Does college matter anymore? Should parents encourage their children to seek a college degree? If you have a college degree, should you obtain an advanced degree? With rising costs of education and increasing student indebtedness, does having a college degree make a difference?
The recession has made it difficult for anyone to find a job. College graduates, even those with master's degrees are having trouble finding jobs, although they have been less likely to lose jobs during the recession and more likely to find jobs if they did lose their job than high school dropouts or those with only a high school degree.
According to the June BLS data, Americans without a high school diploma experienced 21 straight months of unemployment above 10 percent with a high of 15.6 percent in February. The rate declined to 14.1 percent in June, the lowest level since March 2009. High school graduates fared slightly better with unemployment hitting a high of 11.2 percent in October 2009, and dropping to a 10.8 percent level in June.
By contrast, those with bachelor's degrees have not seen unemployment rates higher than 5 percent since the recession began, dropping to 4.4 percent in June of this year. So, those with a college degree were much more likely to have a job than those without one. View graphs of the data here.
But, how about those with advanced degrees? According to one report, those with advanced and professional degrees did better in retaining jobs and income than even those with undergraduate degrees. Moreover, college grads with advanced degrees saw real wages increase by 3.7% since 2007, while those with just a B.A. or less actually saw a decline in real wages of 0.7%!
So, education clearly matters, even in tough times. But just because you have a degree doesn't mean you get hired. You have to have the type of degree and skill sets needed by employers. Still, there is some evidence that those who re-tool or who obtain certificates and degrees are more likely to find jobs, particularly if their degrees and skill sets match market needs.
And America is hiring. While the most recent Jobs Report showed that America lost 125,000 jobs in June, 2010, the economy created 85,000 new jobs. Even so, because of globalization (particularly outsourcing) and restructuring, more than a million jobs lost during the recession will never return. There is also a mismatch between the skill sets needed for new jobs, particularly for knowledge jobs, and skills possessed by the existing workforce.
A recent study of the Institute of Manufacturing entitled People and Profitability: a Time for Change found in their survey of nearly 800 U.S. manufacturers that even during the worst part of the recession roughly one-third of all manufacturers could not find skilled workers to fill jobs within their industry.
The percentage of unfilled jobs varied by sector. Two-thirds of manufacturers in the life sciences, two-thirds in aerospace and defense, and almost half of those in energy-related fields were unable to find workers with the skills or degrees necessary to fill the available jobs. This mismatch is greatest for blue collar jobs, where manufacturers are seeking workers to operate computers and skilled in robotics, particularly those who can read and follow blue-prints, understand and solve complex problems, and possess high-order mathematical and computational skills. So, re-tool and get a certificate or degree.
While there is no guarantee that a college education will protect you from losing your job, clearly those with degrees, particularly advanced degrees, were more likely to keep their jobs in the recession and those who seek new degrees or certificates were more likely to get or keep a job than those who don't have a degree.
So, yes, getting a college degree does matter. If you don't have a college degree, get one--or at least get a certificate and re-tool!
Friday, July 16, 2010
Sunday, June 20, 2010
How People Voted on Name Change
As I wrote in the last blog, we held a straw poll on campus. We sent out email ballots to all students through their GatorMail addresses and provided a link that students saw when they checked grades from Spring semester. We sent email links to all faculty, staff, and to all alumni for whom we have emails. The Straw Poll took place from April 30th to May 28th. Voters could select "City University," "Houston City University," or could choose neither name. A comment section allowed participants to give feedback and some used the space to suggest other names for UHD.
More than 2,500 people voted, including more than 1,600 students, more than 350 staff and faculty, and nearly 500 alumni. The overwhelming choice in UHD's Name Change Straw Poll was Houston City University with 1,702 votes. City University received 401 votes, and 404 selected either "neither" or wrote in other names. Surprisingly, each group voted in roughly the same percentages with the overwhelming favorite being Houston City University. You can view the complete poll results here
Everyone was able to write in their comments on the name selection. Some strongly support a new name. Others hate the idea. Even so, the vast majority of those who voted recommended that the new name be Houston City University. Why? As one individual commented. "When I go to other cities, they won't know where City University, but they will know Houston City University." A member of the award-winning Powerlifting Team, noted: "When we win and beat teams like UT San Antonio, we want them to know we're from Houston!"
Some people feel that the name will be confused with a community college. Some staff worry that any name change will hurt recruitment. Some alumni worry that their diploma might be devalued. We have assured alumni and students that the university remains a part of the UH System and that the diploma will still be signed by the Chancellor and the President of the Board of Regents, as well as the president of the university.
But, at the end of the day, most of those who voted feel that a new name will help the university build its reputation and develop into a very new and distinct university. They realize that UHD has to grow, add more graduate programs, raise funds, and develop distinction as university that students select because of its offerings, faculty, and achievements.
So, what are the next steps? We're holding meetings with legislators and local elected officials. We will be having sessions with alumni (not just on name change, but giving them an update on everything happening at UHD). Click here for the schedule of alumni meetings. And, during the fall semester, will talk about the results with incoming freshmen and transfer students, as well, as with new faculty and staff.
The results of the straw poll, including comments received, will be shared with the University of Houston System Board of Regents. Regents will vote on the name change. If they select a name, it then must go to the legislature for approval. We will keep you posted on developments as they take place.
More than 2,500 people voted, including more than 1,600 students, more than 350 staff and faculty, and nearly 500 alumni. The overwhelming choice in UHD's Name Change Straw Poll was Houston City University with 1,702 votes. City University received 401 votes, and 404 selected either "neither" or wrote in other names. Surprisingly, each group voted in roughly the same percentages with the overwhelming favorite being Houston City University. You can view the complete poll results here
Everyone was able to write in their comments on the name selection. Some strongly support a new name. Others hate the idea. Even so, the vast majority of those who voted recommended that the new name be Houston City University. Why? As one individual commented. "When I go to other cities, they won't know where City University, but they will know Houston City University." A member of the award-winning Powerlifting Team, noted: "When we win and beat teams like UT San Antonio, we want them to know we're from Houston!"
Some people feel that the name will be confused with a community college. Some staff worry that any name change will hurt recruitment. Some alumni worry that their diploma might be devalued. We have assured alumni and students that the university remains a part of the UH System and that the diploma will still be signed by the Chancellor and the President of the Board of Regents, as well as the president of the university.
But, at the end of the day, most of those who voted feel that a new name will help the university build its reputation and develop into a very new and distinct university. They realize that UHD has to grow, add more graduate programs, raise funds, and develop distinction as university that students select because of its offerings, faculty, and achievements.
So, what are the next steps? We're holding meetings with legislators and local elected officials. We will be having sessions with alumni (not just on name change, but giving them an update on everything happening at UHD). Click here for the schedule of alumni meetings. And, during the fall semester, will talk about the results with incoming freshmen and transfer students, as well, as with new faculty and staff.
The results of the straw poll, including comments received, will be shared with the University of Houston System Board of Regents. Regents will vote on the name change. If they select a name, it then must go to the legislature for approval. We will keep you posted on developments as they take place.
Thursday, April 22, 2010
More on the Name Change: Responding to Your Questions and Concerns
During the past few weeks, we have had several open meetings to discuss the proposed name change and recommended names. The discussions have been lively and vigorous.
Several students and alumni support the name change and like the proposed names. Others have commented that they are upset or disappointed that UHD is changing its name. The issue of whether or not we will change the name was addressed and voted on by the University of Houston System’s Board of Regents more than a year ago. The Regents voted to change the name in December 2008. For more information, please see the UHD Web site FAQs here.
There are two names under consideration: City University and Houston City University. Either way, the University will remain a part of the University of Houston System, and official publications and letterhead will carry a tag-line that says something like, 'A Member of the University of Houston System' or 'A UH System University.'
Students, faculty, staff and alumni have raised several questions in the open meetings. Here are a few:
1. Are any other UH System Universities in the process of changing their names? There are some preliminary discussions underway with students and faculty at the University of Houston-Victoria. Both at UHD and UH-Victoria, the original desire to change the name emerged from within the University itself. At UHD, discussions have taken place at various times over the past decade. A formal request to change UHD’s name was initiated by former president Max Castillo, about two years ago after considerable discussion on campus.
