The article highlights that admission applications are up at USM schools. While this is great for our schools and for Marylanders, the consequence is that students who likely would have been admitted to USM institutions previously many not be admitted now. As the demand increases, the supply cannot respond as quickly.
Showing posts with label accessibility. Show all posts
Showing posts with label accessibility. Show all posts
2.20.2009
The Sun: More Maryland families choosing USM institutions
The Sun highlighted today in an article a trend of more Maryland high school students choosing to attend public institutions in Maryland.
10.28.2008
HBCU Funding Report
The Commission to Develop the Maryland Model for Funding Higher Education, commonly referred to as the "Bohanan Commission" presented the final draft of the contracted report on funding for historically black colleges and universities (HCBUs) in Maryland. The four HBCUs in Maryland are University of Maryland, Eastern Shore, Coppin State University, Bowie State University, and Morgan State University. All but Morgan are member institutions of the University System of Maryland.
The report highlights studied undergraduate education, graduate education, and capacity of facilities within its report. Generally, the report found that HBCUs need more funding and support if they are to maintain their unique "dual mission" of 1) serving disadvantaged student populations, and 2) maintaining and expanding high quality academic programs. The report defines the standard of measure to me "similarity of outcomes," meaning that funding guidelines should be established to assist HBCUs to reach similar graduation rates, retention rates, and attainment levels.
After a cursory review of the report, I had a few concerns. First, I disagreed with the assessment that HBCUs should take the primary role in serving disadvantaged students, over community colleges (pages 6 and 7). We must ask whether students who are not ready for four-year college after high school should be remediated in public four-year institutions at a high cost, or at community colleges which are in the business of remedial and supplementary education. I do believe, though, that HBCUs play a prominent role in partnership with community colleges in serving disadvantaged students, possibly through expanded 2+2 program partnerships.
I also was struck by the expectation that HBCUs serve as both access and high quality institutions. From my perspective, most all other institutions fall on the spectrum of access and high-quality, atleast across Maryland. In other words, top-notch academic programs in Maryland are often housed at more rigorous institutions such as UMCP, Salisbury, and UMBC. More access oriented institutions, such as Frostburg, UMUC, and UB (undergrad), focus more on supporting students in their academic tenure. I question whether delineation of focus for HBCUs might be a more worthwhile approach. In other words, should not Morgan and UMES focus on high rigor academic programs, and Bowie and Coppin focus more on broad access, or some other more fitting arrangement..
Another issues of concern to me in the report is the lack of conversation about the political and decision-making structure of higher education in Maryland. The report highlights a lack of strategic planning for Morgan in the State (page 19), but makes no mention of its independent governing structure outside of the University System of Maryland. The report also neglects to address the lack of political independence of the "coordinating arm" of higher education, in which the Secretary of Higher Education reports directly to the Governor and not the Maryland Higher Education Commission.
Finally, I found the lack of detail regarding specific funding levels surprising. While some mention is found in the appendix of funding levels from the state and from tuition, the lack of study on this issue is concerning. The premise of the report is that more money is needed to make outputs more equitable; yet, the report simply assumes that more money will solve the problem. The report talks very little of the impact that increased funding has had on HBCUs in advancement over the past two decades. Possibly such an analysis would lead to meaningful suggestions as to how much more money is needed to raise outcomes at HBCUs.
For those interested in learning more about what the Supreme Court has to say on these issues, check out US. v. Fordice (1992) (full text / Oyez Summary). Also, see the article highlighting the report in the Baltimore Sun today.
The report highlights studied undergraduate education, graduate education, and capacity of facilities within its report. Generally, the report found that HBCUs need more funding and support if they are to maintain their unique "dual mission" of 1) serving disadvantaged student populations, and 2) maintaining and expanding high quality academic programs. The report defines the standard of measure to me "similarity of outcomes," meaning that funding guidelines should be established to assist HBCUs to reach similar graduation rates, retention rates, and attainment levels.
After a cursory review of the report, I had a few concerns. First, I disagreed with the assessment that HBCUs should take the primary role in serving disadvantaged students, over community colleges (pages 6 and 7). We must ask whether students who are not ready for four-year college after high school should be remediated in public four-year institutions at a high cost, or at community colleges which are in the business of remedial and supplementary education. I do believe, though, that HBCUs play a prominent role in partnership with community colleges in serving disadvantaged students, possibly through expanded 2+2 program partnerships.
I also was struck by the expectation that HBCUs serve as both access and high quality institutions. From my perspective, most all other institutions fall on the spectrum of access and high-quality, atleast across Maryland. In other words, top-notch academic programs in Maryland are often housed at more rigorous institutions such as UMCP, Salisbury, and UMBC. More access oriented institutions, such as Frostburg, UMUC, and UB (undergrad), focus more on supporting students in their academic tenure. I question whether delineation of focus for HBCUs might be a more worthwhile approach. In other words, should not Morgan and UMES focus on high rigor academic programs, and Bowie and Coppin focus more on broad access, or some other more fitting arrangement..
