Transcript WELCOME TO OUR RETREAT ! Winds of Change UCCS Faculty and the New Academy Sign in, get your packet & nametag, & join us for continental.

WELCOME TO OUR
RETREAT !
Winds of Change
UCCS Faculty and the
New Academy
Sign in, get your packet & nametag,
& join us for continental breakfast
8AM – 3PM
January 26 2007
Welcome, Introductions and
Overview of the Day
• Chancellor Pam Shockley-Zalabak
• Interim Vice Chancellor for Academic
Affairs, Peg Bacon
• Faculty Assembly Chair, Tom
Napierkowski
• Introduction of Keynote Speaker, James
Applegate by Sherry Morreale
– “UCCS and the New Academy: What Does it
Mean for Us?”
Winds of Change: UCCS
and the New Academy
Jim Applegate
Vice President for
Academic Affairs
Kentucky Council on
Postsecondary Education
UCCS Faculty Retreat
January 2007
The Old Academy
The New Academy: Open
Windows and Open Doors
Change 1: Embrace a
Public Agenda
• A happy coincidence: The moral and
politically correct thing to do are joined.
• It’s not about service anymore: Engage
research/learning with public problems.
• Become a “steward of place.”
• Provide faculty support for engaged
scholarship and demand it.
• Avoid the “random acts of excellence” and
the “we’re already doing it” traps.
Five Questions UCCS Must Ask to
Embrace a Public Agenda
•
•
•
•
•
Are we helping prepare students for college?
Are we affordable?
Are more people earning college degrees?
Are our graduates prepared for life and work?
Are Colorado’s people, communities, and
economy benefiting from our work
• Are the benefits of a public agenda fairly
distributed among the people we serve?
Public Agendas Require More
Effective Partnerships
•
•
•
•
•
•
P-12 education
Adult education
Public and private postsecondary education
Employers/private sector
Communities/regions
Government (e.g., economic
development and workforce agencies)
Effective Partnerships in
Colorado: Attracting the
Creative Class
Change 2: A Moral Responsibility for a
Seamless P-20 System
•
•
•
•
The “blame game” is no longer acceptable.
It takes a university to raise a teacher.
If our feeder system is in trouble so are we.
Opportunity gaps and demographic changes
threaten our international competitiveness.
• It is in our self interest.
The Opportunity Gap in
Colorado
White
Hispanic/Latino
Less than a
High School
Credential
6%
39%
Associate
Degree or
Higher
48%
16%
Sealing the Pipeline
80
70
60
50
40
White
30
Hispanic
20
10
0
%18 yr
olds
%HS
Grad
% Col
Enroll
% BA
% All
Degrees
Change in Minority Representation in
High School to College Completion
Working Age Population (25-64)
1980-2020 by Ethnic Group
Change 3: Focus on Affordability
• Increases in college costs nationally have outpaced inflation
for 20 years.
• College costs in most states are demanding larger proportions
of family income and this is true especially for the lowest
income families.
• Student loan debt is growing, and more of this debt is with
private loans as students cap out on federal programs.
• Most states have little or no financial aid help for adult or parttime students, the fastest growing part of the student
population.
• Most states, including Colorado, received a failing grade in
affordability compared to 1992 on Measuring Up report card.
Focus on Affordability: A Kentucky
Example--Do You Know Your Cost?
Figur e 1. Ne t Colle ge Cos t as a
Pe r ce nt of M e dian Fam ily Incom e
61%
42%
26%
21%
30%
22%
2-Y ear
Publics
4-Y ear
Publics
1994
2006
4-Y ear
Privates
Change 4:
Double the Numbers—
It’s a Matter of Degrees
• The pipeline in college must be sealed.
– Graduation rates
– Transfer
• Adults and part time students count, too.
• “Adults with some college”: Our failures are now
our opportunities.
• Teaching, advising, student services, as well as
curriculum content and delivery must change.
