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!
Tuesday, November 17, 2009
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.
Wednesday, October 28, 2009
Thinking About a New Name....
This past week representatives from STAMATS, a higher education consulting group that is assisting the University of Houston-Downtown on its name change, visited the campus and met with students, alumni, faculty, and staff. The discussions were varied, but quite helpful. I had an opportunity to participate in a few of those meetings and would like to share my thoughts and observations.
As a new president, I arrived at a time of considerable change and controversy. A few years ago, the former president of the University of Houston-Downtown, Max Castillo, suggested that UHD change its name. Last year, after considerable discussion, the UH System Board of Regents voted to change the name of UHD. We are now in the process of selecting a new name.
There is a lot of unease and anxiety on campus. Understandably so. Alumni are proud of the institution they attended, as are our current students. Some feel they are being forced to give up a name they love. Others are worried that they will lose connection to UH.
Be assured that whatever name is ultimately selected, this campus will remain a very important part of the UH system. UHD, no matter what the name becomes, will remain Houston's University of access and opportunity. But, we are a long way from choosing a new name. At this point, we are simply renewing the discussion. STAMATS is helping us in that process.
There are a number of very good reasons for changing the name of UHD. First, unlike most systems, where there is usually one university from a university system in a city (such as U.T. El Paso, U.T. San Antonio, etc), Houston is home to four separately accredited universities from the same system, two of which are just a few miles apart from each other, UH, (often called 'main campus' or 'University Park campus') and UHD. UH is bigger and more established. It is a research university, has more alumni, and has a very good football team. So, UH clearly has established name recognition.
Proximity and similarity of names causes some confusion, which is the second problem. Many people do not realize that UH and UHD are two separate universities. Some students apply to one university, but show up at the other. Companies get confused when they are asked to give to UHD. Some respond, "We already gave scholarship money to the main campus." They don't realize that UHD is a separate university and must raise scholarship money for its own students.
Third, UHD lacks a clear identity. Very few people know what UHD does or can describe how it is different from UH. In fact, a survey done last year found that when Houston residents were asked to name four-year universities that serve the city of Houston, only 5 percent included the University of Houston-Downtown in their lists. Of those, a large portion thought UHD was a branch campus of UH, others thought it offers doctoral programs or had a Division I football team.
Fourth, UHD is located downtown, but our students come from all over Houston. Thirty years ago, 90 percent of our students resided within the inner loop. Today, that number is down to just 40 percent. UHD serves the entire city of Houston. We have students from as far south as Kemah and as far north as Montgomery County. We have learning centers in several parts of Houston. So, we are more than a downtown university--although we love our location! The current name simply does not reflect our service area.
Fifth, and perhaps most importantly, UHD is now in the process of planning for its future. We have begun discussions on where we can excel. We are developing exciting goals and work plans. We are laying the groundwork to build a very different university over the next few years.
This is a great opportunity to select not only a name, but to build our reputation as a new and very distinct university. You probably have already seen our billboards with the slogan, "At UHD, We are Making a Name for Ourselves!" Those are UHD students on those billboards. Several of the students have won major awards. In the coming months, we will be telling their stories, along with the stories of our great faculty, staff, and alumni. We are doing great things, and we will do a better job of getting the word out all over the city.
During this next year, we will make great strides in building a new university. We will build pride, we will build identity, and we will build reputation. And, Houston will know us by what we do. Help us to build that reputation and help us become a great university.
As a new president, I arrived at a time of considerable change and controversy. A few years ago, the former president of the University of Houston-Downtown, Max Castillo, suggested that UHD change its name. Last year, after considerable discussion, the UH System Board of Regents voted to change the name of UHD. We are now in the process of selecting a new name.
There is a lot of unease and anxiety on campus. Understandably so. Alumni are proud of the institution they attended, as are our current students. Some feel they are being forced to give up a name they love. Others are worried that they will lose connection to UH.
Be assured that whatever name is ultimately selected, this campus will remain a very important part of the UH system. UHD, no matter what the name becomes, will remain Houston's University of access and opportunity. But, we are a long way from choosing a new name. At this point, we are simply renewing the discussion. STAMATS is helping us in that process.