2. Why is the University only considering these two names? Several of you have proposed other names, some of which focus on location. When the consultants were first hired, they met with Chancellor Khator and with chairman of the Board of Regents, Welcome Wilson. As you may know, last year more than 90 names were proposed and several were formally presented to the Regents, but rejected. Many of those referenced specific locations (such as South Texas or Houston Bayou University). In this round of discussions, the consultants reviewed the many names previously proposed and eventually ruled out names with locations other than Houston. In addition, they held focus groups and open-ended discussions. Repeatedly, they heard references to Houston and to the city. They felt that Houston is an international city, has considerable name recognition, and made a strong case that if any location was to be referenced in the proposed university name, it should be Houston.
3. I don't like the names; they sound like a community college and don't sound prestigious to me; why did they select these two names? Recently, while at a national conference in Washington, D.C., I shared the proposed names at a small round table discussion with other University presidents. They were surprised to learn that UHD is the 2nd largest university in Houston and is the13th largest public university in Texas and felt either name would help the university build a unique and distinctive identity. One told me, “Wow! Those are great names. They remind me of City University of New York and City University of London, which are known all over the world.” Another commented, "Houston is a huge city. It needs a university like that.” The consensus of those presidents with whom I spoke is that either name would bring prestige to the University.
4. Why don't we name the university after a prominent individual, such as a former legislator, mayor or past president? The system has guidelines for naming universities after individuals. Universities, auditoriums, conference rooms, buildings, schools and departments are often named after an individual or a family. Naming rights require a gift of considerable size, usually many millions of dollars, which goes into the university endowment. Interest drawn from the gift supports specific activities, which are often defined by the donor (such as scholarships, professorships, research or specialized equipment). So, to name the university after a specific individual or family would require a multi-million dollar gift.
5. How much is the name change costing the university? The contract with STAMATS and on-going work is in the range of approximately $60,000. Naturally, more will be spent over the coming year. If the University does change its name, there will be costs associated with marketing, new letterhead, new signs, etc. Other than signage, most of the cost would have been incurred anyway. As business cards and letterhead run out, we will order new ones, but with the new name and logo, once they are adopted. Moreover, even if the University does not change its name, UHD must better market and brand itself. To meet these needs we have already planned to set aside allocations for branding, including billboards, newspaper, radio and television ads and internet advertising.
6. Will the name change hurt my chances of getting a job or admitted into graduate school? Once a name is selected by the Regents, a transition period will begin. The new name will be associated with the University of Houston System on official letterhead and on diplomas. We have spoken with other University presidents about their experiences with name changes. All of them explained that once they began marketing the university with its new name, visibility increased, as did applications and funds raised. Several campuses experience improved campus cohesion and pride among students and alumni. Most grew in enrollment and fund raising. Several commented that they also experienced a growth in international student enrollment, and they attracted more students from other cities and states. We expect the same thing to occur at our University.
7. As an alumnus, I'm worried that the university is turning its back on our history. How will the history be retained? We are proud of UHD's history and will promote it and continue to build on that history. We have many great alumni who began their careers at UHD or passed through our campus at some point in their academic experience. We want their stories, and will proudly promote the history and accomplishments of our students, staff, faculty and alumni. UHD is still a relatively young University. I was surprised to learn when I arrived, that we don't have year books (which, of course, are now becoming obsolete anyway.) Even so, they are an important source of history. Unlike Texas Tech or Texas A & M, UHD has very few traditions. Over time, our students will develop traditions and they will become an important part of campus life.
8. Even though I graduated many years ago, can I get a diploma with the new name, and can I order a new class ring? Yes. We will work that out with the Regents and with ring vendors. Naturally, there will be charges for a new ring and probably minimal charges for a new diploma.
9. What are the next steps? We are holding public discussions, focus groups, and will soon launch a straw poll for current students. We will poll other stakeholders including alumni who have given us their email addresses, faculty and staff in the months ahead. We want to hear your comments. We will summarize those comments as part of our presentation to the Regents. The Regents will vote on the suggested names sometime in early Fall 2010. If a name is adopted by the Regents, it will then be submitted to the legislature for approval. That process will specify an effective date for the new name. Thereafter, we will transition to a new name for the University.
Keep in touch. Check out the UHD Web site under Name Selection. I look forward to hearing from you.
Note: Since this blog appeared, students, faculty, staff, and alumni will now be able to vote in a straw poll at a secure website. Cast your vote here.
Several students and alumni support the name change and like the proposed names. Others have commented that they are upset or disappointed that UHD is changing its name. The issue of whether or not we will change the name was addressed and voted on by the University of Houston System’s Board of Regents more than a year ago. The Regents voted to change the name in December 2008. For more information, please see the UHD Web site FAQs here.
There are two names under consideration: City University and Houston City University. Either way, the University will remain a part of the University of Houston System, and official publications and letterhead will carry a tag-line that says something like, 'A Member of the University of Houston System' or 'A UH System University.'
Students, faculty, staff and alumni have raised several questions in the open meetings. Here are a few:
1. Are any other UH System Universities in the process of changing their names? There are some preliminary discussions underway with students and faculty at the University of Houston-Victoria. Both at UHD and UH-Victoria, the original desire to change the name emerged from within the University itself. At UHD, discussions have taken place at various times over the past decade. A formal request to change UHD’s name was initiated by former president Max Castillo, about two years ago after considerable discussion on campus.
2. Why is the University only considering these two names? Several of you have proposed other names, some of which focus on location. When the consultants were first hired, they met with Chancellor Khator and with chairman of the Board of Regents, Welcome Wilson. As you may know, last year more than 90 names were proposed and several were formally presented to the Regents, but rejected. Many of those referenced specific locations (such as South Texas or Houston Bayou University). In this round of discussions, the consultants reviewed the many names previously proposed and eventually ruled out names with locations other than Houston. In addition, they held focus groups and open-ended discussions. Repeatedly, they heard references to Houston and to the city. They felt that Houston is an international city, has considerable name recognition, and made a strong case that if any location was to be referenced in the proposed university name, it should be Houston.
3. I don't like the names; they sound like a community college and don't sound prestigious to me; why did they select these two names? Recently, while at a national conference in Washington, D.C., I shared the proposed names at a small round table discussion with other University presidents. They were surprised to learn that UHD is the 2nd largest university in Houston and is the13th largest public university in Texas and felt either name would help the university build a unique and distinctive identity. One told me, “Wow! Those are great names. They remind me of City University of New York and City University of London, which are known all over the world.” Another commented, "Houston is a huge city. It needs a university like that.” The consensus of those presidents with whom I spoke is that either name would bring prestige to the University.
4. Why don't we name the university after a prominent individual, such as a former legislator, mayor or past president? The system has guidelines for naming universities after individuals. Universities, auditoriums, conference rooms, buildings, schools and departments are often named after an individual or a family. Naming rights require a gift of considerable size, usually many millions of dollars, which goes into the university endowment. Interest drawn from the gift supports specific activities, which are often defined by the donor (such as scholarships, professorships, research or specialized equipment). So, to name the university after a specific individual or family would require a multi-million dollar gift.
5. How much is the name change costing the university? The contract with STAMATS and on-going work is in the range of approximately $60,000. Naturally, more will be spent over the coming year. If the University does change its name, there will be costs associated with marketing, new letterhead, new signs, etc. Other than signage, most of the cost would have been incurred anyway. As business cards and letterhead run out, we will order new ones, but with the new name and logo, once they are adopted. Moreover, even if the University does not change its name, UHD must better market and brand itself. To meet these needs we have already planned to set aside allocations for branding, including billboards, newspaper, radio and television ads and internet advertising.
6. Will the name change hurt my chances of getting a job or admitted into graduate school? Once a name is selected by the Regents, a transition period will begin. The new name will be associated with the University of Houston System on official letterhead and on diplomas. We have spoken with other University presidents about their experiences with name changes. All of them explained that once they began marketing the university with its new name, visibility increased, as did applications and funds raised. Several campuses experience improved campus cohesion and pride among students and alumni. Most grew in enrollment and fund raising. Several commented that they also experienced a growth in international student enrollment, and they attracted more students from other cities and states. We expect the same thing to occur at our University.