Per Capita Income vs. Share of Adult
Population with a Bachelor’s Degree or
Higher (2003)
32,000 -
Per Capita Income
30,000 -
28,000 -
CT
◆
No state with a
low proportion of
Bachelor’s
degrees has a
high per capita
income.
NJ ◆
26,000 -
AK
◆
24,000 -
NV
◆
22,000 -
TN
20,000 -
KY
18,000 -
WI
WY
OH
IN IA ◆
◆
◆
WV
◆
AR
◆◆
◆
◆
NH VA
◆
◆
NY
DE
◆ MN
◆
◆
IL RI ◆
WA
MI FL
◆
PA
◆
◆
◆◆
◆
GA
◆
◆OR
MO
◆ME
◆
◆
◆AZ NE
SC
◆◆
◆
◆
◆
◆
◆
CO
◆
CA
◆ HI
VT
◆
◆
No state with a
high proportion of
Bachelor’s
degrees has a
low per capita
income.
KS
TX
ND
SD NC
MT
AL ◆
◆
◆ ◆UT
◆ ID
◆
OK
LA ◆
MD MA
◆
◆
NM
MS
16,000 15%
20%
25%
30%
35%
Population with a Bachelor’s Degree or Higher
Source: U.S. Census Bureau, ACS 2003
40%
States that Experienced the Greatest Increases in Educational
Attainment Also Experienced the Greatest Increases
in Personal Income! (from 1980 to 2000)
300%
MA
250%
NH
GA
NC
CT
Percent Change in
Personal Income
Per Capita (from
1980 to 2000)
CO
200%
MS
TX
IDOR
UT
CA
NM
NV
HI
150%
ME
IL
RI
PA
WV
LAAZ
OK
DE WA
NJ
SD
NY TN MN VT
SC
VAND
MD
ALNE
KY MO
US
AR
IN
MI
FL
WI
OH
IA
KS
MT
WY
100%
AK
-2%
0%
2%
4%
6%
Percent Change in the Adult Population Ages 25 to 64 with a Bachelor’s Degree or Higher (from 1980 to 2000)
8%
US College Graduation Rate Is Below
Average In Developed Countries, 2004
Rank
OECD Member Country
Graduation Rate
1
2
3
4
5
6
7
8
9
10
10
10
10
Japan
Turkey
Ireland
United Kingdom
Korea
Spain
Finland
Iceland
Germany
Mexico
Australia
Denmark
Netherlands
94
88
85
83
79
77
75
73
70
69
69
69
69
14
United States
66
15
Czech Republic
16
Belgium
17
Austria
17
France
19
Sweden
Source: Organization
for Economic Co-operation
and Development,
Education
at a Glance 2004.
20
Italy
61
60
59
59
48
42
Degrees Awarded Per 100
FTE Students
UCCS Graduation Rates
UCCS Disaggregated Graduation
Rates
Comparing 6 Year Grad Rates
Comparing Change in 6 Year
Graduation Rate 1998-2004
UCCS Six Year Grad Rates
Over Time
Comparing Minority Grad Rates
Change 5: Distance Education and
the Web, Part of the Air We Breathe
• Nearly 3.2 million students were taking at least
one online course in fall 2005 compared to 2.3
million in 2004---the largest annual increase
ever recorded.
• Colleges report acceptance of online degrees by
students and employers is no longer a major
barrier to growth.
• One key barrier that was identified by colleges
was faculty acceptance and the need for faculty
time and effort to teach online.
(Source: Making the Grade, 2006 from the Sloan Foundation)
Distance Education at Small and
Large Institutions
Who is taking online courses?
(Sloan Foundation Survey, 2005)
Change 6: Redefinition of the
“Traditional” Student
• Of America’s 14 million undergraduates:
– Nearly 1/3 are over 24 years old.
– More than 40% attend 2-year colleges.
– 40% are enrolled part-time.
– Nearly 1/3 work FULL time.
– Almost 40% are self-supporting.
– 27% have children.
Challenge 7: Raising the
Bar on Quality
• Only 31% of college graduates assessed in the 2005
National Assessment of Adult Literacy could read
complex texts and draw complicated inferences (40% in
1992).