There are a number of very good reasons for changing the name of UHD. First, unlike most systems, where there is usually one university from a university system in a city (such as U.T. El Paso, U.T. San Antonio, etc), Houston is home to four separately accredited universities from the same system, two of which are just a few miles apart from each other, UH, (often called 'main campus' or 'University Park campus') and UHD. UH is bigger and more established. It is a research university, has more alumni, and has a very good football team. So, UH clearly has established name recognition.
Proximity and similarity of names causes some confusion, which is the second problem. Many people do not realize that UH and UHD are two separate universities. Some students apply to one university, but show up at the other. Companies get confused when they are asked to give to UHD. Some respond, "We already gave scholarship money to the main campus." They don't realize that UHD is a separate university and must raise scholarship money for its own students.
Third, UHD lacks a clear identity. Very few people know what UHD does or can describe how it is different from UH. In fact, a survey done last year found that when Houston residents were asked to name four-year universities that serve the city of Houston, only 5 percent included the University of Houston-Downtown in their lists. Of those, a large portion thought UHD was a branch campus of UH, others thought it offers doctoral programs or had a Division I football team.
Fourth, UHD is located downtown, but our students come from all over Houston. Thirty years ago, 90 percent of our students resided within the inner loop. Today, that number is down to just 40 percent. UHD serves the entire city of Houston. We have students from as far south as Kemah and as far north as Montgomery County. We have learning centers in several parts of Houston. So, we are more than a downtown university--although we love our location! The current name simply does not reflect our service area.
Fifth, and perhaps most importantly, UHD is now in the process of planning for its future. We have begun discussions on where we can excel. We are developing exciting goals and work plans. We are laying the groundwork to build a very different university over the next few years.
This is a great opportunity to select not only a name, but to build our reputation as a new and very distinct university. You probably have already seen our billboards with the slogan, "At UHD, We are Making a Name for Ourselves!" Those are UHD students on those billboards. Several of the students have won major awards. In the coming months, we will be telling their stories, along with the stories of our great faculty, staff, and alumni. We are doing great things, and we will do a better job of getting the word out all over the city.
During this next year, we will make great strides in building a new university. We will build pride, we will build identity, and we will build reputation. And, Houston will know us by what we do. Help us to build that reputation and help us become a great university.
Monday, October 19, 2009
Going Good to Great II
On Friday of this past week, UHD held a second retreat. We expanded from 50 to roughly 70 faculty, staff, and students. This retreat applied the concept from "Good to Great" to UHD. Our faculty led the workshop and preparation. Doug TeDuits moderated, Akif Uzman (Natural Sciences) and Rob Jarrett (English) co-chaired.
In preparing for the workshop we had several work groups meet. One reviewed the UHD Mission, a second looked at possible Peers, a third examined Issues identified at the last retreat, and I prepared a few PowerPoint slides summarizing the G2G concept and how we might apply it to the University of Houston-Downtown.
If you know about Jim Collin's book, Good to Great, the Hedgehog concept is key. (See my earlier blogpost on Good to Great) You draw three circles. In the first is the organization's passion (or its mission). The second houses its resources and economic engine, and and the third circle lists where the organization excels and has the potential of being best in class. Where the three circles overlap, you find your potential BHAGs (Big Hairy Audacious Goals).
In goal-setting, an organization can't set goals that are easy to attain, even if you have to stretch. You need to set goals so high (like reaching for the stars) that you must transform the organization to attain them. Here is a summary:
In the first circle, "What is UHD Passionate About?" groups came up with: student access, student success, community engagement, engaged citizens, diversity, high quality education, and student-faculty interaction.
In the second circle("What Can UHD Be Best At?") groups listed: having a holistic approach, student engagement, best Hispanic education, experiential learning, top unique academic programs, international education, best at educating non-traditional and diverse students, and student access.
In the final circle, "What Drive's UHD's Resource Engine?" the groups listed: funding (including all money inputs), partnerships, student success, faculty/staff, diversity and location, branding, graduate programming, effective data, technology and community.