7. As an alumnus, I'm worried that the university is turning its back on our history. How will the history be retained? We are proud of UHD's history and will promote it and continue to build on that history. We have many great alumni who began their careers at UHD or passed through our campus at some point in their academic experience. We want their stories, and will proudly promote the history and accomplishments of our students, staff, faculty and alumni. UHD is still a relatively young University. I was surprised to learn when I arrived, that we don't have year books (which, of course, are now becoming obsolete anyway.) Even so, they are an important source of history. Unlike Texas Tech or Texas A & M, UHD has very few traditions. Over time, our students will develop traditions and they will become an important part of campus life.
8. Even though I graduated many years ago, can I get a diploma with the new name, and can I order a new class ring? Yes. We will work that out with the Regents and with ring vendors. Naturally, there will be charges for a new ring and probably minimal charges for a new diploma.
9. What are the next steps? We are holding public discussions, focus groups, and will soon launch a straw poll for current students. We will poll other stakeholders including alumni who have given us their email addresses, faculty and staff in the months ahead. We want to hear your comments. We will summarize those comments as part of our presentation to the Regents. The Regents will vote on the suggested names sometime in early Fall 2010. If a name is adopted by the Regents, it will then be submitted to the legislature for approval. That process will specify an effective date for the new name. Thereafter, we will transition to a new name for the University.
Keep in touch. Check out the UHD Web site under Name Selection. I look forward to hearing from you.
Note: Since this blog appeared, students, faculty, staff, and alumni will now be able to vote in a straw poll at a secure website. Cast your vote here.
Thursday, April 15, 2010
Changing the Name of a University 2.0
When I started at UHD, other presidents told me that I was walking into a mine field. We'd have to make cuts, raise tuition, raise admission standards, and change the university's name--oh, and by the way, you have to do all of that in your first year. One friend told me, it's like walking into a Tsunami knowing its going to hit real soon.
Well, I came anyway. And, I'm glad I did. The University of Houston-Downtown is a great place. It has dedicated faculty and staff, devoted alumni, good support from the business community and local legislators, and has really dedicated students. Still, changing the name of a university is a very hard thing to do.
The last time it was tried there was a great deal of frustration on everybody's part. But, name change was already under way. The Board of Regents made a decision to change the name of UHD nearly two years ago, so now, it's time to decide what that new name will be.
When I arrived, work on an RFP was under way and soon a firm, STAMATS, was identified to work with us on the name change. I found them to be knowledgeable and experienced, as their focus is higher education. The firm held focus groups with students, faculty, staff, and alumni. Together, we met with key legislators, the UH system chancellor, and the chairman of the Board of regents. Then, they conducted online surveys of prospective students, current students, faculty, staff, and alumni.
On April 14th, they presented their results to the campus with recommendations for two possible names. We held several public meetings presenting the survey results, allowing everyone to voice their feelings--good, bad, or indifferent. I was truly impressed by excellent presentations, the research findings, the recommendations, and the reaction of the campus--which was basically supportive, but with lots of questions and comments. The Chairman of the Regents, Welcome Wilson, attended four meetings over two days and answered questions.
The presentations are online at this page. STAMAT's findings underscored reasons why UHD should change its name. First, there is a lot of confusion about UHD. Students, employers, and donors confuse the University of Houston-Downtown with the University of Houston. Students apply to one university and show up at the other. They start classes at one university only to find out the major they want is at the other. Donors will tell deans or even the president of UHD, "We gave already this year," (meaning they gave to UH, not UHD). Employers say my assistant is a student at UH, when they actually are a student at UHD. This week a UHD faculty was quoted on a local television station, but identified as a faculty member at the University of Houston. Earlier a UHD student spoke at the White House and several times corrected the television interviewer, who repeatedly introduced her as a student from the University of Houston.
The confusion is natural. Unlike most systems that have universities in different cities, the University of Houston System has four campuses within a forty-mile radius. UH and UHD are just a few miles away from each other and adjuncts often teach at both universities. So, changing our name will help both institutions.
Second, a surprising number of people in Houston do not know of UHD and many think UHD is a branch campus of UH. They don't realize that it is a separately-accredited university. A survey of Houston residents conducted two years ago found that only a very small portion of respondents listed UHD, when asked to name four-year universities that serve Houston. Those that did name UHD thought it was a branch campus of UH. STAMATS found that just under 50% of prospective students surveyed thought UHD is a branch of UH. More surprisingly, nearly one-third of alumni and currently enrolled UHD students who participated in the survey thought UHD is a branch of UH. Worse, even some UHD faculty and staff made that same mistake, although these were mainly part-time faculty and staff.
Third, UHD is located downtown and serves Houston, but the majority of its students come from outside downtown. In fact, only 15% of students live within the inner loop (inside the 610 loop) and nearly half live out of the 8 Beltway. Moreover, we have learning centers in other parts of Houston and are opening a learning center in the Northwest up off 249 at the old HP Center (now Lone Star College's University Park).
Focus groups and survey results emphasized several important qualities of UHD: small classes, its location to the downtown and nearby employers, its diversity, and the fact it is interconnected to the city. These are important elements of what makes UHD distinct and starting point for branding, as we begin to brand the university.
Given all these reasons a name change makes sense, but one that retains a clear identification with Houston and the University of Houston System. STAMATS recommended two names, which are actually variants of each other: City University and Houston City University. Whichever name is ultimately selected, the name would include a tag, "A UH System University" or "Part of the University of Houston System."
There are very good reasons for either name. Clearly, UHD serves the city and surrounding environments and we get most of our students from Houston and the surrounding area. As one alumnus observed during the focus groups, "The school is in the city, but more importantly, the city is in the school."
The proposed names permit the university to tie itself to Houston even more clearly. After all, as Houston grows so will our university. The dialog and interaction was very good. Everyone had a chance to react and voice their opinion. So, what are the next steps? We will hold more focus groups, hold a straw poll to see support for one name or the other, and report our findings to the Board of Regents.
The Regents will then vote on the names and select a new name for the university. Finally, the legislature must approve the new name, which will only occur if the campus community rallies behind the new name.
So, there's much work to be done. But, we took an important step forward. Now, the discussions begin.
Well, I came anyway. And, I'm glad I did. The University of Houston-Downtown is a great place. It has dedicated faculty and staff, devoted alumni, good support from the business community and local legislators, and has really dedicated students. Still, changing the name of a university is a very hard thing to do.
The last time it was tried there was a great deal of frustration on everybody's part. But, name change was already under way. The Board of Regents made a decision to change the name of UHD nearly two years ago, so now, it's time to decide what that new name will be.
When I arrived, work on an RFP was under way and soon a firm, STAMATS, was identified to work with us on the name change. I found them to be knowledgeable and experienced, as their focus is higher education. The firm held focus groups with students, faculty, staff, and alumni. Together, we met with key legislators, the UH system chancellor, and the chairman of the Board of regents. Then, they conducted online surveys of prospective students, current students, faculty, staff, and alumni.
On April 14th, they presented their results to the campus with recommendations for two possible names. We held several public meetings presenting the survey results, allowing everyone to voice their feelings--good, bad, or indifferent. I was truly impressed by excellent presentations, the research findings, the recommendations, and the reaction of the campus--which was basically supportive, but with lots of questions and comments. The Chairman of the Regents, Welcome Wilson, attended four meetings over two days and answered questions.
The presentations are online at this page. STAMAT's findings underscored reasons why UHD should change its name. First, there is a lot of confusion about UHD. Students, employers, and donors confuse the University of Houston-Downtown with the University of Houston. Students apply to one university and show up at the other. They start classes at one university only to find out the major they want is at the other. Donors will tell deans or even the president of UHD, "We gave already this year," (meaning they gave to UH, not UHD). Employers say my assistant is a student at UH, when they actually are a student at UHD. This week a UHD faculty was quoted on a local television station, but identified as a faculty member at the University of Houston. Earlier a UHD student spoke at the White House and several times corrected the television interviewer, who repeatedly introduced her as a student from the University of Houston.
The confusion is natural. Unlike most systems that have universities in different cities, the University of Houston System has four campuses within a forty-mile radius. UH and UHD are just a few miles away from each other and adjuncts often teach at both universities. So, changing our name will help both institutions.
