rates. Houston Independent School District and other districts also need to increase the number and percentage of students who graduate from high school ready for college.
We in higher education have an interest in ensuring that public schools are successful. After all, we receive the vast majority of our students from the public schools. And, in our case, the majority of them need remediation. Also, higher education institutions can do something about it, with high quality teacher education programs, K-12 partnerships, and community partnerships. At the University of Houston-Downtown, we take this responsibility seriously.
Urban schools have very distinct problems: crowded schools, little money or resources, and dangerous and deteriorating neighborhoods. Urban schools often lack basic resources that are common in suburban schools. Teachers need special skills to survive and succeed in urban schools.
A week ago, I visited with the faculty of the Urban Education Department at University of Houston-Downtown. The UHD Urban Education Department specializes in the problems of urban schools. UHD faculty research the specific problems and address the needs of schools in Houston.
The department focuses on creating teachers ready for the challenges they will confront in Houston schools. Our student teachers work in classrooms throughout Houston. Faculty help them develop curricula, they also provide on-going professional development for teachers in Houston schools. The department also produces excellent bilingual teachers, a must for Houston. Recently, the Urban Education department re-established the undergraduate high school teacher preparation program to focus on the special needs of urban high school teachers.
UHD Urban Education take a holistic approach. They not only focus on teachers and schools, but also engage the entire family to increase student success. For example, Urban Education faculty and students provide literacy nights and math nights in several schools. In partnership with the Fifth Ward Enrichment Center at Weatley High School, for example, they offer a special literacy program with teen fathers and their families to help them develop self-expression and clear educational goals.
UHD students apply what they learn in the classroom to real life. At Houston's House of Tiny Treasures, UHD faculty and early education students work in service learning projects and literacy programs with homeless toddlers, pre-schoolers, and their families.
UHD seems to be doing a pretty good job. According to HISD staff, teachers trained by UHD are more likely to stay in the profession than those of other several other nearby teacher education programs. They enjoy their profession and are more likely to pursue further education.
Also, UHD students and faculty are involved in service learning and community engagement efforts to improve K-12 performance. UHD partners with Project Grad Houston in five Houston schools. During the summer, middle school and high school students from the Project Grad schools attend special classes at UHD. The summer sessions help prepare students for college. The students attend classes, meet and study under regular UHD faculty, and they begin to realize they can and will succeed in college. UHD students mentor middle school and high school students in the five Project Grad schools.
Once the Project Grad students graduate from high school (having taken college preparatory courses and having achieved at least a 2.5 GPA) they get a scholarship from UHD along with a $4,000 from Project Grad. The result: more students from Project Grad Houston’s partner schools graduate ready for college and more students go on to college. Project Grad schools have reduced dropout rates by 26% and one of them, Jeff Davis High School, had the third lowest dropout rate in Houston this past year.
A large portion of those Project Grad students enter UHD because they’ve already been to our campus, studied with our faculty, and met our students. They know the quality of UHD programs and the close interaction UHD faculty have with their students.
UHD faculty and staff also partner with GEAR UP/Project Grad in offering an annual symposium for approximately 135 teachers from HISD teachers in the GEAR UP schools. This year, on December 5th, the symposium will bring high school teachers to UHD for professional development associated with College Readiness and assessment.
I have been very impressed by how UHD faculty, staff, and students are working to improve Houston's schools and student achievement through a variety of strategies: preparing better teachers with curricula and pedagogy designed for urban schools; encouraging undergraduate students to tutor and mentor high school and middle school through service learning courses and civic engagement projects; and partnering with community-based programs like Project Grad, GEAR UP, and Communities in the Schools.
And, from what I've seen, they are making a real difference. Keep up the great work!
Saturday, November 14, 2009
Setting Admissions Standards
Friday, we held a forum on Automatic Admission Standards at UHD. This is a somewhat controversial issue because UHD has historically been an Open Admission institution. The forum provided the campus community with an opportunity to hear various speakers and proposals on the subject. It offered a broader context to the issues taking place in the state and throughout the nation.
It is important to point out that whatever automatic admissions standards are established, the majority of applicants will still be admitted to UHD, but through a process of review of other factors in their file. The small portion of students who are not admitted would be referred to nearby community colleges under a dual enrollment program, so that they could return to UHD as soon as they soon as they complete any deficiencies or requisites, or after completing an AA degree.