In the final session of the day, groups listed possible BHAGs: leading in student success through experiential learning; becoming a 'communiversity' which links learning and engagement in all aspects of what we do; creating engaged citizens; leading in graduating minority students, particularly in the sciences; increasing retention and graduation rates by 3-5% a year through various interventions; creating a university where everyone can graduate; becoming the best darned public undergraduate university in Texas!
The process is not finished. And these are still very rough goals. But the discussions were lively and the groups engaged. So the process has begun for UHD. In the coming months, we will refine the process further, involve more faculty, staff, and students, and sharpen our circles and goals. I will describe what we are doing, as it unfolds, in future posts.
By the way, in our poll, nearly three-fourths of those who responded felt that UHD should focus on helping students to succeed.
In preparing for the workshop we had several work groups meet. One reviewed the UHD Mission, a second looked at possible Peers, a third examined Issues identified at the last retreat, and I prepared a few PowerPoint slides summarizing the G2G concept and how we might apply it to the University of Houston-Downtown.
If you know about Jim Collin's book, Good to Great, the Hedgehog concept is key. (See my earlier blogpost on Good to Great) You draw three circles. In the first is the organization's passion (or its mission). The second houses its resources and economic engine, and and the third circle lists where the organization excels and has the potential of being best in class. Where the three circles overlap, you find your potential BHAGs (Big Hairy Audacious Goals).
In goal-setting, an organization can't set goals that are easy to attain, even if you have to stretch. You need to set goals so high (like reaching for the stars) that you must transform the organization to attain them. Here is a summary:
In the first circle, "What is UHD Passionate About?" groups came up with: student access, student success, community engagement, engaged citizens, diversity, high quality education, and student-faculty interaction.
In the second circle("What Can UHD Be Best At?") groups listed: having a holistic approach, student engagement, best Hispanic education, experiential learning, top unique academic programs, international education, best at educating non-traditional and diverse students, and student access.
In the final circle, "What Drive's UHD's Resource Engine?" the groups listed: funding (including all money inputs), partnerships, student success, faculty/staff, diversity and location, branding, graduate programming, effective data, technology and community.
In the final session of the day, groups listed possible BHAGs: leading in student success through experiential learning; becoming a 'communiversity' which links learning and engagement in all aspects of what we do; creating engaged citizens; leading in graduating minority students, particularly in the sciences; increasing retention and graduation rates by 3-5% a year through various interventions; creating a university where everyone can graduate; becoming the best darned public undergraduate university in Texas!
The process is not finished. And these are still very rough goals. But the discussions were lively and the groups engaged. So the process has begun for UHD. In the coming months, we will refine the process further, involve more faculty, staff, and students, and sharpen our circles and goals. I will describe what we are doing, as it unfolds, in future posts.
By the way, in our poll, nearly three-fourths of those who responded felt that UHD should focus on helping students to succeed.
Friday, October 9, 2009
Latinos and America's Future
This past week I spoke on the Julie Stav Show, a nationally syndicated, Spanish, talk-radio program about financial matters; attended a western regional conference focused on STEM fields (Science, Technology, Engineering and Mathematics) with educators and legislators, and hosted and was a panelist at the preview showing of the upcoming CNN special, “Latino in America,” which airs October 21st and 22nd. At these various events, I have raised several key points, some of which are in the book I co-edited, Latino Cultural Citizenship.
First, Latinos have come to America for the same reason that others have-- to create a better life for their families. We are Americans, but we also have the strong desire to retain our ethnic heritage and identity. Most of us speak English as our main language of communication, even so, we want to retain Spanish and encourage our children to learn Spanish.
Latinos are transforming America, just as they are transformed by it. That is the central thesis of Latino Cultural Citizenship, the notion that as Latinos claim space and rights, they also define themselves. How the country as a whole comes to grips with the growing Latino population is vital to the future of America. How so?
Currently, there are 46 million Latinos in the U.S. One out of every two new births in this country is Latino. That number will grow significantly by 2050. But, if Latinos continue to be under educated with high dropout rates and with lower college attendance rates and lower college graduation rates, it will cost this country billions of dollars.