Another issues of concern to me in the report is the lack of conversation about the political and decision-making structure of higher education in Maryland. The report highlights a lack of strategic planning for Morgan in the State (page 19), but makes no mention of its independent governing structure outside of the University System of Maryland. The report also neglects to address the lack of political independence of the "coordinating arm" of higher education, in which the Secretary of Higher Education reports directly to the Governor and not the Maryland Higher Education Commission.
Finally, I found the lack of detail regarding specific funding levels surprising. While some mention is found in the appendix of funding levels from the state and from tuition, the lack of study on this issue is concerning. The premise of the report is that more money is needed to make outputs more equitable; yet, the report simply assumes that more money will solve the problem. The report talks very little of the impact that increased funding has had on HBCUs in advancement over the past two decades. Possibly such an analysis would lead to meaningful suggestions as to how much more money is needed to raise outcomes at HBCUs.
For those interested in learning more about what the Supreme Court has to say on these issues, check out US. v. Fordice (1992) (full text / Oyez Summary). Also, see the article highlighting the report in the Baltimore Sun today.
9.30.2008
The Credit Crisis and Higher Education
The US economy is struggling amidst a mortgage and credit crisis. Banks and lenders are failing left and right. And Congress has been contemplating a bailout package of $700 billion. To say the least, times are uncertain and and the economy is on the rocks.
But what does this mean for college students and our way of life? I am no finance expert, but my understanding of the issue is that we must act to save our banks. Our way of life relies upon credit for funding mortgages, small businesses, cars, and education. So, if the economy falters and credit is limited, our way of life could significantly change.
Of course, state support for our institutions will inevitably be at risk with advances in the credit crisis. Many of our buildings are funded through bonds which rely on credit. And, our state support for tuition and operating budget relies on tax receipts, which could be significantly affected with a failed economy.
I have provided a few resources for you to review the current proposal:
- Congress set to revise proposal
- C-Span with Coverage of Fiscal News
- Contact your legislator to let them know your thoughts
What are your thoughts on the credit crisis? How has it affected you? What are your thoughts on the $700 billion bailout?
But what does this mean for college students and our way of life? I am no finance expert, but my understanding of the issue is that we must act to save our banks. Our way of life relies upon credit for funding mortgages, small businesses, cars, and education. So, if the economy falters and credit is limited, our way of life could significantly change.
Of course, state support for our institutions will inevitably be at risk with advances in the credit crisis. Many of our buildings are funded through bonds which rely on credit. And, our state support for tuition and operating budget relies on tax receipts, which could be significantly affected with a failed economy.
I have provided a few resources for you to review the current proposal:
- Congress set to revise proposal
- C-Span with Coverage of Fiscal News
- Contact your legislator to let them know your thoughts
What are your thoughts on the credit crisis? How has it affected you? What are your thoughts on the $700 billion bailout?
9.22.2008
Looking Forward in higher education...budget cuts
I spent two days last week participating in a retreat of the Board of Regents. We reviewed strategic objectives for each campus and heard from Presidents on how they would handle budget cuts in Fiscal Year 09 (this current year) and FY10. We asked Presidents to prepare statements on a 2% FY09 base cute and a 3% FY10 cut. The most popular cuts that we heard were:
- maintaining the hiring freeze
- further backlogging deferred maintenance
- financial aid for students.
We asked the Presidents to prepare these numbers in expectation of budget cuts in the current year because of the mid-year estimated budget shortfalls (see previous entry). It is estimated that the Governor will cut just over $220 million this year, and because higher education is such a large share of the discretionary budget, we expected to see cuts.
Since the retreat, we have heard from the Governor's office that we should expect to see a base budget cut of $10 million and a cut from our fund balance reserve of $20 million. While we will see a total of $30 million in cuts this year, the lasting effect on the budget will only be a cut of $10 million from each year out.
Of course, this budget situation is a tale of two cities. The Governor has worked very hard to support higher education, and planned to fund a tuition freeze for undergraduate in-state students at the cost of $16 million and fully funded the rest of the operating budget and capital projects. On the other hand, the system did not raise tuition because the Governor planned to fund the difference; but now with budget cuts, those dollars will now not come to our institutions.
Of course, things will be difficult over the coming months and couple years. A partnership with the Governor's Office is critical to maintaining as much funding as possible for education. Governor O'Malley been very supportive in the past and I do not doubt that he will be in the future.
- maintaining the hiring freeze
- further backlogging deferred maintenance
- financial aid for students.
We asked the Presidents to prepare these numbers in expectation of budget cuts in the current year because of the mid-year estimated budget shortfalls (see previous entry). It is estimated that the Governor will cut just over $220 million this year, and because higher education is such a large share of the discretionary budget, we expected to see cuts.
Since the retreat, we have heard from the Governor's office that we should expect to see a base budget cut of $10 million and a cut from our fund balance reserve of $20 million. While we will see a total of $30 million in cuts this year, the lasting effect on the budget will only be a cut of $10 million from each year out.