Dr. Steve Murdoch, a demographer, demonstrated convincingly that the Harris County population and Texas population is rapidly becoming majority Hispanic. Hispanics and African Americans are less likely to graduate from high school, and when they do, they are more likely to need remediation. They are also less likely to graduate from college within six years of graduation from high school.
High school graduates and college graduate earn significantly more money than those who do not finish high school or college. They buy homes, raise their families, pay more taxes, and make significant contributions to our society. Dr. Murdoch noted that over their life-times college graduates earn roughly a million dollars more than those who do not graduate from college.
Dr. Murdoch then made the point that without dramatic efforts to close the educational achievement gap, in twenty years or so Texas could face a $300 billion loss in earnings, tax revenue, and GDP. So, it is in everyone's interest to improve Hispanic and African American graduation rates.
Later, Coordinating Board Commissioner Raymund Paredes stated that "access without preparation is not opportunity." He argued that admissions standards are essential to communicate to middle school and high school students that they need to adequately prepare for college by taking the right courses and getting good grades.
Dr. Paredes said that the legislature will likely adopt policies to link higher education funding to graduation rates. In addition, Texas Guarantee scholarships are likely to become Need plus Merit, with requirements for GPA and class rank to qualify. He is also recommending that the incentives for increasing students who graduate, particularly in high need areas like STEM, be built into base. This would help UHD, which graduates a high proportion of STEM students through the Scholars Academy and has been recognized as a Star Performer by the Coordinating Board.
In the afternoon presentations were made by Ed Apodaca, VP for Student Services and Enrollment Management, and William Waller, chair of the Developmental Education Coordinating Council. Both recommended admissions standards. While there were some variation in their recommendations, most participants felt setting standards are essential for several reasons:
First, almost every public four-year university in Texas now has admission standards for entering freshmen. The exceptions are UHD and the University of Texas, Brownsville.
It may have made sense for UHD to be open admissions years ago, because many institutions in Texas were open admission. But, UHD's six-year graduation rate for FTIC (full-time, first-time freshmen)is 15%--or about 21% when you include students who start at UHD, who transfer and graduate from another public university. Most of our peers have graduation rates of twice that of UHD. So, it makes sense to keep pace with our peers.
And, adopting admission standards does have an impact on graduation rates. UTEP which was once open admissions, now has a combined six-year graduation rate of 32%. Prairie View A & M has raised its rates to 41%!
Second, the Texas Higher Education Coordinating Board, the federal government, and most reporting systems monitor six-year graduation rates. This hurts UHD, as it gives the impression that UHD does a poor job of graduating students. The fact is that only 25% of all new entering students each year are first-time, full-time freshmen. Most of our students are transfers from community colleges and other four-year institutions.
Third, federal guidelines now tie financial aid to "ability to benefit" and require that institutions pay-back federal financial aid dollars of students who do not make adequate progress, accumulate too many "F's" drops and withdrawals, or dropout of college without graduating.
Fourth, our students tell us that they are embarrassed that UHD has no admission standards. It gives the impression that UHD will admit anyone and doesn't portray UHD as the high-quality institution it has become.
Finally, and most importantly, students that are inadequately prepared have to take too many remedial courses and are likely to dropout. Currently, UHD loses two-thirds of its FTIC students by the end of the second year. Many of the students leave having accumulated students loans on average of about $11,000. They would have been better served at a community college, where they would have paid lower tuition and incurred fewer debts.
As Student Government president, Laura Sanchez explained, "Setting admissions standards is important. Students want to have pride in the institution where they graduate. Sadly, many don't right now--even though it's a great school."
Michelle Moosally, chair of the Faculty Senate, made the point at the close of the forum that setting admissions standards is only a small part of the bigger solution. I underscored that point, stating, "We can't just set admissions standards and think we have solved the problem. We have to implement campus-wide efforts to help retain and graduate students."
Over the next few months the discussions will continue as faculty, staff, and students review the proposals and, particularly, as faculty committees make recommendations as to the final standards to be proposed to the Regents and the Coordinating Board.
The discussion has begun. There is a long road ahead. But, everyone feels confident that UHD will be a stronger institution as we make these changes.
It is important to point out that whatever automatic admissions standards are established, the majority of applicants will still be admitted to UHD, but through a process of review of other factors in their file. The small portion of students who are not admitted would be referred to nearby community colleges under a dual enrollment program, so that they could return to UHD as soon as they soon as they complete any deficiencies or requisites, or after completing an AA degree.