A Pew poll found that 80% of Latino youth feel that college is important but only half feel they will ever attend college. According to U.S. census data, in 2006 of 100 Latino 9th graders, 53 will graduate from high school, 27 will enter college right after high school, and only 10 will graduate from college within six years of entering college. Ten out of 100!
According to the National Center for Public Policy and Higher Education, if the U.S. does not close the achievement gap of Latinos and African Americans, by 2020, it will cost the U.S. about $805 billion in lost revenues, taxes, productivity and income. By 2030, that number could grow to $1 trillion!
A recent study of U.S. workers in the global economy projects that by 2020, the U.S. will lack 15 million skilled workers, most of them in the STEM and high-knowledge areas, but also in health care and education. By 2030, the shortfall could reach 35 million. The Committee for Economic Development projects a decline of .29 percentage points a year, affecting incomes and Gross National Product, unless we increase college graduates, particularly in STEM fields.
The Latino population in this country is younger than the whites, Latinos currently account for 13 percent of the labor force. By 2020, Latinos will represent one-of-every six workers in America and one-fourth of new college applicants. By 2050, Latinos will account for one of every four workers in America and could represent one-of-every three students in college.
The future of America is bound up with the future of Latinos in America. So, we must increase the number of Latinos graduating from high school and going on to receive a college education. We have to address this issue. The future is here.
[By the way, 53% of those responded to our poll felt that the main obstacle to Latino success remains economic barriers and discrimination.]
First, Latinos have come to America for the same reason that others have-- to create a better life for their families. We are Americans, but we also have the strong desire to retain our ethnic heritage and identity. Most of us speak English as our main language of communication, even so, we want to retain Spanish and encourage our children to learn Spanish.
Latinos are transforming America, just as they are transformed by it. That is the central thesis of Latino Cultural Citizenship, the notion that as Latinos claim space and rights, they also define themselves. How the country as a whole comes to grips with the growing Latino population is vital to the future of America. How so?
Currently, there are 46 million Latinos in the U.S. One out of every two new births in this country is Latino. That number will grow significantly by 2050. But, if Latinos continue to be under educated with high dropout rates and with lower college attendance rates and lower college graduation rates, it will cost this country billions of dollars.
A Pew poll found that 80% of Latino youth feel that college is important but only half feel they will ever attend college. According to U.S. census data, in 2006 of 100 Latino 9th graders, 53 will graduate from high school, 27 will enter college right after high school, and only 10 will graduate from college within six years of entering college. Ten out of 100!
According to the National Center for Public Policy and Higher Education, if the U.S. does not close the achievement gap of Latinos and African Americans, by 2020, it will cost the U.S. about $805 billion in lost revenues, taxes, productivity and income. By 2030, that number could grow to $1 trillion!
A recent study of U.S. workers in the global economy projects that by 2020, the U.S. will lack 15 million skilled workers, most of them in the STEM and high-knowledge areas, but also in health care and education. By 2030, the shortfall could reach 35 million. The Committee for Economic Development projects a decline of .29 percentage points a year, affecting incomes and Gross National Product, unless we increase college graduates, particularly in STEM fields.
The Latino population in this country is younger than the whites, Latinos currently account for 13 percent of the labor force. By 2020, Latinos will represent one-of-every six workers in America and one-fourth of new college applicants. By 2050, Latinos will account for one of every four workers in America and could represent one-of-every three students in college.
The future of America is bound up with the future of Latinos in America. So, we must increase the number of Latinos graduating from high school and going on to receive a college education. We have to address this issue. The future is here.
[By the way, 53% of those responded to our poll felt that the main obstacle to Latino success remains economic barriers and discrimination.]
Tuesday, October 6, 2009
Challenging Times
I think all of us are worried about the future, especially if we have kids or grandchildren. Rising national debt, the pending end of Social Security and Medicare, the so-called 'jobless recovery' of the recession, massive unemployment, declining standards of living, low math and science achievement levels of K-12, and a depressing number of Americans who are losing their jobs, homes and their health care benefits. It's enough to make your head spin.
