Stanford University, which has the fourth-largest endowment of any American college, will stop directly investing in coal mining companies. The university announced its limited divestment plan Tuesday citing decades-old investment principles that tell Stanford’s trustees to make as much money as they can but also give trustees the option to avoid investing in companies that “create substantial social injury.” The burning of coal is considered a major contributor to global climate change.
Stanford’s trustees and an advisory panel concluded “coal is consistent with this policy given the current availability of alternatives to coal that have less harmful environmental impacts,” the university said.
Other universities, such as Harvard University, have resisted pressure to divest from fossil fuel stocks, citing their obligation to make money and what little effect their investment decisions might have. Stanford’s endowment of $18.6 billion in the 2013 budget year is just over half of Harvard’s. It’s not clear how much Stanford has invested in coal companies currently.
“Moving away from coal in the investment context is a small, but constructive, step while work continues, at Stanford and elsewhere, to develop broadly viable sustainable energy solutions for the future,” Stanford President John Hennessy said in a statement.
Stanford did not prevent itself from investing in other fossil fuel stocks, including oil and natural gas. The burning of both gas contributes, to varying degrees, in the greenhouse gas effect. Oil and natural gas stocks have risen substantially over the past several years at the same time coal stocks have plummeted. Stanford said the new policy applies to investments it manages directly but that it would also encourage its external money managers to divest from coal too.
My earliest memories are of looking out from the campanile at the University of California at Berkeley below and the blue sky that surrounded the entire San Francisco Bay Area. Sproul Plaza and bongo drums, Telegraph Avenue and the Hare Krishna, Cody’s Books, Kip’s and Top Dog. These early memories were the result of the dreams and aspirations my parents had at the time.
Cal Berkeley had been the beacon of higher education that first brought my parents to this country in the early 1960s. Both my maternal and paternal grandfathers had been unable to obtain college educations in Mexico, in part because of tradition and also due to the limitations at the time. But both of them were self-taught and made sure that their children attended local universities. My father had older siblings who had completed college by the time he came to the United States. My mother was the first to attend college in her family.
Back then the California dream came in three parts. We had the community colleges that served as the entryway for those who were not ready for a four-year university. There was the Cal State system that served as primarily master’s-level and undergraduate teaching institutions. Then there was the University of California.
Shortly after my parents arrived in California, they enrolled at the local community college. From there they transferred to Berkeley and eventually went on to obtain graduate degrees. My mother received her M.A. in comparative literature and my father eventually received a Ph.D. in the same field.
When the time to apply for college came, I had only two places in mind: Cal and Harvard. I heard early from Cal and was rejected from Harvard. So my choice was clear. In my mind, Cal was the place for me. It was home. But Cal was tough. I remember sitting in my Intro to Chem class with the other 750 students as we watched our professor on TVs that stood above us. Even though the classes were huge, faculty always taught them. And as we moved into upper-division courses these classes grew smaller and smaller to the point of eventually being able to ask our professors questions in groups as small as 50.
My wife, who was the first to go to college in her family, had followed a track to the one my parents used. She heard of college for the first time when she was in high school. When she finished high school, she enrolled at a local community college and transferred to UC Santa Cruz. Eventually, she ended up earning an M.A. in counseling psychology.
My daughter’s experience extended our UC experience even further. She was born in La Jolla just before I defended my Ph.D. dissertation at UC San Diego. Her earliest memories are of UC Santa Barbara, where I had my first job and she used to play with chickens at the Orfalea Children’s Center. She had visited Cal with us numerous times and ventured just south to the forest that surrounded UC Santa Cruz, my wife’s alma mater. Her early memories had spread beyond the campanile to encompass many more campuses.
When we first moved to Houston 10 years ago, the UC system was still embedded into the household fabric. One day my daughter came home and asked me whether we were Aggies or Longhorns. I quickly replied that we were Golden Bears and Banana Slugs. The next day she came back unsatisfied with my answer and asked again. It was a forced-choice question and so I chose Longhorns. UT was the Cal of Texas so it made sense.
But things have changed in the 30 or so years since my wife and I applied to college. My daughter received hundreds of brochures and emails from universities across the country, some of which I never knew existed. The list under consideration expanded to 11, including UT Austin and the University of Houston, but also some private and some Ivy League institutions.
