For colleges in some states, financial relief is far off — from The Chronicle by Goldie Blumenstyk

Even when the economy begins to recover and employment picks up, public colleges shouldn’t expect much immediate relief from their states, warns a report this month from Moody’s Investors Service. Some states will very likely recover much more slowly than others. In more than half of the states, recovery is not projected to kick in until at least 2013, 2014, or later. And even then, the report notes, states will still face pressures for spending on public-employee pensions, health care, primary education, and other services.

A marriage made in Indiana — from InsideHigherEd.com

Just about everywhere you turn, state leaders are searching for a way to use online education to expand the reach of their public higher education systems at a time of diminished resources.

The approaches vary: In Minnesota, Gov. Tim Pawlenty has heralded a future of “iCollege,” while in Pennsylvania, the state college system envisions using distance learning to help its campuses sustain their offerings by sharing courses in underenrolled programs. California’s community college system turned to a for-profit provider, Kaplan University, to work around its budget-related enrollment restrictions. And a grand experiment to create a fully online branch of the University of Illinois, meanwhile, crashed and burned last fall.

Most public colleges face budget cut threats in 2011 — from usnews.com (via Academic Impressions) by Kim Clark
Map shows which state university systems are more likely to suffer budget cuts.

IT Complexity, Costs Driving Cloud Adoption — from the Journal by David Nagel

The challenges of managing information technology are weighing ever more heavily on in-house IT departments across all sectors. Coupled with the economic difficulties of the last couple years, these challenges are pushing IT in some profoundly new directions, according to research firm Gartner, which said the result is a notable swing toward cloud-based services that’s expected to fuel unprecedented growth in cloud computing over the next several years.

“The scale of application deployments is growing; multi-thousand-seat deals are increasingly common,” said Gartner Research Vice President Ben Pring in a statement released to coincide with a new report issued by the firm this week, “Forecast: Public Cloud Services, Worldwide and Regions, Industry Sectors, 2009-2014.” “IT managers are thinking strategically about cloud service deployments; more-progressive enterprises are thinking through what their IT operations will look like in a world of increasing cloud service leverage. This was highly unusual a year ago.”

Converge Education Funding Report: Classroom Technologies — by Converge and the Center for Digital Education

Also see:

  • Connected Classrooms: Powering the Entire Learning Experience
    Teachers today have to engage students differently than previous generations.
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U of California resuscitates the Master Plan — from huffingtonpost.com by Anya Kamenetz

Yesterday the University of California made a groundbreaking announcement that has the potential to break the tuition cost crisis and finally deliver the crucial benefits of higher education to millions of Americans and to tens of millions who demand it and deserve it around the world. They are putting $5 to $6 million into a pilot project to create online versions of courses with an eye toward eventually creating completely online degree programs.

More than one in four US college students already take at least one online class. So why is this an important announcement?

Because a public university system is declaring that it will innovate its way out of recession, and even more importantly, that it will not cede the banner of innovation to the for-profit sector that is encroaching more and more on public higher education’s territory (emphasis DSC).

And it’s not just any public university system that’s doing this, but the largest public university system in the country and the global template for mass higher education for over fifty years. Clark Kerr’s Master Plan in 1960 introduced the idea that higher education would be a massive, state-run, open and democratic, publicly accessible resource for all.

Also see:

U. of California Considers Online Classes, or Even Degrees — from The Chronicle of Higher Education by Josh Keller and Marc Parry
Proposal for virtual courses challenges beliefs about what an elite university is—and isn’t

(Oakland, Calif.) Online education is booming, but not at elite universities—at least not when it comes to courses for credit.

Leaders at the University of California want to break that mold. This fall they hope to put $5-million to $6-million into a pilot project that could clear the way for the system to offer online undergraduate degrees and push distance learning further into the mainstream.

The vision is UC’s most ambitious—and controversial—effort to reshape itself after cuts in public financial support have left the esteemed system in crisis (emphasis DSC).

Supporters of the plan believe online degrees will make money, expand the number of California students who can enroll, and re-establish the system’s reputation as an innovator.

“Somebody is going to figure out how to deliver online education for credit and for degrees in the quality sector—i.e., in the elite sector,” said Christopher Edley Jr., dean at Berkeley’s law school and the plan’s most prominent advocate. “I think it ought to be us—not MIT, not Columbia, not Caltech, certainly not Stanford.”

Congress rejected grant, but free online courses growing — USA Today –by Steve Kolowich, Inside Higher Ed

President Obama’s original plan for community colleges included $500 million to create free online courses that individual institutions could then customize for their students. That money never materialized — it was left out of the student aid legislation in last month’s health care bill.