But, Americans are an optimistic and innovative people. We find solutions. We apply our creative energies. Take higher education. Students, whether they be those coming out of high school or adults needing re-training or a degree, realize that college is beneficial. In this economy, the one segment of the population that has been least likely to lose their jobs during this recession have been those with college degrees.
That doesn't mean that having an A.A., a B.A. or an M.A. will protect you, like some magic shield. Banks and Wall Street firms have closed, laying off thousands of accountants. Engineers are losing jobs at GM, as are line workers in assembly plants. But, in the 21st Century economy, college degrees are as essential as a high degree was in the 20th century.
That's why the massive cuts to higher education taking place in many states are both depressing and short-sighted. Students find few seats available in community colleges and public four-year universities.
Tuition, fees, books, and other costs associated with college have skyrocketed at many institutions. Student and parent indebtedness has risen far faster than income. More students are applying for financial aid and maxing out their credit cards. More parents are taking on second or third mortgages--even selling family possessions to pay for college. And students are working more hours.
Meanwhile, public universities compete for the "best" students and for rankings by U.S. News & World Report that emphasize the number of students a university rejects, rather than the number of working class or minority an institution graduates. So universities, rely more and more on test scores and less and less on need, increasing merit-based scholarships over need.
Don't get me wrong, I encourage merit and believe in raising standards in K-12 and higher education. America cannot compete internationally without improving achievement of our students and ensuring better learning by our students. I believe in rigor and excellence.
But, I am also committed to access and opportunity. I chose to be president of a university like UHD (and was excited to be selected as its president) because it is an urban, engaged, comprehensive university. Its students are overwhelmingly minority (31% Hispanic, 27% African American). It is also a New Generation university. UHD's students are commuters, work 30 hours or more, often have their own families, and usually are the first in their families to go to college.
By the way, UHD remains the best value in higher education in the region. It has one of the lowest tuition and fee structure in Texas combined with wonderful academic programs.
UHD is caught in a dilemma though. We have very little space at our campus. We teach night courses and weekend courses, as well as day courses. The campus is rapidly approaching the maximum size for its buildings. We need more buildings. We need to expand our courses to learning centers throughout Houston and expand our hybrid and online offerings.
But, we also confront our past as we embrace our future. UHD has been an Open Admission university--one of the few remaining in the country. Many of our students are not adequately prepared for college. A vast number of our students fail in the first semester or second semester and drop out. By the 21st day of the third semester, we lose 60% of first-time, full-time freshmen.
Many of these student leave the university with heavy debt (often ranging from $9,000 to $11,000). In addition, the Texas Higher Education Coordinating Board, is concerned that UHD duplicates services better provided by community colleges--at a cheaper cost to the state and to the students.
In addition, the federal government has issued instructions to universities to admit students based on their "ability to benefit." It is concerned that several universities admit students, who then receive financial aid, that lack requisite skills for success. Those students then fail and often are unable to re-pay student loans. Meanwhile, accreditation bodies are increasingly tying re-accreditation to student outcomes as demonstrated in both learning outcomes and graduation rates.
So, the university is beginning a conversation on admission standards. Later this month, State Commissioner, Raymond Paredes, will visit UHD and address these changing needs, This is simply one part of an on-going discussion.
UHD is committed to opportunity, student success, and excellence. That will not change. If and when we adopt admission standards we will not set arbitrary standards, but rather we will adopt standards based on the ability of students to benefit and succeed. Our students will continue to be diverse and heavily first-generation, reflecting Houston.
We will expand our efforts to reach out to students in early grades to mentor them and prepare them for college. We will expand training of teachers and the civic engagement of our undergraduate students in HISD schools, as mentors, tutors, recruiters, and guides. We will expand dual credit and work closely with HISD and other high school districts on early college initiatives. We will expand our partnerships with Houston Community College and Lone Star Community College with joint admission programs.
We will recruit and graduate more students. And, we will continue our commitment to Houston's future. We will continue to be the First Choice of students who desire a university where they can learn and where they can succeed.
