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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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Moving the cliff– from InsideHigherEd.com

As state legislators around the country craft their budgets for the 2011 fiscal year, public college officials are afraid that they are about to be thrown off “the cliff” — the steep drop in available funds once the tens of billions of dollars that the federal government made available through last year’s economic recovery legislation run out.

But like a movie character whose vehicle magically grinds to a halt just before it goes over the edge, public higher education could catch a break, in the form of legislation introduced Wednesday by several Democratic senators that essentially move the cliff. The none-too-subtly titled “Keep Our Educators Working Act of 2010,” sponsored by Sen. Tom Harkin (D-Iowa) and others, would provide $23 billion to extend for a year the fund in the American Reinvestment and Recovery Act that gave states money to ward off budget cuts and tuition increases.

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Some recent items from Ray Schroeder’s Recession Realities in Higher Education Blog highlight the financial pressures colleges and universities are now really beginning to feel:

Added on 4/1/10:

Lecturer layoffs could hit University of Michigan campus come fall – Juliana Keeping, AnnArbor.com

Layoffs could be on the way for the largest college at the University of Michigan’s Ann Arbor campus. Departments in the College of Literature, Science and the Arts are considering scenarios that would include laying off members of the lecturers’ union to meet savings goals, officials confirmed. Individual departments’ savings plans could also include the consolidation of some classes and having tenure-track faculty teach more classes. If implemented, scenarios like these would result in fewer lecturers being needed, U-M spokesman Rick Fitzgerald said.

Reallocating funds to decrease costs -- from Daniel S. Christian

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Improving quality AND reducing costs — from Tony Bates
Bassis, M. (2010) Changing the equation Inside Higher Education, March 25

This article, by the President of a private college, Westminster College, in the USA, challenges the notion that reducing costs of teaching reduces quality. Some interesting quotes will give you the flavour of the article:

So we started searching the literature for instructional designs that require fewer resources and result in high levels of student learning. The ones we found shared certain characteristics. They were driven by clear learning goals and involved extensive assessment and feedback to students. They stressed active learning and took maximum advantage of technology. In each design, faculty spent less time lecturing and more time coaching, proactively asking and answering questions with groups of students. And faculty were assisted in their coaching role by teaching assistants or peer mentors. Finally, economies of scale helped to produce significant cost savings….

I pulled together a team from our school of business and told them that the goal was to develop an undergraduate degree completion program in business that produced more and better learning at half the cost of our traditional program (emphasis DSC).

From DSC:
This is right along the lines of what I have been saying will happen — and is already starting to happen with Straighterline, University of the People, and other organizations. What are YOUR plans to deal with these trends?


Colleges scramble to adjust as student loan overhaul nears passage — from washingtonpost.com

As Congress approved landmark higher education legislation Thursday (emphasis DSC), hundreds of colleges and universities were racing to overcome a major logistical challenge: switching within three months from private lenders to the U.S. Education Department as their provider of federal student loans.

The lending overhaul, which would eliminate a 1960s-era program that subsidizes banks and other providers of federally backed loans, was included in a health-care bill the Democratic-led Senate passed Thursday afternoon on a 56 to 43 vote. Democrats pushed the bill through the House hours later on a 220 to 207 vote, clear[ing] it for President Obama’s signature.

The legislation would save the federal government about $61 billion over 10 years, with more than half of the savings channeled into Pell Grants for needy students. More than 8 million students depend on those scholarships, a cornerstone of financial aid. For that reason, many higher education leaders support the overhaul.

Also see:
Historic Victory for Student Aid Is Tinged by Lost Possibilities — from The Chronicle

From DSC:
First of all, here is a mere handful of the items that I could have selected — but it is representative of the financial pressures taking place and the resulting changes that are and may be occurring to many more universities and colleges this year:

UMaine could eliminate 16 majors as part of cuts
Board of Trustees will have final say
ORONO, Maine —
The University of Maine could eliminate a number of undergraduate and graduate majors as a way to trim more than $12 million in a three-year period.

Auxiliary programs face large cuts [University of Georgia] — from redandblack.com

California college crisis causing students to apply out of state — California College News Blog

Montgomery College [Maryland] faces ‘devastating’ cuts — from WashingtonPost.com

College cuts draw protests [California] — from the spokeman.com

Michigan college tuition could rise under possible budget cut — from lsj.com

From DSC:
So…what do you suppose will happen if resources/funding continue to shrink, programs are cut, staff and faculty are laid off, etc.?

Some very possible resulting directions here are that students will:

  • Go to where they can finish their degrees
  • Go to where they can find the degrees that they want to pursue
  • Search for — and utilize — less expensive alternatives.

In each of these cases, the word “online” jumps to my mind.

Illinois official has innovative ideas for higher education – Dolph C. Simons, Jr., Lawrence Journal-World

“Stanley Ikenberry, interim president of the University of Illinois, on how students, families and the university all could save money and, at the same time, maintain the quality and integrity of his institution. Ikenberry said a shorter college career, an “accelerated program” that could be in place by fall 2011, would raise revenue for the school while cutting tuition and letting students enter the work force sooner. The president said a combination of distance learning or online courses, placement tests for college credit, high school participation in some programs and, especially, use of summer school could shorten a student’s stay at one of the three campuses.”

From DSC:
I’m not sure what I think about all of the possibilities, but clearly, the environment is pressing us for change. The status quo is no longer an option.

© 2024 | Daniel Christian