Dr. Steve Murdoch, a demographer, demonstrated convincingly that the Harris County population and Texas population is rapidly becoming majority Hispanic. Hispanics and African Americans are less likely to graduate from high school, and when they do, they are more likely to need remediation. They are also less likely to graduate from college within six years of graduation from high school.
High school graduates and college graduate earn significantly more money than those who do not finish high school or college. They buy homes, raise their families, pay more taxes, and make significant contributions to our society. Dr. Murdoch noted that over their life-times college graduates earn roughly a million dollars more than those who do not graduate from college.
Dr. Murdoch then made the point that without dramatic efforts to close the educational achievement gap, in twenty years or so Texas could face a $300 billion loss in earnings, tax revenue, and GDP. So, it is in everyone's interest to improve Hispanic and African American graduation rates.
Later, Coordinating Board Commissioner Raymund Paredes stated that "access without preparation is not opportunity." He argued that admissions standards are essential to communicate to middle school and high school students that they need to adequately prepare for college by taking the right courses and getting good grades.
Dr. Paredes said that the legislature will likely adopt policies to link higher education funding to graduation rates. In addition, Texas Guarantee scholarships are likely to become Need plus Merit, with requirements for GPA and class rank to qualify. He is also recommending that the incentives for increasing students who graduate, particularly in high need areas like STEM, be built into base. This would help UHD, which graduates a high proportion of STEM students through the Scholars Academy and has been recognized as a Star Performer by the Coordinating Board.
In the afternoon presentations were made by Ed Apodaca, VP for Student Services and Enrollment Management, and William Waller, chair of the Developmental Education Coordinating Council. Both recommended admissions standards. While there were some variation in their recommendations, most participants felt setting standards are essential for several reasons:
First, almost every public four-year university in Texas now has admission standards for entering freshmen. The exceptions are UHD and the University of Texas, Brownsville.
It may have made sense for UHD to be open admissions years ago, because many institutions in Texas were open admission. But, UHD's six-year graduation rate for FTIC (full-time, first-time freshmen)is 15%--or about 21% when you include students who start at UHD, who transfer and graduate from another public university. Most of our peers have graduation rates of twice that of UHD. So, it makes sense to keep pace with our peers.
And, adopting admission standards does have an impact on graduation rates. UTEP which was once open admissions, now has a combined six-year graduation rate of 32%. Prairie View A & M has raised its rates to 41%!
Second, the Texas Higher Education Coordinating Board, the federal government, and most reporting systems monitor six-year graduation rates. This hurts UHD, as it gives the impression that UHD does a poor job of graduating students. The fact is that only 25% of all new entering students each year are first-time, full-time freshmen. Most of our students are transfers from community colleges and other four-year institutions.
Third, federal guidelines now tie financial aid to "ability to benefit" and require that institutions pay-back federal financial aid dollars of students who do not make adequate progress, accumulate too many "F's" drops and withdrawals, or dropout of college without graduating.
Fourth, our students tell us that they are embarrassed that UHD has no admission standards. It gives the impression that UHD will admit anyone and doesn't portray UHD as the high-quality institution it has become.
Finally, and most importantly, students that are inadequately prepared have to take too many remedial courses and are likely to dropout. Currently, UHD loses two-thirds of its FTIC students by the end of the second year. Many of the students leave having accumulated students loans on average of about $11,000. They would have been better served at a community college, where they would have paid lower tuition and incurred fewer debts.
As Student Government president, Laura Sanchez explained, "Setting admissions standards is important. Students want to have pride in the institution where they graduate. Sadly, many don't right now--even though it's a great school."
Michelle Moosally, chair of the Faculty Senate, made the point at the close of the forum that setting admissions standards is only a small part of the bigger solution. I underscored that point, stating, "We can't just set admissions standards and think we have solved the problem. We have to implement campus-wide efforts to help retain and graduate students."
Over the next few months the discussions will continue as faculty, staff, and students review the proposals and, particularly, as faculty committees make recommendations as to the final standards to be proposed to the Regents and the Coordinating Board.
The discussion has begun. There is a long road ahead. But, everyone feels confident that UHD will be a stronger institution as we make these changes.
Monday, November 2, 2009
At the HACU Conference--Serving Hispanic Students
This week I attended the 23rd Annual Conference of the Hispanic Association of Colleges and Universities (HACU). I've been going to HACU conferences off and on for two decades.