Second, a surprising number of people in Houston do not know of UHD and many think UHD is a branch campus of UH. They don't realize that it is a separately-accredited university. A survey of Houston residents conducted two years ago found that only a very small portion of respondents listed UHD, when asked to name four-year universities that serve Houston. Those that did name UHD thought it was a branch campus of UH. STAMATS found that just under 50% of prospective students surveyed thought UHD is a branch of UH. More surprisingly, nearly one-third of alumni and currently enrolled UHD students who participated in the survey thought UHD is a branch of UH. Worse, even some UHD faculty and staff made that same mistake, although these were mainly part-time faculty and staff.
Third, UHD is located downtown and serves Houston, but the majority of its students come from outside downtown. In fact, only 15% of students live within the inner loop (inside the 610 loop) and nearly half live out of the 8 Beltway. Moreover, we have learning centers in other parts of Houston and are opening a learning center in the Northwest up off 249 at the old HP Center (now Lone Star College's University Park).
Focus groups and survey results emphasized several important qualities of UHD: small classes, its location to the downtown and nearby employers, its diversity, and the fact it is interconnected to the city. These are important elements of what makes UHD distinct and starting point for branding, as we begin to brand the university.
Given all these reasons a name change makes sense, but one that retains a clear identification with Houston and the University of Houston System. STAMATS recommended two names, which are actually variants of each other: City University and Houston City University. Whichever name is ultimately selected, the name would include a tag, "A UH System University" or "Part of the University of Houston System."
There are very good reasons for either name. Clearly, UHD serves the city and surrounding environments and we get most of our students from Houston and the surrounding area. As one alumnus observed during the focus groups, "The school is in the city, but more importantly, the city is in the school."
The proposed names permit the university to tie itself to Houston even more clearly. After all, as Houston grows so will our university. The dialog and interaction was very good. Everyone had a chance to react and voice their opinion. So, what are the next steps? We will hold more focus groups, hold a straw poll to see support for one name or the other, and report our findings to the Board of Regents.
The Regents will then vote on the names and select a new name for the university. Finally, the legislature must approve the new name, which will only occur if the campus community rallies behind the new name.
So, there's much work to be done. But, we took an important step forward. Now, the discussions begin.
Thursday, March 25, 2010
Mentoring Students in STEM--Key is Changing Organizational Culture
There is no doubt that America must dramatically increase the number of scientists, engineers, technicians, and mathematicians that we produce each year in order to remain competitive internationally. Yet, how do we proceed?
Several states have increased math and science requirements in high school. Unfortunately, most states are having difficulty finding enough qualified and credentialed teachers to cover the required courses. This is especially true in low income schools. There is also a problem in attracting science and math majors to pursue careers in teaching at the high school level.
Additionally, the talent pool is more diverse, with more women and minorities majoring in sciences and math. Even so, very few minorities and women enter the ranks of the academy as professors. A variety of institutional and cultural barriers still exist, sometimes discouraging women and minorities from obtaining tenure track appointments in their fields or for obtaining tenure and promotion.
The American Association of University Women recently issued a report that found women continue to face barriers in STEM fields from attitudes and practices that persist in education and industry. This limits the number of young women who seek careers in STEM fields, as well as those who advance in the ranks of science, industry, and the professoriate.
To promote the discussion, I am sharing the thoughts of a friend, Patty Lopez, who is an Hispanic woman engineer with several patents under her belt. She currently works as a Component Design Engineer for Intel. I met Patty Lopez almost ten years ago, while serving as Provost of New Mexico State University. At the time, Patty worked for HP and was an alum of NMSU. She serves on the Electrical Engineering Advisory Board and their Electrical and Computer Engineering Academy. Patty has consistently worked to recruit women and minorities into STEM fields. She has also mentored many students and engineering professionals.
The following is written by Dr. Patty Lopez:
I wanted your insight on what I believe is the key to changing organizational culture in technology, which starts with changing the culture of higher education. Through my many board roles (at NMSU and elsewhere) and mentorship, I have found that many engineering colleges are inhospitable to women and minorities.
To be truly competitive, our tech workforce needs to be diverse. There are three gatekeepers for under-represented minorities (URM’s) in STEM that exist in K-12, higher education, and professionally.
The first gatekeeper is pedigree, and by this I mean where you were educated. In K-12, the pedigree of your high school determines which colleges you will be accepted into, in higher education, the institution from which you received your BS, MS, or PhD determines where you can go next, and how much you will inevitably earn. ACT and SAT scores will cull those high school graduates without adequate preparation and success in math and science, but many who would succeed lack adequate financial resources to enter the better colleges and universities. Many departmental graduate school selection committees use pedigree as their first “cut” at culling the list of applicants.
The assumption is two-fold: having a pedigree is an accurate predictor of future success, and the lack of one is an accurate predictor future failure. We know from many successful entrepreneurs that this is not the case. Unfortunately, many times pedigree is used as a selection criterion without thought to the fact that it is selecting out some very talented candidates who may not have the mentorship and sponsorship to make their case. Yes, they can write a letter that details their accomplishments and their “distance traveled”, if they know enough to do so. But many unfortunately do not.
The second gatekeeper is organizational culture – the mechanisms at work that generate glass or concrete ceilings. We see it at work in technology, where it also affects women, not just URM’s. Where does this culture come from? Our K-12 teachers have mandatory multicultural education training in their degree programs that prepare them for how to avoid bias and prejudice in the classroom. Higher education does not have any such requirements.
The key to changing organizational culture in industry, government, and research institutions begins with multicultural education and micro-inequities awareness training at all levels of academia – and must be supported at the highest levels of administration. Once we have experienced our own biases and how we use them in our daily lives, we can start to see how they permeate everything we do, how we make judgments based upon them, and how we exclude. Graduates will hopefully take their new awareness with them to their employers, wherever that may be, and thus the organization culture within technology companies would change.
The third gatekeeper is environment – and by this, I mean the environment in our colleges and workplaces. No doubt you have read the physorg.com article “Of Girls and Geeks: Environment may be why women don’t like computer science”. If you look inside most tech companies, you will see aisles and aisles of cubicles, and standard layouts for cubicle desks and equipment. If you walk down the halls of many engineering departments, many lack art of any kind, much less art that is culturally inclusive.
I took my 14-year-old daughter, 14-year-old nephew, and 18-year-old niece to UCSD last week to visit the engineering department there. Though the external campus was beautiful, we walked through the Jacobs School of Engineering and the majority of walls were bare, aside from some highly technical posters on various subjects. In the new Computer Science and Engineering building, again, very little art to entice shy, young, aspiring computer scientists and engineers into the building. We walked down the halls of the second floor, and while the interior offices might be highly personalized, the exterior halls were not, save for one post-doc with a cartoon on the door labeling himself “indentured servant”.
To the prospective student who has had mentors and sponsors in STEM, that experience alone would not deter them from entering. To the URM who has experienced many “closed doors”, it increases the sense of not belonging, not feeling welcomed, and that this is not a place where they can be successful. Never mind that they may be more resourceful, resilient, and just as talented as their pedigreed peers, but perhaps not as polished.
All three gatekeepers can be addressed through awareness. I have had the unique opportunity to experience all of them (in particular, barriers to academic positions upon receipt of my PhD), which is why I am so passionate on these issues. Perhaps you’ve had a chance to read Dr. Richard Tapia’s article on hiring and developing minority faculty at research universities (link is below).
Richard’s article strikes a chord when he shares the story of his talk "Why the Berkeley Math Department Would Never Hire Me." I could give several variants on that talk, from my own experiences. The irony is that I’m just the sort of person that industry and academia need – the sort of person who can be the diverse voice, the person who offers inclusiveness, sponsorship, and mentorship, the change agent that is needed to move women and minorities forward, if only the gatekeepers would let me pass through.
To implement a multicultural education program within a university, it must be supported at the highest levels, and training must happen at these levels on down the chain of command to the lowest level. How feasible is such a program? What are the advantages a university with such a program can demonstrate? How can they market themselves to compete for the best and brightest students? What if funding agencies would give priority to funding universities with this designation? What if accreditation organizations used this as a factor in accreditation decisions? I think this would certainly accelerate the adoption of such programs, leveling the playing field across the board.