Decision day arrived in three waves. First came UT and Houston, which were automatic due purely to her class rank. Then there was UCLA, a place made dear to my heart much later in life, when my father Guillermo Hernandez became a professor there. The final wave brought us good news: acceptance into Duke University, Davidson College and the University of Pennsylvania. All were excellent institutions with great reputations. But it also brought bad news: rejection from Cal.
My daughter and I visited all of the east coast schools where she had been accepted. Penn reminded me of home. It shared a strong commitment to diversity. Like Cal, it sat on the edge of a city with the inner city not far away. It even carries the name of the state and can be named with a single syllable. And like Cal, the multicultural way of life I had experienced during my childhood in California had penetrated its Ivy walls. You can eat Tortas at Penn and any other type of ethnic food you can dream up. But it is still private. Classes are smaller. The surroundings are beautiful and there is Ben sitting on campus. It was clear to me that her experiences would be radically different than the ones my parents, my wife and I had experienced in college.
My daughter’s decision came swiftly. She left the Golden Bears and Banana Slugs behind. She bypassed the Longhorns and Cougars completely. She has taken her experience of living in the most diverse city of the country with her. Along the way she will create a new identity, a native Californian Latina from Houston who will soon be a Penn student, something I never imagined was possible from the top of the campanile all those years ago.
But what of my California dream that had given all of us this opportunity? Is it dead? Over 70,000 applied to Cal and over 85,000 applied to UCLA this year. The acceptance rate has dropped at both places. The campuses are packed and more and more Californians are leaving the golden state to attend college in other places. This trend has reverberated across the entire county a topic of concern that the dean of admissions at Penn, Eric J. Furda, discussed with me during Quaker days.
The irony of it all was that my entire family was educated at what is arguably the best public university system in the world. My daughter could have followed in our footsteps. She was offered admission to UCLA but no financial aid. In other words, the entire out-of-state cost approximating that of private colleges was to be handled by us. A similar situation occurred at UT. Because Ivy League universities award grants and have a no-loans policy, Penn ended up costing a bit more than UT and much less than UCLA.
The story of our family is not unique. According to a recent book from Suzanne Mettler at Cornell University, college education may actually be reducing the opportunity to create a more level playing field. The ability both economically and socially to climb the academic ladder is becoming more and more restricted. This reality is difficult to reconcile for someone who grew up in the public university system and teaches at one as well. The American higher educational system has opened up doors for my family. I feel incredibly fortunate to have a daughter who will attend an Ivy League university.
However, I cannot help but wonder what the future of public university education holds for those who aspire to climb the academic ladder the way that my family has.
Arturo E. Hernandez is professor of psychology and director of the developmental cognitive neuroscience graduate program at the University of Houston.
The University of Notre Dame on Friday announced a $75 million gift -- the largest ever to the university -- from John W. Jordan, an alumnus and trustee. The money will be used for "the creation of a world-class research program in an area of science and technology that is new to Notre Dame and that has the potential to create innovative intellectual property that has important commercial potential."
Although to my knowledge no one has tracked in a given year much less over time the number of faculty votes of no confidence in their presidents, readers of Inside Higher Ed will observe that such votes appear to be taking place all the time. The reporting of these votes reveals that faculty members generally are protesting what they judge to be their presidents' failure to honor shared governance, particularly when it comes to academic matters. Such votes often also condemn what the faculty see as a campus culture that is top-down and corporate rather than collaborative in nature, particularly when budgets are being cut.
This complaint that colleges have embraced business values and practices at the expense of academic values and practices is not a new one. Robert Margesson in A Rhetorical History of Academic Freedom From 1900 to 2006 noted that the American professoriate has been claiming at least as far back as 1908 that colleges and universities had become too corporate and that presidents had too much power.
This history notwithstanding, as I argue in my new book, Governance Reconsidered: How Boards, Presidents, Seniors Administrators and Faculty Can Help Their Institutions Thrive (Jossey-Bass), many presidents (and their boards) are in fact now minimizing and even ignoring the notions of shared governance in unprecedented ways. For example, increasing numbers of presidents whose institutions are facing significant financial pressures have — without the involvement of the faculty — eliminated, added or reorganized academic programs and altered how funds for departmental budgets and faculty lines are allocated.
Others have sought to create greater efficiencies and increase faculty “productivity” as defined by the number of students and/or class hours taught and, in the view of the faculty, moved too quickly, thereby violating the faculty’s wish for extended deliberations. Moreover, nearly 75 percent of faculty currently teaching at our colleges and universities today are “contingent,” (i.e., not on the tenure track and often part-time) compared to roughly 22 percent in 1969. Since contingent faculty generally have no role in governance, the reality today is that the majority of those teaching at the college level have no opportunity whatsoever to contribute to institutional decision-making.
