Suffolk University issued a statement Wednesday afternoon stating that Margaret McKenna, the president (at right), and Andrew Meyer, the board chair, met Wednesday morning and were trying to resolve differences. Meyer has been widely reported as having organized a board meeting for Friday to fire McKenna. Faculty, student and alumni groups have all been backing McKenna and calling on Meyer to leave. The precise nature of the disagreements has been unclear, but those on campus say McKenna has been doing an outstanding job and consulting with all campus groups about advancing the university. McKenna is Suffolk's fifth president in five years.
The full statement from the university says: “Suffolk University Board Chair Andrew Meyer and President Margaret McKenna met today and agreed to work toward a resolution of issues. Chairman Meyer and President McKenna strongly agree that the interests of Suffolk University, its students, faculty, staff and alumni, must come first. Both the chairman and the president believe Suffolk is such an important institution to Boston and this region and they realize they need to work to resolve issues and continue to strengthen the university. They will continue to meet and work toward a proposal that they hope to jointly present to the board on Friday. Given the importance of these efforts, Chairman Meyer and President McKenna will have no public comment at this time.”
Submitted by Jake New on February 4, 2016 - 3:00am
Alpha Epsilon Pi is investigating the University of Chicago chapter of the Jewish fraternity for sending emails containing derogatory references toward black people, women and Muslims.
"We are going to work with the individuals in the chapter to educate them about the harm that such speech and thinking can bring to others," Jonathan Pierce, the international fraternity's spokesman and former president, said. "It is important to note, though, that many of these private emails are from some time ago and the chapter has worked to eradicate this type of behavior and speech."
The email chain, obtained by BuzzFeed News, contains messages sent between 2011 and 2015. The string of emails features frequent use of racist terms for black people, a warning to members to not to have sex with "fatties" and an invitation to celebrate Martin Luther King Jr. day at a fried chicken restaurant. In the emails, members of the off-campus fraternity refer to a Muslim member of the student government as a "terrorist" and to an empty, weed-filled lot located near the chapter as "Palestine."
"The language used in these emails is offensive, and it is not consistent with the university's values or our strong commitment to ensuring that people with diverse backgrounds and perspectives can thrive on our campus," Michele Rasmussen, the university's dean of students, said in a statement. Fraternities and sororities are not officially recognized student organizations at the University of Chicago.
Two students at Santa Clara University have meningococcal meningitis, The San Jose Mercury News reported. Of particular concern is that the students have a strain of meningitis against which most college students aren't protected, because vaccinations for it were approved only recently. University officials are working to inform people on campus of symptoms and precautions to take.
Non-tenure-track faculty members in two academic units at the University of Southern California voted to form a union affiliated with the Service Employees International Union, while adjuncts in a third major unit voted down the bid, they announced Tuesday. Adjuncts in the Roski School of Arts voted 31-6 to unionize, and those in the International Academy voted for a union, 32-3. Non-tenure-track faculty members in the Dornsife College of Letters, Arts and Sciences voted down the bid, 127-113. A university spokesperson did not immediately respond to a request for comment.
Submitted by Paul Fain on February 3, 2016 - 3:00am
The Bill & Melinda Gates Foundation on Tuesday released a report on how some states and colleges are using data to improve student graduation and retention rates. The foundation said the report is based on a decade's worth of lessons learned.
The Institute for Higher Education Policy (IHEP) is working with the foundation to develop a forthcoming "metrics framework" that further refines the data areas identified in the new report. The foundation said it will work with policy makers and others to encourage the use of those metrics, including their use as a way to measure the effectiveness of the foundation's own investments. The IHEP report is slated for release in March.
The impetus for the data push is gaps in knowledge about "posttraditional" students, the foundation said, including low-income, first-generation and adult students.
"Higher education is reproducing privilege in this country," said Dan Greenstein, the director of education and postsecondary success in the foundation's U.S. program. "It's unsustainable."
Many data tools from the federal government and other sources have failed to keep up with changing demographics in higher education, according to the foundation.