Of course, this budget situation is a tale of two cities. The Governor has worked very hard to support higher education, and planned to fund a tuition freeze for undergraduate in-state students at the cost of $16 million and fully funded the rest of the operating budget and capital projects. On the other hand, the system did not raise tuition because the Governor planned to fund the difference; but now with budget cuts, those dollars will now not come to our institutions.
Of course, things will be difficult over the coming months and couple years. A partnership with the Governor's Office is critical to maintaining as much funding as possible for education. Governor O'Malley been very supportive in the past and I do not doubt that he will be in the future.
9.15.2008
Way2GoMD
This past Saturday morning, I had the opportunity to attend the launching of the "Way2Go Maryland" Campaign designed to increase outreach to middle school students about college. As some may know, i am particularly passionate about this program because of my future plans to teach middle school in Baltimore City.
The launch of the campaign was held at the Maryland Science Center. After the initial ceremony, lunch and a college fair was held for the families and students in attendance from all over Baltimore City. I had the opportunity to speak with a number of students and families and was inspired by their persistence and dedication to pursue higher education. I know that I often take for granted the opportunities that I was presented with.
In coming months, the program will reach out to middle school students and their families both about the opportunities for college and the steps that need to be taken starting in middle school to help prepare students for higher education. The system will be working with its co-sponsor, ATK, and community groups to connect.
In coming weeks, I will be sure to share with you upcoming opportunities to participate in this project. I am inspired to share the opportunity that I have been afforded and I hope you share the same sentiment.
The launch of the campaign was held at the Maryland Science Center. After the initial ceremony, lunch and a college fair was held for the families and students in attendance from all over Baltimore City. I had the opportunity to speak with a number of students and families and was inspired by their persistence and dedication to pursue higher education. I know that I often take for granted the opportunities that I was presented with.
In coming months, the program will reach out to middle school students and their families both about the opportunities for college and the steps that need to be taken starting in middle school to help prepare students for higher education. The system will be working with its co-sponsor, ATK, and community groups to connect.
In coming weeks, I will be sure to share with you upcoming opportunities to participate in this project. I am inspired to share the opportunity that I have been afforded and I hope you share the same sentiment.
9.12.2008
The "College Experience" for Nontraditonal Students
After a group planning session last night for one of my classes, I got into talking with one of my peers about his college experience. My friend works at UMB in the evenings, has a wife and daughter, and is attending UMBC on the side. Later that night, my thoughts were brought back again to my friend and his experience at UMBC and how we serve nontraditional students.
As we examine growth in higher education in coming years, there seem to be two major areas of expansion; expansion of non-traditional students and also an increase of minority and low-income students. Both areas of growth are a response to increased accessibility to higher education and increased demand for skilled workers.
But what does this all really mean? It means that our colleges do not simply serve 18-22 year-old's who live on or near campus with friends, like me. More critically, our campuses have to both meet the needs and work for our peers who are working part- and full-time jobs, have families or parents to take care of, and/or travel some distance to attend school. Every time I register for classes, I think to myself whether I could make it at UMBC reasonably by taking classes that would not disrupt with a workday. While possible under ideal circumstances, its quite difficult. I also think about campus resources, and realize they are mostly only open during the day.
Many colleges are readily exploring e-learning and distance to allow students to learn away from the college. While I understand the reasons for these changes, I might challenge this notion and suggest that we mold our current campuses and services to serve nontraditional students on campus. Most professors are available for advising during the day. Food options often close at night. Offices for business and academic services often close at night. Few classes are ever held on weekends. Majors have limited course selections early in the morning or late at night. Athletic facilities may not be open at ideal hours for students. I suggest we challenge or notions of how campuses operate as we consider the experience of nontraditional students.
How does your university serve, cater, and support nontraditional students? What are some things I should raise at the Board of Regents when it comes to the experience of nontraditional students?
As we examine growth in higher education in coming years, there seem to be two major areas of expansion; expansion of non-traditional students and also an increase of minority and low-income students. Both areas of growth are a response to increased accessibility to higher education and increased demand for skilled workers.
But what does this all really mean? It means that our colleges do not simply serve 18-22 year-old's who live on or near campus with friends, like me. More critically, our campuses have to both meet the needs and work for our peers who are working part- and full-time jobs, have families or parents to take care of, and/or travel some distance to attend school. Every time I register for classes, I think to myself whether I could make it at UMBC reasonably by taking classes that would not disrupt with a workday. While possible under ideal circumstances, its quite difficult. I also think about campus resources, and realize they are mostly only open during the day.
Many colleges are readily exploring e-learning and distance to allow students to learn away from the college. While I understand the reasons for these changes, I might challenge this notion and suggest that we mold our current campuses and services to serve nontraditional students on campus. Most professors are available for advising during the day. Food options often close at night. Offices for business and academic services often close at night. Few classes are ever held on weekends. Majors have limited course selections early in the morning or late at night. Athletic facilities may not be open at ideal hours for students. I suggest we challenge or notions of how campuses operate as we consider the experience of nontraditional students.
How does your university serve, cater, and support nontraditional students? What are some things I should raise at the Board of Regents when it comes to the experience of nontraditional students?
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