I look forward to hearing your thoughts.
Patty Lopez
Several states have increased math and science requirements in high school. Unfortunately, most states are having difficulty finding enough qualified and credentialed teachers to cover the required courses. This is especially true in low income schools. There is also a problem in attracting science and math majors to pursue careers in teaching at the high school level.
Additionally, the talent pool is more diverse, with more women and minorities majoring in sciences and math. Even so, very few minorities and women enter the ranks of the academy as professors. A variety of institutional and cultural barriers still exist, sometimes discouraging women and minorities from obtaining tenure track appointments in their fields or for obtaining tenure and promotion.
The American Association of University Women recently issued a report that found women continue to face barriers in STEM fields from attitudes and practices that persist in education and industry. This limits the number of young women who seek careers in STEM fields, as well as those who advance in the ranks of science, industry, and the professoriate.
To promote the discussion, I am sharing the thoughts of a friend, Patty Lopez, who is an Hispanic woman engineer with several patents under her belt. She currently works as a Component Design Engineer for Intel. I met Patty Lopez almost ten years ago, while serving as Provost of New Mexico State University. At the time, Patty worked for HP and was an alum of NMSU. She serves on the Electrical Engineering Advisory Board and their Electrical and Computer Engineering Academy. Patty has consistently worked to recruit women and minorities into STEM fields. She has also mentored many students and engineering professionals.
The following is written by Dr. Patty Lopez:
I wanted your insight on what I believe is the key to changing organizational culture in technology, which starts with changing the culture of higher education. Through my many board roles (at NMSU and elsewhere) and mentorship, I have found that many engineering colleges are inhospitable to women and minorities.
To be truly competitive, our tech workforce needs to be diverse. There are three gatekeepers for under-represented minorities (URM’s) in STEM that exist in K-12, higher education, and professionally.
The first gatekeeper is pedigree, and by this I mean where you were educated. In K-12, the pedigree of your high school determines which colleges you will be accepted into, in higher education, the institution from which you received your BS, MS, or PhD determines where you can go next, and how much you will inevitably earn. ACT and SAT scores will cull those high school graduates without adequate preparation and success in math and science, but many who would succeed lack adequate financial resources to enter the better colleges and universities. Many departmental graduate school selection committees use pedigree as their first “cut” at culling the list of applicants.
The assumption is two-fold: having a pedigree is an accurate predictor of future success, and the lack of one is an accurate predictor future failure. We know from many successful entrepreneurs that this is not the case. Unfortunately, many times pedigree is used as a selection criterion without thought to the fact that it is selecting out some very talented candidates who may not have the mentorship and sponsorship to make their case. Yes, they can write a letter that details their accomplishments and their “distance traveled”, if they know enough to do so. But many unfortunately do not.
The second gatekeeper is organizational culture – the mechanisms at work that generate glass or concrete ceilings. We see it at work in technology, where it also affects women, not just URM’s. Where does this culture come from? Our K-12 teachers have mandatory multicultural education training in their degree programs that prepare them for how to avoid bias and prejudice in the classroom. Higher education does not have any such requirements.
The key to changing organizational culture in industry, government, and research institutions begins with multicultural education and micro-inequities awareness training at all levels of academia – and must be supported at the highest levels of administration. Once we have experienced our own biases and how we use them in our daily lives, we can start to see how they permeate everything we do, how we make judgments based upon them, and how we exclude. Graduates will hopefully take their new awareness with them to their employers, wherever that may be, and thus the organization culture within technology companies would change.
The third gatekeeper is environment – and by this, I mean the environment in our colleges and workplaces. No doubt you have read the physorg.com article “Of Girls and Geeks: Environment may be why women don’t like computer science”. If you look inside most tech companies, you will see aisles and aisles of cubicles, and standard layouts for cubicle desks and equipment. If you walk down the halls of many engineering departments, many lack art of any kind, much less art that is culturally inclusive.
I took my 14-year-old daughter, 14-year-old nephew, and 18-year-old niece to UCSD last week to visit the engineering department there. Though the external campus was beautiful, we walked through the Jacobs School of Engineering and the majority of walls were bare, aside from some highly technical posters on various subjects. In the new Computer Science and Engineering building, again, very little art to entice shy, young, aspiring computer scientists and engineers into the building. We walked down the halls of the second floor, and while the interior offices might be highly personalized, the exterior halls were not, save for one post-doc with a cartoon on the door labeling himself “indentured servant”.
To the prospective student who has had mentors and sponsors in STEM, that experience alone would not deter them from entering. To the URM who has experienced many “closed doors”, it increases the sense of not belonging, not feeling welcomed, and that this is not a place where they can be successful. Never mind that they may be more resourceful, resilient, and just as talented as their pedigreed peers, but perhaps not as polished.
All three gatekeepers can be addressed through awareness. I have had the unique opportunity to experience all of them (in particular, barriers to academic positions upon receipt of my PhD), which is why I am so passionate on these issues. Perhaps you’ve had a chance to read Dr. Richard Tapia’s article on hiring and developing minority faculty at research universities (link is below).
Richard’s article strikes a chord when he shares the story of his talk "Why the Berkeley Math Department Would Never Hire Me." I could give several variants on that talk, from my own experiences. The irony is that I’m just the sort of person that industry and academia need – the sort of person who can be the diverse voice, the person who offers inclusiveness, sponsorship, and mentorship, the change agent that is needed to move women and minorities forward, if only the gatekeepers would let me pass through.
To implement a multicultural education program within a university, it must be supported at the highest levels, and training must happen at these levels on down the chain of command to the lowest level. How feasible is such a program? What are the advantages a university with such a program can demonstrate? How can they market themselves to compete for the best and brightest students? What if funding agencies would give priority to funding universities with this designation? What if accreditation organizations used this as a factor in accreditation decisions? I think this would certainly accelerate the adoption of such programs, leveling the playing field across the board.
I look forward to hearing your thoughts.
Patty Lopez
Monday, March 15, 2010
Lessons from the Investiture
When I first came to the University of Houston-Downtown (UHD), several faculty and a couple of deans asked me if we would be having a 'big' celebration, what some termed an 'inauguration.' After all, UHD had never had an investiture. I explained that I wasn't fully comfortable with making such a decision and that it should be up to the campus. I was adamant that if we did organize an investiture, I wanted to be sure that we would keep costs low and use the event for fund raising, especially for student scholarships. I also felt we should use the investiture to further build the reputation of the university and its ties to the community.
Well, we certainly did that. With sponsorships throughout the week, in-kind contributions, pledges and actual cash donations, we are figure the campus raised a little more than $450,000, with about $350,000 going to scholarships! That's pretty exciting, especially since we put the scholarship dinner together in less than four months.
We learned a lot through the activities, which everyone enjoyed. So, here are some lessons:
1) Make Sure the Campus Leadership Buys Into the Decision. The Faculty Senate, Staff Council, and Student Government leadership all were directly involved in organizing our events. A vice president and a faculty member co-chaired the Investiture Committee and involved scores of faculty, staff and students in the committee and many more organizing the events.
2) Showcase the Work of Students, Staff, and Faculty. Musical and dance performances by students and faculty were interspersed throughout the week. We set up a permanent faculty publications display in the library and held several well-attended faculty panels. The cheer squad led chants at different events and we introduced the National Championship Powerlifting Team. Students and staff held auditions to see who would sing the Star-Spangled Banner at the event. Student scholastic work was showcased in poster session, alongside displays of faculty art work.
3) Link the Investiture to Existing Campus and Community Events. We were able to connect with the Buffalo Bayou Partnership's Bayou Regatta, a citywide canoe and kayak race that ends near the campus. Also, the Bayou Partnership provided boat ride tours of the Bayou on Friday during Investiture week, where docents explained the history of the Bayou and buildings along the Bayou, including the old Merchant and Mercantile building where UHD now sits.
We also linked with the citywide FotoFest which launched Friday night, which held its opening reception next to the UHD College of Business building. We began the week with the citywide annual Fulbright Arts Festival, which was held at UHD that first Saturday and ended with the Regatta and the 51st Science and Engineering Fair of Houston, which is organized and sponsored in part by UHD. And, we moved a lecture by former Lt. Governor Bill Hobby to Investiture Week, who gave a wonderful lecture, 'A Political Atlas of Texas.' All of this was done without extra cost.