Believing themselves under siege, many tenured and tenure-track faculty are assuming a more adversarial stance toward their administrations and sometimes their boards than I believe was previously the case. Even more specifically, because many faculty members believe that their traditional prerogatives in terms of academic matters and their established processes for faculty deliberation (which many see as their protection) are being ignored, the traditional tensions between faculty and administration are being aggravated.
Although these trends may be understandable, they are also having the very damaging consequence that a number of presidents whom I would judge effective and who do in fact embrace academic values and seek to foster shared governance, are questioning the very viability of the college presidency. I have been startled in my recent informal conversations with presidents at higher education meetings and/or in phone calls that so many presidents, already troubled by the many external challenges facing higher education, have contemplated leaving their position because of their contentious relationships with some members of their faculty. Typically, these presidents were considering either returning to teaching, retiring early or moving out of academe altogether.
Despite the fact that these presidents are located across the country and in institutions of various sizes with an array of different missions, their refrain has been consistent. In addition to citing the unrelenting demands of the job and the extraordinary financial challenges facing their institutions, both of which require an inordinate amount of presidential time and energy, most were more discouraged by what they characterized as persistent and often public criticism from a very vocal minority of faculty members on their campuses. To a person, all were dismayed that most members of their faculty, including those who privately expressed their support for them, were intimidated into silence by a small number of vocal and often vitriolic opponents who dominated the discourse in faculty meetings, in hallways and in lots of dark corners.
Most of these presidents have multiyear contracts. Only one of those with whom I have spoken recently has experienced anything approaching a formal protest from faculty colleagues, after which his board gave him a new five-year contract. Thus, none were worried about job security. Rather, their legitimate worries about the external environment were compounded by their worries about the climate on their own campuses. In addition, in a few instances, their concerns were magnified because they were uncertain that their board would be united in its support of any unpopular actions on their part, even in cases when the board had approved those actions. Several noted that their most vocal critics argued that all administrators were untrustworthy and/or incompetent. Sometimes, faculty members shared these views with their students, inspiring student dissent and distrust. Some faculty involved alumni.
Several presidents talked about how their colleagues always viewed the present through the lens of their memories of the past. On a number of campuses, presidents told me, when they looked into ongoing complaints about “the administration’s actions,” they learned the actions being criticized came from prior administrations. (I confess that sometimes when I am visiting campuses as part of consulting projects and hear such stories, I am reminded of Faulkner’s line in Requiem for a Nun, “The past is never dead. It’s not even past.”)
The presidents with whom I talked were all also aware that any conflict on campus today could readily attract a great deal of negative public attention that might harm their institution and garner support for their critics, both in social media — often through Facebook pages — and also in the local and sometimes national press as well. Although these presidents recognized that such media campaigns were often mounted because faculty and students had legitimate concerns, they were nevertheless nervous that such campaigns might be successfully mounted against them for what they believed to be less compelling reasons. (See the following Inside Higher Ed pieces for examples of media campaigns and related controversies that led to presidential resignations at places as diverse as Gustavus Adolphus College, Saint Louis University and Florida Atlantic University.)
Of course, such tensions are occasioned today by the fact that so many colleges and universities, sometimes for the first time in their history, are facing declining or unpredictable enrollments, rising financial aid discounts and structural deficits that have led to higher than standard endowment payouts, which threaten the sustainability of the institution over time. Because these problems seem to defy easy answers, many campuses are extremely anxious about their future. As one faculty member told me this fall, he understood that he and his colleague were unlikely to find other positions in higher education, if their institution closed.
Even so, he observed, most of his colleagues were in denial about the seriousness of the problem and instead were focused on what he called “the blame game.” He expressed regret that few on the faculty were willing to work with the administration to try to find solutions. On another campus suffering declining enrollments and where the faculty had not had a pay raise for years, faculty members refused to meet with prospective students and their families unless they were paid stipends to do so. The institution responded that it would only have the funds for such activities if enrollments increased. When last I checked, they were at an impasse.
Presidents and faculty members both should be nervous about the future. Perhaps most importantly, because the majority of American private college and universities are overwhelmingly tuition-dependent and because the funding of so many public institutions is based on enrollment, the financial impact of reduced enrollments can be devastating. Some recent statistics illustrate the volatility of enrollments:
Total undergraduate enrollment was down at 45.6 percent of all institutions in 2011-12 from the previous year and down at 41 percent of private institutions.