At the Business meeting Sunday afternoon, I was elected to the Governing Board of HACU. This is a great honor, as I was nominated and elected to the position by fellow presidents.
HACU was formed to represent the interests of Hispanic Serving Institutions. At Monday's lunch, HACU recognized Dr. Max Castillo, former president of UHD, for his many years of service to HACU. He was also one of its founding members. HACU has grown to be one of the major higher education organizations in the nation. It now has 225 member universities (to be a member requires that at least 25% of student enrollment is Hispanic), over 100 associate members (colleges and universities with less than 25% Hispanic student enrollment), 49 international member universities, 57 corporate and agency partners, and 23 Hispanic Serving School Districts.
The U.S. Dept. of Education (USDE) provides special federal funding to eligible HSIs, and most federal agencies (such as USDA, DOI, DOE, and DOD) provide paid internship opportunities, co-ops, and specially-designated grants for HSIs. HACU has the largest internship program in the country. This year 680 interns will be placed with government agencies and corporate partners. HACU helped obtain funding for special programs, such as, Title V funding to support HSIs, including a new program which helps HSIs fund start-up costs for new graduate degree programs, especially in health care and STEM fields.
UHD is the only HSI in the UHD system. This is important because the University of Houston-Downtown is eligible for designated HSI grants or can be the lead organization in multi-university grants because of its HSI status. We are currently working with the UH System and the Vice Chancellor for Research to develop several multi-institutional grants with UHD as the lead partner.
The HACU annual meeting provides an important opportunity for colleges and universities to learn best practices, share experiences, network, and partner with corporate sponsors. During my trip I quickly reconnected with many old friends from New Mexico, California, New York, and Texas, as well as presidents, provosts, and deans from other institutions. I attended several workshops on recruitment, K-12 partnerships, work with first generation students, and STEM students. I also made contacts with several corporate sponsors that will be helpful to UHD.
In Spring 2010, UHD will host "HACU on the Road," where HACU representatives will come to Houston to showcase its work and programs. UHD will partner with local school districts, community colleges, four-year institutions, and CBOs like Houston Prep and Project Grad Houston, among others to host HACU.
HACU is a great organization and it's wonderful to be a member.
At the Business meeting Sunday afternoon, I was elected to the Governing Board of HACU. This is a great honor, as I was nominated and elected to the position by fellow presidents.
HACU was formed to represent the interests of Hispanic Serving Institutions. At Monday's lunch, HACU recognized Dr. Max Castillo, former president of UHD, for his many years of service to HACU. He was also one of its founding members. HACU has grown to be one of the major higher education organizations in the nation. It now has 225 member universities (to be a member requires that at least 25% of student enrollment is Hispanic), over 100 associate members (colleges and universities with less than 25% Hispanic student enrollment), 49 international member universities, 57 corporate and agency partners, and 23 Hispanic Serving School Districts.
The U.S. Dept. of Education (USDE) provides special federal funding to eligible HSIs, and most federal agencies (such as USDA, DOI, DOE, and DOD) provide paid internship opportunities, co-ops, and specially-designated grants for HSIs. HACU has the largest internship program in the country. This year 680 interns will be placed with government agencies and corporate partners. HACU helped obtain funding for special programs, such as, Title V funding to support HSIs, including a new program which helps HSIs fund start-up costs for new graduate degree programs, especially in health care and STEM fields.
UHD is the only HSI in the UHD system. This is important because the University of Houston-Downtown is eligible for designated HSI grants or can be the lead organization in multi-university grants because of its HSI status. We are currently working with the UH System and the Vice Chancellor for Research to develop several multi-institutional grants with UHD as the lead partner.
The HACU annual meeting provides an important opportunity for colleges and universities to learn best practices, share experiences, network, and partner with corporate sponsors. During my trip I quickly reconnected with many old friends from New Mexico, California, New York, and Texas, as well as presidents, provosts, and deans from other institutions. I attended several workshops on recruitment, K-12 partnerships, work with first generation students, and STEM students. I also made contacts with several corporate sponsors that will be helpful to UHD.
In Spring 2010, UHD will host "HACU on the Road," where HACU representatives will come to Houston to showcase its work and programs. UHD will partner with local school districts, community colleges, four-year institutions, and CBOs like Houston Prep and Project Grad Houston, among others to host HACU.
HACU is a great organization and it's wonderful to be a member.
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