4. Raise Money! When we first began organizing the investiture there was considerable skepticism about our ability to raise any funds during a recession. But, we used the opportunity to meet with alumni, past donors, advisory boards, and several local companies, some of which do business with the university. Everyone was happy to give whatever they could. Sometimes it was a pledge, other times, it was a steep reduction in price, or a donation to the events. Keep track of every penny raised and thank every donor!
5. Keep Perspective: The Investiture is About the University, Not the President. We used the opportunity to strengthen relations with our alumni, our donors, our regents, with the system, with elected officials, and with the community-at-large. Several presidents and delegates came from Texas and from colleges and universities in other states, and from Mexico. Rather than renting a hotel, we held the Scholarship Dinner on campus at our University Events Center. And, we held the Investiture Ceremony at the city-owned Wortham Center. Throughout the week, we used the ceremonies and week-long activities to raise the public profile of the campus. We received wonderful coverage in the press and had good attendance for most of the events.
6. Have Fun. Everyone enjoyed themselves and we ended the Friday events with a staff roundup and Chili Cook-Off. The event was organized by the UHD Staff Council We had live music and lots of booths. Everyone had a great time.
I did my best to attend as many Investiture events as possible. Some I spoke at, some I simply attended and enjoyed. And, I found time to spend with family and friends, many of whom came to Houston for the celebration. Family and friends came from California, New Mexico, Texas and other states. I incorporated them into the activities, but also found time to spend only with family.
All-in-all the UHD Investiture Week was a great success! The campus is much closer now. There is a wonderful spirit among the faculty, staff, and students. As a university, we are moving forward. Yes, at UHD we truly are 'Making a Name for Ourselves.' And, we are 'Changing Lives, Building Futures!'
The Investiture speech can be viewed here.
Well, we certainly did that. With sponsorships throughout the week, in-kind contributions, pledges and actual cash donations, we are figure the campus raised a little more than $450,000, with about $350,000 going to scholarships! That's pretty exciting, especially since we put the scholarship dinner together in less than four months.
We learned a lot through the activities, which everyone enjoyed. So, here are some lessons:
1) Make Sure the Campus Leadership Buys Into the Decision. The Faculty Senate, Staff Council, and Student Government leadership all were directly involved in organizing our events. A vice president and a faculty member co-chaired the Investiture Committee and involved scores of faculty, staff and students in the committee and many more organizing the events.
2) Showcase the Work of Students, Staff, and Faculty. Musical and dance performances by students and faculty were interspersed throughout the week. We set up a permanent faculty publications display in the library and held several well-attended faculty panels. The cheer squad led chants at different events and we introduced the National Championship Powerlifting Team. Students and staff held auditions to see who would sing the Star-Spangled Banner at the event. Student scholastic work was showcased in poster session, alongside displays of faculty art work.
3) Link the Investiture to Existing Campus and Community Events. We were able to connect with the Buffalo Bayou Partnership's Bayou Regatta, a citywide canoe and kayak race that ends near the campus. Also, the Bayou Partnership provided boat ride tours of the Bayou on Friday during Investiture week, where docents explained the history of the Bayou and buildings along the Bayou, including the old Merchant and Mercantile building where UHD now sits.
We also linked with the citywide FotoFest which launched Friday night, which held its opening reception next to the UHD College of Business building. We began the week with the citywide annual Fulbright Arts Festival, which was held at UHD that first Saturday and ended with the Regatta and the 51st Science and Engineering Fair of Houston, which is organized and sponsored in part by UHD. And, we moved a lecture by former Lt. Governor Bill Hobby to Investiture Week, who gave a wonderful lecture, 'A Political Atlas of Texas.' All of this was done without extra cost.
4. Raise Money! When we first began organizing the investiture there was considerable skepticism about our ability to raise any funds during a recession. But, we used the opportunity to meet with alumni, past donors, advisory boards, and several local companies, some of which do business with the university. Everyone was happy to give whatever they could. Sometimes it was a pledge, other times, it was a steep reduction in price, or a donation to the events. Keep track of every penny raised and thank every donor!
5. Keep Perspective: The Investiture is About the University, Not the President. We used the opportunity to strengthen relations with our alumni, our donors, our regents, with the system, with elected officials, and with the community-at-large. Several presidents and delegates came from Texas and from colleges and universities in other states, and from Mexico. Rather than renting a hotel, we held the Scholarship Dinner on campus at our University Events Center. And, we held the Investiture Ceremony at the city-owned Wortham Center. Throughout the week, we used the ceremonies and week-long activities to raise the public profile of the campus. We received wonderful coverage in the press and had good attendance for most of the events.
6. Have Fun. Everyone enjoyed themselves and we ended the Friday events with a staff roundup and Chili Cook-Off. The event was organized by the UHD Staff Council We had live music and lots of booths. Everyone had a great time.
I did my best to attend as many Investiture events as possible. Some I spoke at, some I simply attended and enjoyed. And, I found time to spend with family and friends, many of whom came to Houston for the celebration. Family and friends came from California, New Mexico, Texas and other states. I incorporated them into the activities, but also found time to spend only with family.
All-in-all the UHD Investiture Week was a great success! The campus is much closer now. There is a wonderful spirit among the faculty, staff, and students. As a university, we are moving forward. Yes, at UHD we truly are 'Making a Name for Ourselves.' And, we are 'Changing Lives, Building Futures!'
The Investiture speech can be viewed here.
Friday, March 12, 2010
Changing Lives, Building Futures
The following is the text of my Investiture Speech (or view the video here):
Chancellor Renu Khator, Regent Welcome Wilson, President Jay Gogue and the many other presidents, including the UHD past presidents, and delegates, elected officials, faculty and alumni, friends and those of you who traveled far, I want to thank each of you for joining us today.
I am very pleased to have several family members here with me today and I would like to introduce, my wife, Celina; my father, Bill, who I am named after; my brother, Glenn; and my wife’s mother, Emma. Unfortunately, my Mother is no longer with us, but I am certain she is looking down from heaven and smiling with pride.
This is truly a very special day and occasion that brings new history to the University Of Houston-Downtown, UHD. I am deeply moved by all of the contributions we have received to fully fund this investiture and to create or expand several endowed scholarships for our students. I especially thank our sponsors and our donors. We are extremely grateful for your generosity and commitment to UHD! Your support truly is “Changing Lives, Building Futures.”
I also want to thank the regents, the past presidents, the faculty and staff of UHD, and the legislators. Your vision in establishing the University Of Houston-Downtown has given Houston an amazing university. UHD sits in the heart of the city, connected by freeway, rail and bayou. You had the foresight to build the university downtown and we receive students from every corner of Houston. Thank you.
As I stand here today, looking at my father, who has always been an inspiration to me, I cannot help but think of the theme of the investiture, “Changing Lives, Building Futures,” which resonates with my own life.
Education provided me with an immense opportunity for a very different life than I would have had without a college degree. After all, I never dreamt of being a university president.
In fact, growing up I didn’t think about going to college, at least not in the beginning. I was the only one in my family, including many cousins, to go to college and earn a degree directly out of high school.
Why was this the case? I am convinced it was because of my family. I grew up with parents committed to education. When I was in the third grade, my Dad went back to school. He had left high school to fight in World War II. He took classes at night while working full time. He would study at breakfast and dinner. And, sometimes I studied with him and with my Mom. I learned to love reading and to value education.
I remember when we got our first encyclopedia, buying a volume every week at the local store for 49 cents when we bought a bag of groceries. We traveled that summer for vacation and we missed one of the volumes, the letter “S.” It always seemed I needed something from that missing volume. Later, my Mom bought a complete set of the world book encyclopedia. I remember sitting down, grabbing each volume with excitement, looking at the pictures, and reading the articles.
My Mother often said, “Books open up the world. You can see places you could never visit and read about things you will never experience.”