But a foundation-supported effort with similar goals is actually growing. The National Repository for Online Courses (NROC) was hoping for that government money to help expand its existing vault of free courses, says Gary Lopez, the repository’s director. Still, with online education becoming mainstream and many community colleges experiencing enrollment booms beyond their physical capacity, NROC’s membership is on the rise. At the same time, the repository’s reliance on membership fees calls into question how “free” its courses actually are.

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See:

Press Release: CK-12, Leading Non-Profit Provider of Digital Textbooks to Schools, Makes the Grade with California’s Free Digital Textbook Initiative — eSchoolNews.com

CK-12 FlexBooks:

CK-12's flexbooks

CK Foundation

ck12.org

Key Benefits

Access to free textbooks
High quality educational content created by educators
Content customized to reflect “today” and the different needs of students
Quality ensured by CK-12’s Community of Educational Practitioners
Increased pedagogic choice for all teachers, aligned to state standards as well as developmentally correct content
Supported by publishing tools that facilitate quick and easy content creation and distribution
Collaborative learning via a community where authors, teachers, and students create, access, share, rate, recommend, and publish

Disappearing Departments — from InsideHigherEd.com

Kean University department chairs have spent a year on the endangered species list, and now they appear headed for all-but-certain extinction.

A rough plan to eliminate chairs took shape last May amid heavy protest, and administrators now have a draft proposal they say could be carried out as early as July. The plan, which would replace departments with schools headed by presidentially-appointed “executive directors,” has been met with renewed furor from faculty, who view it as a power grab that leaves the future of many disciplines uncertain. The university has already moved to eliminate such departments as philosophy and social work, but this plan would kill even large departments like English and biology, dividing faculty members into new organizational structures they played no role in creating.

“The university has become a battlefield, [where administrators] do as they see fit, when they see fit without any academic justification,” said Bryan Lees, a chemistry professor (emphasis DSC).

From DSC:
And what would you do if you were in the administration’s position? Funds are running short…budgets are tightening big time…and we’re getting down to the bone in many institutions of higher education (if you doubt this, check out one of Ray Schroeder’s blogs).

Like it or not, institutions of higher education are businesses — most often with excellent, noble goals that better our societies around the world. But they are businesses; and, like so many other types of organizations out there, it comes down to funding and sound business models.

To survive and thrive today, we all must come to the table to help initiate change where it is necessary to do so. Let’s be proactive, and creative in our thinking — being willing to make changes — before it’s too late. If we do not, administration may have no choice (in many situations out there) but to make some tough decisions and you and I might find ourselves on the short end of the stick. The ax may have to come out.

Did we sit back and watch this situation unfold? What steps did we take to stop this bubble from getting any bigger? Regardless…the key question now is:

How can we survive and thrive during this period of change?

  1. To me, the first and foremost answer to that question is that we become willing to change.
  2. Secondly, we realize that we are on the same team; it should not be administration vs. everyone else.
  3. We be creative and responsive in our thinking. Let’s not get broadsided. Keep an eye on the trends out there and be responsive to them.
  4. Develop new types of cross-disciplinary degrees, especially ones that allow for students to be creative, and to identify and follow their passions.
  5. Then see my other suggestions at: http://danielschristian.com/



From DSC:
I read two things this morning that were very disturbing:

1) The first was an email from Senator Levin, where he summarized the Financial Crisis Investigation Hearings. He provided a link to his Senate website where it concludes with the following:

These findings are deeply troubling. They show a Wall Street culture that, while it may once have focused on serving clients and promoting commerce, is now all too often simply self-serving. The ultimate harm here is not just to clients poorly served by their investment bank. It’s to all of us. The toxic mortgages and related instruments that these firms injected into our financial system have done incalculable harm to people who had never heard of a mortgage-backed security or a CDO, and who have no defenses against the harm such exotic Wall Street creations can cause.

Running through our findings and these hearings is a thread that connects the reckless actions of mortgage brokers at WaMu with market-driven credit rating agencies and the Wall Street executives designing the next synthetic. That thread is unbridled greed, and the absence of a cop on the beat to control it.

As we speak, lobbyists fill the halls of Congress, hoping to weaken or kill legislation aimed at reforming these abuses. Wall Street is on the wrong side of this fight. It insists that reining in its excesses would unduly restrict a free market that is the engine of American progress. But this market isn’t free of self-dealing or conflict of interest. It is not free of gambling debts that taxpayers end up paying.

I hope the executives before us today, and their colleagues on Wall Street, will recognize the harm that their actions have caused to so many of their fellow citizens. But whether or not they take responsibility for their role, I hope this Congress will follow the example of another Congress, eight decades ago, and enact the reforms that will put a cop back on the Wall Street beat.