• Fewer than half of college graduates demonstrate broad
proficiency in mathematics and reading (American
Institutes for Research, 2006).
• National Commission on the Future of Higher Education
(“Spellings Report”) highlights lack of transparency and
direct assessment of college level learning.
• Measuring Up continues to give all states an
“incomplete” in assessing college learning.
Colorado Students’ Performance
Compared to National Averages
• 9% below national average on licensure
exams.
• 7.5% below national average on
competitive admissions exams (e.g.,
GREs).
• 33% below national average on teacher
preparation exams.
What to Assess?
• Include outcomes that are comparable across
states and institutions
• Core skills
–
–
–
–
–
Quantitative literacy
Information literacy
Communication/teamwork
Ethical reasoning
Intercultural knowledge
• Discipline specific skills
• Never let the perfect stand in the way of the
good
Measures and Rubrics
• National and Community College Surveys of
Student Engagement (NSSE/CSSE)
• Collegiate Learning Assessment (CLA)
• Collegiate Assessment of Academic Proficiency
(CAAP)
• Measure of Academic Proficiency and Progress
(MAPP)
Changing the Conversation
• It’s not about inputs (funding levels, facultystudent ratios, library resources).
• It’s not about course grades.
• It’s not even only about persistence and
graduation rates anymore…
• It’s about learning: assessing it and
improving it.
• WHY?
Why Increase Accountability
for Learning?
• More non-traditional students.
• The stakes for our students and the nation are
higher—we have competition!
• Policy and funding leaders are focused on the
problem-if we don’t solve it, they will!
• Because we care too!
• RIGOR AND RELEVANCE: It’s not just for K-12
anymore!
Change 8: Faculty Roles
and Rewards
• Promotion and tenure policies that create space
for rewarding faculty as stewards of place.
• Post tenure review that promotes the
responsibilities of a public intellectual and work
that creates better lives.
• Faculty development focused, not just on
teaching and learning, but also on partnership
building, intellectual entrepreneurship, and the
public agenda.
• Doctoral programs that prepare intellectual
entrepreneurs to serve the public good.
Change 9: A New Approach
to Funding
•
•
•
“We’re poorer than others….leave the money
on the stump and trust us”---a losing strategy.
The investment strategy: What will the public
get for the money?
Targeted initiatives with clear outcomes tied to
a public agenda.
What Is The Goal of the New
Academy?
To Create 21st Century Colleges
So Our Colleges and Graduates Are
Prepared To Contribute To...
And Succeed in a Spiky World
Population
Light Emissions
Patents
Scientific Citations
What’s the Return?
 Increases of billions in
state revenue and support
for education
 Increases of billions in
total personal income
 Lower crime rates
 Longer lives
 AND …
Lower Health Care Costs
Lower Unemployment
Better Citizens
Voting Pattern by Age/Education, 2004
http://cpe.ky.gov
Questions?
Individual and Table Group Responses to
Keynote: Discussion Questions
• What is new about
the new academy?
• How might the winds
of change in the new
new academy affect
you personally in your
professional life?
• How might the new
academy affect
UCCS as a campus?
• Identify 2-3 key
recommendations for
UCCS to consider
based on the winds of
change and the new
academy.
Fajita Lunch!
. . .and report out from the table
groups of their 2-3 key
recommendations.
Jim Applegate responds to
Table Groups’ Next Steps and
Recommendations
The Tenure Report – What
Does It Mean for Us?
R.L. Widmann, Chair
Systemwide Faculty Council
Facilitated Discussion Groups
1. Redefining Scholarship, Tom Huber
2. Evaluation of Teaching, Chip Benight
3. Engagement of Students in the New
Academy, Jim Burkhart
4. Tenure and Non-Tenure in the New
Academy, Peg Bacon and RL Widmann
THANKS FOR YOUR
PRESENCE AND
PARTICIPATION !
Winds of Change
UCCS Faculty and the
New Academy
8AM – 3PM
January 26 2007