Like many young boys, I thought I would be a firefighter or maybe a jet pilot. Most of my family had been in the armed forces or worked in aerospace. My Dad worked for the Department of Defense, my Mom had worked on airplanes during World War II, painting the dials on the control panels of the planes. Several aunts and cousins worked in the defense plants. In high school, I worked one summer as a machinist, grinding and polishing ailerons for the wings of the C5A transport carrier.
When I was in elementary school, my Dad took the family to the natural history museum in San Diego’s Balboa Park and I was awed by a display of dinosaurs. I wanted to dig up dinosaur bones. So, I got a little claw hammer and started digging up the backyard with our dog digging alongside me. We didn’t find any bones, but that didn’t stop me. I think we did some serious damage to a fruit tree. Later, I longed to be an astronaut and walk on the moon. When I started college, I wanted to be a doctor and save lives.
Now, I am a president and don’t do any of those things. Even so, college opened the door of opportunity and created pathways for my future. A college education meant that I could have more than just a job. It has allowed me several exciting careers. I’ve run a health center, worked in non-profits and for private industry. Later, I earned a doctoral degree and taught at various universities. And, of course, it led me here to Houston and onto this stage for this celebratory occasion.
And, I’m proud to be UHD’S President. Why? UHD is the thirteenth largest public university in Texas. It is also one of the most ethnically diverse universities in the country. We have truly great faculty and staff who are committed to this institution, to its mission, and to our students.
UHD opens the doors of opportunity for our students, who are often the first generation in their family to attend college. Most work at least 30 hours per week while attending classes and many of our students work full time.
At the same time, we understand higher education must be affordable and of the highest quality. UHD remains committed to opportunity, access and affordability. And, we are committed to excellence.
UHD is truly an opportunity university in Houston--the City of Opportunity. It is where working students and professionals can earn their degrees. And as you walk through the halls, you will see, UHD looks like Houston, just as Houston looks like the future of America!
Universities play a special role in society. But, there is always tension around change. Universities bridge yesterday with tomorrow. Universities are relics of time and thresholds to the future. They are bulwarks of tradition and engines of innovation. We wear these fancy robes and funny hats that go all the way back to the middle ages. An investiture was when the pope invested a bishop, or a king invested a lord with land and title. Of course, presidents don't have the power or authority of kings or lords. But, we oversee great universities, which study the past and make discoveries that can open up new and exciting worlds, and provide understanding of the past and present.
As Albert Einstein said, “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” That is what we help students do, to understand the present, to think critically, and to build bright futures.
We cannot linger in the past, lest we fail to grasp the future. Henry Kissinger once said, “It is far easier to change the course of history, than to change a history course.”
After all, it takes a professor years of research to earn a Ph.D. and, it can take even longer for disciplines to accept new ideas or new ways of doing things. But universities must change to better serve our students. The world is changing rapidly and we must change with it.
There is an old Hebrew proverb: “Do not confine your children to your own learning, for they were born in another time.”
That was never more true than today. After all, as faculty, many of us were trained decades ago, in what is now a previous century. We are completing the first decade of not only a new century, but, indeed, a new millennium.
Today, students confront a turbulent, global economy with rising powers, such as China and India. In fact, this morning’s news had a story on the richest person in the world. It is no longer Bill Gates or Warren Buffett. It is communications giant Carlos Slim from Mexico. In fact, India, Brazil and Mexico accounted for four of the ten richest people in the world. So the world is changing. And, as we saw with the worldwide recession, every country’s economy is interdependent. We cannot predict what the future will bring. Yet, we must prepare our students for this very complex and changing world.
We also have entered a digital, interactive, connected and convergent world. The high school graduating class of 2020 enters the third grade next fall. They were born in the 21st century. They are growing up in a digital world—-where, for them, cell phones have always taken photographs, where their brothers and sisters have always sent each other text messages, and where the first place they go when they have a question is to Google or Wikipedia.
These students of the new millennium will need a very different education than what we received. It is our responsibility to provide it to them. We must to build a university that meets the needs of the 21st century.
Since I arrived, I have engaged the university in a broad and inclusive planning process. We are thinking about how teaching and learning must change to better prepare our students. In the next few years, you will see profound changes at UHD. I am excited by the enthusiasm and the willingness of our faculty and staff to try new things and to re-envision and remake the university. In fact, many UHD faculty are leaders in applying technology to their research and their teaching.
Universities are America’s best source of innovation, imagination, discovery, invention and creativity. Our students will become tomorrow’s teachers, social workers, doctors, entrepreneurs, artists and scientists. They will build tomorrow’s world and we must give them the tools today to make their world a better place. Who knows? One day one of our students may discover a cure for cancer—or at least, perhaps, the common cold.
Great universities are essential to America’s future. To maintain its leadership position internationally, more Americans must receive a college education. And they must be prepared for this world of growing complexity and rapid technological change.
We are working on plans to ensure that every student receives a deep and memorable experience at UHD, be it internships, undergraduate research, civic engagement or capstone projects. We will improve student success at UHD; we will increase the number of students who graduate each year.
At UHD, we care about Houston and Texas and we want to help create a city of the future, just as we are working to build a university of the future. We address social problems confronting Houston and urge our students to address these problems through research and community service. Over the next few years, we will develop new undergraduate and graduate degrees and will add more online courses and degrees to meet the needs of Houston’s and America’s changing global economy. And, we will build a strong, leading metropolitan comprehensive university, one that will make Houston proud. And, we will work hard to become a leader nationally in educating first generation students, especially Hispanics and African Americans.
A great city is more than skyscrapers. It is more than steel, concrete and highways. A great city such as Houston must have a spirit that transcends the present and captivates the imagination. Universities help create that spirit and raise the aspirations and imaginations of the citizenry.
Houston must have an educated citizenry and UHD helps do just that. But, we do more than simply train, educate and provide degrees. We elevate aspirations and thinking. We help our students achieve their dreams. We change lives and build futures.
In 1914, philosopher John Dewey who believed that education is life itself, wrote, “Universities are public, not just because they receive public funds, but because they serve the public good and prepare citizens for the good of society.” That’s what we do.
UHD provides students with opportunities for life-long learning. Of course, students work hard to earn degrees, but we also provide them with the tools to build a future: critical thinking skills, the ability to communicate, the ability to relate to others and work in teams, an appreciation for right and wrong, for ethics, diversity and the ability to work with individuals from all cultures and walks of life.
Our students gain lessons in leadership and the ability to look beyond themselves. They will have the skills to address the problems our country will face and make discoveries that our society will need as the world changes. We prepare students to be engaged citizens in today’s global society, which, in turn, strengthens the fabric of our democracy.
I am reminded of Eleanor Roosevelt in the 1930s. The country had just come out of a terrible depression and war loomed on the horizon. Yet, she was hopeful. For her America could not wait for tomorrow to construct a new world today. She said, “It is today we must create the world of the future.”
Yes! Today! We must create the future!
And, as the fifth President of the University of Houston-Downtown, I am very proud to be here and together we change lives and build futures.
And like that Black Eyed Peas’ song, "Let’s Get It Started!"
Thank you.
Chancellor Renu Khator, Regent Welcome Wilson, President Jay Gogue and the many other presidents, including the UHD past presidents, and delegates, elected officials, faculty and alumni, friends and those of you who traveled far, I want to thank each of you for joining us today.
I am very pleased to have several family members here with me today and I would like to introduce, my wife, Celina; my father, Bill, who I am named after; my brother, Glenn; and my wife’s mother, Emma. Unfortunately, my Mother is no longer with us, but I am certain she is looking down from heaven and smiling with pride.
This is truly a very special day and occasion that brings new history to the University Of Houston-Downtown, UHD. I am deeply moved by all of the contributions we have received to fully fund this investiture and to create or expand several endowed scholarships for our students. I especially thank our sponsors and our donors. We are extremely grateful for your generosity and commitment to UHD! Your support truly is “Changing Lives, Building Futures.”
I also want to thank the regents, the past presidents, the faculty and staff of UHD, and the legislators. Your vision in establishing the University Of Houston-Downtown has given Houston an amazing university. UHD sits in the heart of the city, connected by freeway, rail and bayou. You had the foresight to build the university downtown and we receive students from every corner of Houston. Thank you.
