The Special Features of U.S. Higher Education,and the Challenges and Opportunities

Transcription

1 The Special Features of U.S. Higher Education,and the Challenges and Opportunities Dr. Yenbo Wu Associate Vice President San Francisco State University May 2013

2 Topics 1. Special Features of U.S. Higher Education 1. Unique History 2. Large and Diverse System 3. Small Roles of Government 4. Shared Governance 5. Liberal and General Education 2. Challenges Faced and Opportunities Presented 1. Continuing Resource Constraints 2. Increasing Influences of For-Profit 3. Disruption from Technology: MOOCs 4. International Competition 5. Quality Assurance and Accountability 2

3 Unique History of U.S. Higher Education 3

4 4 Harvard University First American University, Founded in 1636 (Harvard in 1828)

5 Early U.S. Universities: 9 Colonial Colleges Harvard: founded 1636, Puritan William and Mary: 1693, Anglican Yale: 1701, Congregational (Puritan) Pennsylvania : 1740, nonsectarian (Anglican) Princeton: 1746, nonsectarian (Presbyterian) Columbia: 1754, Anglican Brown: 1764, Baptist Rutgers: 1766, Dutch Reformed Dartmouth: 1769, Congregational (Puritan) 5

6 Early Public Colleges and Universities North Carolina, 1789/1795 Georgia, 1785/1799 Vermont, 1791 Virginia, 1800/1819 Ohio, 1804 Michigan, 1817 Indiana,

7 The Land-Grant College Act (Morrill Act), 1862 (30,000 acres/120 square kilometers to each state rep) Kansas State University, 1862 Iowa State University, 1858/1864 Rutgers University, 1766/1864 Michigan State University, 1855/1862 University of California, 1855/1868 Connecticut, 1881 Hawaii, 1907 District of Columbia, 1967 (cash, not land) 7

8 Curricular Innovations Ph.D. (research) degrees: Yale the first, 1861; spread slowly Morrill Act, 1862: Engineering, agriculture, military officer training Wharton School (Business), 1881 Teachers College: Columbia University among the first, 1887/1892 Majors and electives widespread by late 19 th century 8

9 Community Colleges First established in Joliet, Illinois, 1901, as an extension of the local high school Vocational emphasis in 1920s and 1930s Also developed as transfer institutions, providing the first two years of a baccalaureate education Rapid growth in 1960s Technical training emphasis in 1980s Open admission typical: 42% of entering students take remedial courses (public) 9

10 Large and Diverse Higher Education System 10

11 Types of Institutions by the Highest Degree Granted Research/doctoral universities: 285 Comprehensive (master s granting, perhaps a few doctoral programs): 665 Baccalaureate degree granting: 766 Associate degree granting: 1,705 Special purpose: 806 Tribal colleges: 32 11

12 Colleges and Universities by the Source of Funding Public Private, non-sectarian Private, church-related Proprietary 12

13 Universities by Type Public 4-year institutions 643 Public 2-year institutions 1,045 Private 4-year institutions, nonprofit 1,533 Private 4-year institutions, for-profit 453 Private 2-year institutions, nonprofit 107 Private 2-year institutions, for-profit 533 Total 4,314 13

14 Where Do U.S. Students Go Public 4-year institutions 8,100,000 (37.5%) Public 2-year institutions 7,400,000 (34.3%) Private 4-year institutions 5,600,000 (25.9%) Private 2-year institutions 500,00 (2%) Total 21,600,000 (2012) Private institution enrollment has increased. 14

15 Roles of Government and the Market 15

16 Federal Government & Higher Education Federal government does not exercise general control does not provide operational support is not a major funder overall supports substantially in grants and student aid uses tax policies in support for higher education 16

17 Federal Support for Colleges and Universities Student Aid $27 billion $82 billion $110 billion Research $12 billion $28 billion $30 billion Tax Support $1 billion $5 billion 17

18 The U.S. DOE Manages and Oversees the Use of Federal Funds Its primary goals are: 1) Establish and implement federal financial aid to students 2) Enforcing civil rights legislation to ensures equal access 3) Encourage particular types of curriculum development, 4) Contracts and grants for research in a wide range of areas 5) Collect data and undertake research on most aspects of education 18

19 At the State Level State government Higher education coordinating/governing board System head Overall budget by state legislature Operating budget decisions are by the campus 19

20 Local government Most community colleges receive considerable support from their states Some community colleges are supported by local governments Policy governing community colleges is always set by the state 20