"We can't answer some of the basic questions," said Jennifer Engle, a senior program officer for Gates who previously worked for IHEP. "We're going to have modernize our data systems."
The foundation said it has focused on metrics that many in higher education agree have value and where serious gaps remain. Those areas include data about students' progress toward a credential (including part-time students), time to completion, transfer rates, debt accumulated, employment after graduation, how much students learn in college and how they use that knowledge and those skills.
Gates last year announced its policy priority areas for college completion. The new report is part of that effort. The foundation has convened a working group it said will make specific policy recommendations later this year on how to improve institutional, state and federal data systems. Likely topics include a federal student unit record, public-private partnerships and improving the Integrated Postsecondary Education Data System (IPEDS).
Faculty and student groups at Suffolk University on Monday reiterated their support for President Margaret McKenna (right), who they believe is doing an outstanding job but whom the board wants to oust, seven months into her tenure as the university's fifth president in five years. The Faculty Senate sent the board a letter calling on it not to dismiss McKenna, as the board plans to do later this week, but instead to support open discussions about the future of Suffolk.
The Faculty Senate letter specifically asked the board to lift a cease-and-desist order it gave McKenna, telling her she could not defend herself in public. Professors say she is being muzzled at a time when she needs to be part of a discussion on the university. The Faculty Senate letter said its members were "disturbed" by recent events in which board members have been leaking criticisms of McKenna to local reporters (leaks many on campus say are inaccurate).
The Executive Committee of Suffolk's Student Government Association met with leaders of the board Monday. After that meeting, the association issued a press release reiterating that students are "steadfast in our support" for McKenna. The press release said the student government was planning a vote of no confidence in the board chair later this week.
The university did not respond to requests for comment from board leaders.
A few trustees, however, are saying either that they are not on board with firing McKenna or don't like the way the issue is playing out in public, The Boston Globe reported.
Increasing numbers of state policy makers are awakening to the difficulty community college students have transferring their credits toward a degree at four-year colleges and universities. They are right to be worried. Research has found that fewer than 60 percent of community college transfer students could transfer most of their credits and 15 percent were able transfer very few and essentially had to start over. The resulting waste of time and money -- not to mention lost human potential -- represents one of the biggest challenges to student success U.S. higher education faces today.
Acknowledging the problem and fixing it, however, are two different things. And attempts to address the issue at the state level, while doing some good, may have unintended negative consequences. The good news is, as some states are starting to show, this can be fixed.
When state policy makers consider how to address the large numbers of credits lost during transfer, they face a conundrum. Premajor requirements for different programs of study vary, and the same major at two different four-year colleges can have different program designs, course requirements and levels of academic rigor. For instance, a bachelor’s degree in psychology at one state university may align with medical school requirements, and thus require more science courses than a psychology program focused on the field more generally.
In the face of this often overwhelming variation in four-year degree requirements, policy makers in some states have put their trust in a common denominator: ensuring transferability of nonmajor lower-division courses, often referred to as the general education core, and leaving the major-specific requirements to each individual four-year institution. In Mississippi, for example, this guarantees transfer to a four-year institution for the community college student who completes 41 credits from a broad array of approved courses. Similar rules exist in Ohio, Texas and several other states.
Sound good? Not so fast.
In states where such rules exist, the gen-ed core at many community colleges has become the default curriculum for the first two or three semesters. On one level, this makes sense. Community college advisers and faculty members reason that counseling students to complete the gen-ed core first will reduce credit loss and preserve students’ options when selecting a four-year transfer destination and a major.
But preserving options may be the enemy of student success. In fact, if pursuing the gen-ed core becomes a reason to delay program choice, it can actually limit students’ options and reduce the chances for degree completion in three important ways.