But, Americans are an optimistic and innovative people. We find solutions. We apply our creative energies. Take higher education. Students, whether they be those coming out of high school or adults needing re-training or a degree, realize that college is beneficial. In this economy, the one segment of the population that has been least likely to lose their jobs during this recession have been those with college degrees.
That doesn't mean that having an A.A., a B.A. or an M.A. will protect you, like some magic shield. Banks and Wall Street firms have closed, laying off thousands of accountants. Engineers are losing jobs at GM, as are line workers in assembly plants. But, in the 21st Century economy, college degrees are as essential as a high degree was in the 20th century.
That's why the massive cuts to higher education taking place in many states are both depressing and short-sighted. Students find few seats available in community colleges and public four-year universities.
Tuition, fees, books, and other costs associated with college have skyrocketed at many institutions. Student and parent indebtedness has risen far faster than income. More students are applying for financial aid and maxing out their credit cards. More parents are taking on second or third mortgages--even selling family possessions to pay for college. And students are working more hours.
Meanwhile, public universities compete for the "best" students and for rankings by U.S. News & World Report that emphasize the number of students a university rejects, rather than the number of working class or minority an institution graduates. So universities, rely more and more on test scores and less and less on need, increasing merit-based scholarships over need.
Don't get me wrong, I encourage merit and believe in raising standards in K-12 and higher education. America cannot compete internationally without improving achievement of our students and ensuring better learning by our students. I believe in rigor and excellence.
But, I am also committed to access and opportunity. I chose to be president of a university like UHD (and was excited to be selected as its president) because it is an urban, engaged, comprehensive university. Its students are overwhelmingly minority (31% Hispanic, 27% African American). It is also a New Generation university. UHD's students are commuters, work 30 hours or more, often have their own families, and usually are the first in their families to go to college.
By the way, UHD remains the best value in higher education in the region. It has one of the lowest tuition and fee structure in Texas combined with wonderful academic programs.
UHD is caught in a dilemma though. We have very little space at our campus. We teach night courses and weekend courses, as well as day courses. The campus is rapidly approaching the maximum size for its buildings. We need more buildings. We need to expand our courses to learning centers throughout Houston and expand our hybrid and online offerings.
But, we also confront our past as we embrace our future. UHD has been an Open Admission university--one of the few remaining in the country. Many of our students are not adequately prepared for college. A vast number of our students fail in the first semester or second semester and drop out. By the 21st day of the third semester, we lose 60% of first-time, full-time freshmen.
Many of these student leave the university with heavy debt (often ranging from $9,000 to $11,000). In addition, the Texas Higher Education Coordinating Board, is concerned that UHD duplicates services better provided by community colleges--at a cheaper cost to the state and to the students.
In addition, the federal government has issued instructions to universities to admit students based on their "ability to benefit." It is concerned that several universities admit students, who then receive financial aid, that lack requisite skills for success. Those students then fail and often are unable to re-pay student loans. Meanwhile, accreditation bodies are increasingly tying re-accreditation to student outcomes as demonstrated in both learning outcomes and graduation rates.
So, the university is beginning a conversation on admission standards. Later this month, State Commissioner, Raymond Paredes, will visit UHD and address these changing needs, This is simply one part of an on-going discussion.
UHD is committed to opportunity, student success, and excellence. That will not change. If and when we adopt admission standards we will not set arbitrary standards, but rather we will adopt standards based on the ability of students to benefit and succeed. Our students will continue to be diverse and heavily first-generation, reflecting Houston.
We will expand our efforts to reach out to students in early grades to mentor them and prepare them for college. We will expand training of teachers and the civic engagement of our undergraduate students in HISD schools, as mentors, tutors, recruiters, and guides. We will expand dual credit and work closely with HISD and other high school districts on early college initiatives. We will expand our partnerships with Houston Community College and Lone Star Community College with joint admission programs.
We will recruit and graduate more students. And, we will continue our commitment to Houston's future. We will continue to be the First Choice of students who desire a university where they can learn and where they can succeed.
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