2) …and I thought of posting it. But I thought, no…I won’t go there. Who am I to point this out? How does this affect higher ed and the rest of us? (BTW, I don’t know enough about Senator Levin to support or not support him or his efforts here). But then I saw this article immediately after that:

E-mail Suggests Goldman Knew Harvard Would Lose –The Boston Globe

A Goldman Sachs e-mail from February 2007 acknowledged that a large trade in complex mortgage-related securities would be “good for us’’ but bad for several customers, including Harvard University.

The e-mail was part of a large batch of correspondence released over the weekend by the Senate subcommittee that grilled Goldman executives yesterday about their alleged role in the financial crisis.

The Harvard e-mail was one of many portraying the Wall Street giant as having profited on the housing bust — indeed, betting against the sector — while rivals and even esteemed clients lost money.

Harvard declined to disclose how much it lost on the trade. The Senate-released e-mails, however, show Harvard was on the losing end of a $500 million derivatives trade. Essentially, by entering into an exotic collateralized debt obligation — a wager on the direction of mortgage securities — Harvard lost money when the mortgages went bad. Full Story

From DSC:
…and when I saw this second item, I had to write something here.

We are affected by the actions of others. We impact others with our actions. We are all in this boat together.

Is there — or should there be a place for — a role of those of us in higher education to attempt to instill some morals and values into our students?  It seems to me we at least need to point out that the future actions of our students will have positive or negative affects on others, and to not just look out for themselves, but also look to the interests of others.

I don’t mean to come off as high-and-mighty, full of finger pointing. But it seems to me that during an influential point in our students’ lives, we should be helping make the world a better place…not raising up students who hungrily move into the Wall Street offices and repeat the same types of behavior that got us into a heap of trouble — or to students who can’t wait to get into a lucrative lobbying position, while shutting off their consciences in their pursuit of obtaining the almighty dollar.

A seven-figure gift from an online student — from College.inc and The Washington Post

An Arizona businessman has donated $4 million to a university where he earned bachelor’s and master’s degrees entirely online.

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Struggling with the costs of teaching in higher education — Tony Bates

“So you can imagine my delight when Volume 38, Number 3 of ‘Planning for Higher Education‘, devoted almost entirely to Issues in Higher Education Finance’ arrived in the mail. There was indeed some very interesting findings in the papers in this volume, some of which certainly is of value in supporting what I am going to write in the chapter.”

From that posting, Tony lists the following references:

Bates, A. (1995) Chapter 8: Web-based learning: costs and organizational issues, in ‘Technology, e-Learning and Distance Education‘ London/New York: Routledge

Brinkman, P. and Morgan, A. (2010) Financial Planning: Strategies and Lessons Learned Planning for Higher Education, Vol. 38, No. 3, pp. 5-14

McPherson, P. and Shulenburger, D. (2010) Understanding the cost of public higher education Planning for Higher Education Vol. 38, No. 3, pp. 15-24

Rumble, G. (2001) The Cost and Costing of Networked Learning Journal of Asynchronous Learning Networks, Volume 5, Issue 2

Seybert, J. and Rossol, P. (2010) What drives instructional costs in two year colleges Planning for Higher Education Vol. 38, No. 3, pp. 38-44

Twigg, C. (1999) Improving learning and reducing costs: re-designing large enrollment classes Troy NY: The National Center for Academic Transformation

Wellman, J. (2010) Improving data to tackle the higher education ‘cost disease’ Planning for Higher Education Vol. 38, No. 3, pp. 25-37

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Schools save with online learning – Daily Press [via Ray Schroeder]

WHRO, the region’s public broadcasting station, applauds Gov. Bob McDonnell’s vision for online learning in Virginia. Online learning offers students the opportunity to take credit and non-credit courses from remote sites that are bound neither by time nor physical location. No matter where the student is — no matter what the time of day or night — course material is at the ready with the click of a computer mouse. The governor’s initiatives will ensure that homebound students, adult or working learners, all have access to the richness of a full education through online learning.

From the article:

By 2009, we had completed eight full-year online courses, including English 9, 10, 11 and 12; Algebra 1; financial literacy; earth science and Virginia/U.S. Government. In the summer of 2010, we’ll add Algebra II/Trigonometry, geometry, biology and U.S. History.

All of these courses are instructor-led, text-book independent, media-rich and cover all applicable SOLs (emphasis DSC). They arrive at the individual school systems ready to use as-is, without alteration.

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Ray has posted the below items from April 13th onward:

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