As I stand here today, looking at my father, who has always been an inspiration to me, I cannot help but think of the theme of the investiture, “Changing Lives, Building Futures,” which resonates with my own life.
Education provided me with an immense opportunity for a very different life than I would have had without a college degree. After all, I never dreamt of being a university president.
In fact, growing up I didn’t think about going to college, at least not in the beginning. I was the only one in my family, including many cousins, to go to college and earn a degree directly out of high school.
Why was this the case? I am convinced it was because of my family. I grew up with parents committed to education. When I was in the third grade, my Dad went back to school. He had left high school to fight in World War II. He took classes at night while working full time. He would study at breakfast and dinner. And, sometimes I studied with him and with my Mom. I learned to love reading and to value education.
I remember when we got our first encyclopedia, buying a volume every week at the local store for 49 cents when we bought a bag of groceries. We traveled that summer for vacation and we missed one of the volumes, the letter “S.” It always seemed I needed something from that missing volume. Later, my Mom bought a complete set of the world book encyclopedia. I remember sitting down, grabbing each volume with excitement, looking at the pictures, and reading the articles.
My Mother often said, “Books open up the world. You can see places you could never visit and read about things you will never experience.”
Like many young boys, I thought I would be a firefighter or maybe a jet pilot. Most of my family had been in the armed forces or worked in aerospace. My Dad worked for the Department of Defense, my Mom had worked on airplanes during World War II, painting the dials on the control panels of the planes. Several aunts and cousins worked in the defense plants. In high school, I worked one summer as a machinist, grinding and polishing ailerons for the wings of the C5A transport carrier.
When I was in elementary school, my Dad took the family to the natural history museum in San Diego’s Balboa Park and I was awed by a display of dinosaurs. I wanted to dig up dinosaur bones. So, I got a little claw hammer and started digging up the backyard with our dog digging alongside me. We didn’t find any bones, but that didn’t stop me. I think we did some serious damage to a fruit tree. Later, I longed to be an astronaut and walk on the moon. When I started college, I wanted to be a doctor and save lives.
Now, I am a president and don’t do any of those things. Even so, college opened the door of opportunity and created pathways for my future. A college education meant that I could have more than just a job. It has allowed me several exciting careers. I’ve run a health center, worked in non-profits and for private industry. Later, I earned a doctoral degree and taught at various universities. And, of course, it led me here to Houston and onto this stage for this celebratory occasion.
And, I’m proud to be UHD’S President. Why? UHD is the thirteenth largest public university in Texas. It is also one of the most ethnically diverse universities in the country. We have truly great faculty and staff who are committed to this institution, to its mission, and to our students.
UHD opens the doors of opportunity for our students, who are often the first generation in their family to attend college. Most work at least 30 hours per week while attending classes and many of our students work full time.
At the same time, we understand higher education must be affordable and of the highest quality. UHD remains committed to opportunity, access and affordability. And, we are committed to excellence.
UHD is truly an opportunity university in Houston--the City of Opportunity. It is where working students and professionals can earn their degrees. And as you walk through the halls, you will see, UHD looks like Houston, just as Houston looks like the future of America!
Universities play a special role in society. But, there is always tension around change. Universities bridge yesterday with tomorrow. Universities are relics of time and thresholds to the future. They are bulwarks of tradition and engines of innovation. We wear these fancy robes and funny hats that go all the way back to the middle ages. An investiture was when the pope invested a bishop, or a king invested a lord with land and title. Of course, presidents don't have the power or authority of kings or lords. But, we oversee great universities, which study the past and make discoveries that can open up new and exciting worlds, and provide understanding of the past and present.
As Albert Einstein said, “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” That is what we help students do, to understand the present, to think critically, and to build bright futures.
We cannot linger in the past, lest we fail to grasp the future. Henry Kissinger once said, “It is far easier to change the course of history, than to change a history course.”
After all, it takes a professor years of research to earn a Ph.D. and, it can take even longer for disciplines to accept new ideas or new ways of doing things. But universities must change to better serve our students. The world is changing rapidly and we must change with it.
There is an old Hebrew proverb: “Do not confine your children to your own learning, for they were born in another time.”
That was never more true than today. After all, as faculty, many of us were trained decades ago, in what is now a previous century. We are completing the first decade of not only a new century, but, indeed, a new millennium.
Today, students confront a turbulent, global economy with rising powers, such as China and India. In fact, this morning’s news had a story on the richest person in the world. It is no longer Bill Gates or Warren Buffett. It is communications giant Carlos Slim from Mexico. In fact, India, Brazil and Mexico accounted for four of the ten richest people in the world. So the world is changing. And, as we saw with the worldwide recession, every country’s economy is interdependent. We cannot predict what the future will bring. Yet, we must prepare our students for this very complex and changing world.
We also have entered a digital, interactive, connected and convergent world. The high school graduating class of 2020 enters the third grade next fall. They were born in the 21st century. They are growing up in a digital world—-where, for them, cell phones have always taken photographs, where their brothers and sisters have always sent each other text messages, and where the first place they go when they have a question is to Google or Wikipedia.
These students of the new millennium will need a very different education than what we received. It is our responsibility to provide it to them. We must to build a university that meets the needs of the 21st century.
Since I arrived, I have engaged the university in a broad and inclusive planning process. We are thinking about how teaching and learning must change to better prepare our students. In the next few years, you will see profound changes at UHD. I am excited by the enthusiasm and the willingness of our faculty and staff to try new things and to re-envision and remake the university. In fact, many UHD faculty are leaders in applying technology to their research and their teaching.
Universities are America’s best source of innovation, imagination, discovery, invention and creativity. Our students will become tomorrow’s teachers, social workers, doctors, entrepreneurs, artists and scientists. They will build tomorrow’s world and we must give them the tools today to make their world a better place. Who knows? One day one of our students may discover a cure for cancer—or at least, perhaps, the common cold.
Great universities are essential to America’s future. To maintain its leadership position internationally, more Americans must receive a college education. And they must be prepared for this world of growing complexity and rapid technological change.
We are working on plans to ensure that every student receives a deep and memorable experience at UHD, be it internships, undergraduate research, civic engagement or capstone projects. We will improve student success at UHD; we will increase the number of students who graduate each year.
At UHD, we care about Houston and Texas and we want to help create a city of the future, just as we are working to build a university of the future. We address social problems confronting Houston and urge our students to address these problems through research and community service. Over the next few years, we will develop new undergraduate and graduate degrees and will add more online courses and degrees to meet the needs of Houston’s and America’s changing global economy. And, we will build a strong, leading metropolitan comprehensive university, one that will make Houston proud. And, we will work hard to become a leader nationally in educating first generation students, especially Hispanics and African Americans.
A great city is more than skyscrapers. It is more than steel, concrete and highways. A great city such as Houston must have a spirit that transcends the present and captivates the imagination. Universities help create that spirit and raise the aspirations and imaginations of the citizenry.
Houston must have an educated citizenry and UHD helps do just that. But, we do more than simply train, educate and provide degrees. We elevate aspirations and thinking. We help our students achieve their dreams. We change lives and build futures.
In 1914, philosopher John Dewey who believed that education is life itself, wrote, “Universities are public, not just because they receive public funds, but because they serve the public good and prepare citizens for the good of society.” That’s what we do.
UHD provides students with opportunities for life-long learning. Of course, students work hard to earn degrees, but we also provide them with the tools to build a future: critical thinking skills, the ability to communicate, the ability to relate to others and work in teams, an appreciation for right and wrong, for ethics, diversity and the ability to work with individuals from all cultures and walks of life.
Our students gain lessons in leadership and the ability to look beyond themselves. They will have the skills to address the problems our country will face and make discoveries that our society will need as the world changes. We prepare students to be engaged citizens in today’s global society, which, in turn, strengthens the fabric of our democracy.
I am reminded of Eleanor Roosevelt in the 1930s. The country had just come out of a terrible depression and war loomed on the horizon. Yet, she was hopeful. For her America could not wait for tomorrow to construct a new world today. She said, “It is today we must create the world of the future.”
Yes! Today! We must create the future!
And, as the fifth President of the University of Houston-Downtown, I am very proud to be here and together we change lives and build futures.
And like that Black Eyed Peas’ song, "Let’s Get It Started!"
Thank you.
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