21 Topic 4 Governance of Colleges and Universities 21

22 Quality Assurance: Accreditation Self-regulation of academic quality Middle States Association of Colleges and Schools New England Association of Schools and Colleges North Central Association of Colleges and Schools Northwest Commission on Colleges and Universities Southern Association of Colleges and Schools Western Association of Schools and Colleges Neither the state or the federal government is responsible for accreditation. 22

23 College and University Internal Governance Joint Decision-making or Collegial Decision-making regarding the curriculum, academic policies, and criteria and standards for personnel matters 23

24 History of Academic Governance 1889: first academic senate in the U.S. established at Cornell University 1915: American Association of University Professors organized to define and protect academic freedom 1966: Statement on Government of Colleges and Universities (AAUP, with recognition by the American Council on Education and the Association of Governing Boards of Universities and Colleges) 24

25 Areas Subject to Joint Decision-Making The Curriculum: Courses and Degree Programs Academic Policies General education requirements Grading practices and standards Academic planning Admissions criteria and procedures Campus policies that govern the library and research facilities The academic calendar Hiring, Retention, Tenure, and Promotion of Faculty Members Searches for Administrators Budget Planning, Facilities Planning 25

26 Academic Freedom 1940 Statement on Academic Freedom and Tenure by the Association of American University Professors Basic concept: freedom of inquiry by students and faculty members is essential to the mission of the academy Tenure: professors can be fired only for gross professional incompetence or serious unprofessional behavior 26

27 Liberal and General Education in the United States 27

28 Promoting Liberal Education Liberal education is an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world as well as in-depth study in a specific area of interest. A liberal education helps students develop a sense of societal responsibility, as well as strong and transferrable intellectual and practical skills such as communication, analytical and problem- solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings. 28

29 Seven Principles of Excellence (Liberal Education and America s Promise - LEAP) Aim High and Make Excellence Inclusive Give Students a Compass Teach the Arts of Inquiry and Innovation Engage the Big Questions Connect Knowledge with Choices and Action Forster Civic, Intercultural, and Ethical Learning Assess Students Ability to Apply Learning to Complex Problems 29

30 General Education: Important Tool for Liberal Education Definition of General Education General education is the part of liberal education curriculum shared by all students. It provides broad exposure to multiple disciplines and forms the basis for developing important intellectual and civic capacities. General education can take many different forms 30

31 General Education Breadth Requirements at CSU Area A: English Language Communication and Critical Thinking Area B: Scientific Inquiry and Quantitative Reasoning Area C: Arts and Humanities Area D: Social Sciences Area E: Lifelong Learning and Self- Development Upper Division 31

32 Six Expectations of Graduates at SF State 1. Competencies for Lifelong Intellectual Endeavor 2. Intellectual Attainments 3. Appreciation of Diversity 4. Ethical Engagement 5. Integration and Application of Knowledge 6. Qualities of Mind and Spirit 32

33 Challenges Faced and Opportunities Presented 33

34 Continuing Resource Constraints ( Particularly for public universities) Slow restoration of budget reductions Continuing increases in student fees Increasing emphasis on private fund-raising Search for new sources of revenue Search for new models of higher education U.S. higher education: For public or private good? 34

35 Increasing Influences of For-Profit Fastest growing sector (10-12% enrolled) Controversial: 25% Pell Grants, 50% default, lack of gainful employment Conversion of nonprofit universities Joint ventures with mainline institutions Growth, scalability and high profitability of proprietary systems 35

36 Disruption from Technology MOOCs - Massive Open Online Course: A hype or a destination? Rapid growth and noticeable disruption Collaboration between private and public sectors Questions and resistance from traditions Can be centers of high profits Providing challenges and opportunities 36

37 International Competition World-wide recognition of importance of higher education Global competition for talent and resources U.S. share of 4,100,000 international students: 28% in 2001 and 19% in : U.S. sent 273,996 and hosted 764,495 Creation of new partnerships, joint degrees, dual degrees, and branch campuses (over 200 worldwide) 37

38 Quality Assurance and Accountability Completion/graduation rates (under 50% in 5 years and 56.4% in 6 years) Learning outcome: still a long way to go Costs: ever increasing Student debt load: on the rise Executive compensation: controversial 38

39 Turn Challenges to Opportunities: Give Students the Skills needed in the 21 st Century Problem identification or articulation Ability to identify new patterns of behavior or new combinations of actions Integration of knowledge across disciplines Ability to originate new ideas Comfort with notion of no right answer Fundamental curiosity Originality and inventiveness in work Problem solving 39

40 Thank you 40