First, choosing a major or at least a broad field of interest before transferring can help ensure that students take the right gen-ed courses -- courses that will both transfer and count toward their major. For example, many science courses taught at community colleges count toward gen-ed requirements, but only some of those courses are rigorous enough to align to the STEM major tracks at most four-year universities. Similarly, undergraduate psychology programs at four-year colleges increasingly require courses in which students learn research methods, instruction that is often lacking in community college introductory psychology courses. Consequently, community college students seeking to transfer in psychology may not have the foundational research skills of a student who entered a university as a freshman.
Moreover, in many majors, it is essential for students to begin their major-related courses as soon as possible if they are to have any hope of graduating in four years. Science majors need to take a series of rigorous courses with laboratory components that are nearly impossible for a student to handle in their final two years. The same goes for engineering and nursing. Studio art and architecture majors have studio courses that realistically cannot be completed in the junior and senior year. For many majors, programs are thus designed to ensure that students spread demanding major-related courses over more than two years. Delaying program choice prohibits students from doing so. If students don’t take some of these courses early on, they may essentially have to start over when they transfer.
Finally, without a sense of direction, students may struggle to feel connected to their academic course work as they complete their gen-ed courses. When a student interested in accounting can take accounting classes while simultaneously working on English and Math 101, she can better see how these courses add up to an associate degree and then a bachelor’s -- while remaining engaged in her area of interest. Clear direction is an essential counterweight to the many challenges and demands that can pull students away from studying, attending class and, ultimately, completing their degrees.
However, these problems can be resolved. Under pressure from policy makers to better meet the growing need for STEM workers in the state, higher education institutions in Washington State have worked together to develop field-specific pathways, including an associate of science in transfer that four-year colleges report provides strong preparation for majors in biological sciences and engineering and computer sciences.
Research by the Washington State Board for Community and Technical Colleges indicates that students with these “AS-T degrees” who transfer to a university are more likely to earn a bachelor’s in STEM fields and to complete fewer credits overall than students who followed the more general education-oriented statewide transfer agreement. In other fields, state “major-related transfer degrees” are being created that will transfer for both general education credits and most major-specific credits required by universities in the state. Major-specific transfer pathways are at various stages of development in California, Colorado, Connecticut, Massachusetts, Tennessee and a few other states.
Still, these systems are far from perfect. Because program-specific premajor requirements can vary across four-year colleges and universities, the chances that students will take courses that fail to transfer toward major requirements will always be present. Even in states with field- or major-specific pathways, four-year institutions need to develop program-specific transfer guides to help students and their advisers understand requirements unique to their programs. But systems like those in Washington State offer a way to pursue two important objectives simultaneously: increasing efficient credit transfer and helping students find direction.
It will be years before such polices are developed and refined in every state. In the meantime, community colleges and their four-year partners must understand the limitations of guaranteed gen-ed credit transfer and help prospective transfer students develop a sense of direction as early as possible. Only by doing so can they deliver what students and taxpayers expect in an era of increasingly scarce resources: college degrees that students can earn affordably and relatively quickly.
Joshua Wyner is executive director of the Aspen Institute’s College Excellence Program. Davis Jenkins is a senior research associate at the Community College Research Center at Columbia University's Teachers College.
Submitted by Paul Fain on February 1, 2016 - 3:20pm
The American Association of State Colleges and Universities this week announced a project to work with 44 of its member institutions to substantially change students' experience during their first year of college. The project is aimed at improving college completion rates, with a particular eye at helping low-income and first-generation college students, as well as members of minority groups. The public university group said the work would feature several proven methods of improving student retention and success.
"We know a lot of things that work," said George Mehaffy, the association's vice president for academic leadership and change. "The logical place to start was the first year."
The Bill and Melinda Gates Foundation and USA Funds are contributing funds to the project. The work will include a focus on "institutional intentionality," Mehaffy said, such as through changes to the administrative structure and budgeting process of participating colleges. It also will include elements of curriculum redesign and changes to the roles of faculty members, staff and students.
One likely outcome, said Mehaffy, would be degree maps and narrower, more defined pathways for students to get to graduation.
"There are too many choices for students," he said, which can be "paralyzing."
(Note: This article was taken down temporarily to comply with an embargo.)