In 2012-13, the enrollment declines continued with declines of nearly a half million students, compared to the previous year, with approximately 90 percent of this decline coming from those who were over 25 years old.
Graduate enrollment too has softened. For example, in 2012, first-time graduate student enrollment declined 1.7 percent and more strikingly, enrollment of U.S. citizens at American graduate programs declined 2.3 percent.
A few specific examples will illustrate the serious consequences of declining enrollments.
Iowa Wesleyan College, despite its 117-year history, plans to close 16 of 32 academic programs (including studio art, sociology, history, philosophy of religion, communication and forensic science), to shrink its faculty from 52 to 22 and to reduce its staff from 78 to 55. Its new focus will be exclusively on business, education and nursing. The college will also seek to enroll greater numbers of adult students.
University of Maryland University College, serving nontraditional students, such as members of the military, the federal government and working adults recently announced that it would lay off 70 employees. Its enrollment was 43,000 in 2011. For 2013, UMUC anticipates 37,000 students.
The University of Maine System announced plans to lay off approximately 165 faculty and staff members. This follows the elimination of 520 positions (one-tenth of the faculty, one-fourth of administrators and one-sixth of hourly employees since 2007).
Today’s financial pressures are so serious that Moody’s in 2014 issued a negative outlook for all of higher education, essentially exempting only the most affluent and selective colleges and universities. In reaching this judgment, Moody’s was influenced by the stressed business conditions in higher education, especially that revenue growth was anticipated to by much lower than had previously been the case at a time when “pent-up institutional needs” were requiring expenditures greater than revenue. Moody’s also cited uncertain funding from the public and private sectors and the current regulatory environment.
But despite the fact that these pressures are affecting the entire higher education sector, most of the presidents with whom I talked believed that they had failed to persuade their faculty colleagues that their institution was being challenged by external forces that generally were beyond their control. Rather, most of these presidents told me, when they shared information about the higher education landscape with their colleagues (and sometimes their boards), what they hear in return is that their own institution is immune from such circumstances because they are better than those being affected, that their institution has survived in the past and so will continue to survive in the future and/or that the problem really is not external but internal, i.e., that if the administration simply functioned more effectively, everything would be fine.
If in fact our colleges are to thrive in these difficult times, members of the faculty and the administration must overcome this growing divide and intentionally become partners in thinking about their institution’s future so that their institution can benefit from the best thinking of all of its members. They need to abandon the position that they are natural adversaries.
What might such a new partnership look like? For their part, I believe that presidents and boards must commit to and act on the notions that education is the institution’s reason for being, that faculty members ultimately are the heart and soul of the institution and that faculty voices do need to be at the appropriate tables. Thus, I believe that when boards select nontraditional presidents who come from outside the academy, they be sure that their choice has had an experience of some sort — as a student, a faculty member, an administrator or a board member — at a comparable institution and that they value the academic enterprise.
I am equally persuaded (although many faculty members will not welcome this suggestion) that professors understand that if they wish to contribute both to the conversation and decision-making, they need to act in a much more timely fashion than has been previously the case, sometimes even immediately. They will also need to embrace new approaches to governance that focus on institutional health rather than solely on their individual or departmental interests. For example, despite the difficulty of doing so, faculty members need to be willing to partner with the administration to make often-painful decisions about the allocation of resources. Without such collaboration, many administrations will act unilaterally.
One such example occurred a few years ago at a university where several departments enrolled at the most only a handful of students, who were taught by an equivalent number of faculty members. The president established a program prioritization process in which a committee comprising faculty members and the vice president for academic affairs spent the academic year analyzing course offerings and enrollment patterns. The committee ultimately recommended that the university phase out several majors and one minor that they judged were not central to the institution’s mission and that in the committee’s judgment were not financially sustainable. Their recommendation called for the tenured faculty to be reassigned to teach in other departments if those departments so approved and/or to teach interdisciplinary courses in the freshman and senior seminar programs. The untenured faculty would be retained only for the duration of their current contracts. Thus, although the savings would not be immediate, eliminating these programs would free up resources over time. The president was pleased with the recommendations. However, the entire faculty spent the following year debating the matter, ultimately voting down the recommendations overwhelmingly because they did not want to set the precedent that any major or any minor at all should be abolished. Board members are considering instructing the president to make such decisions administratively going forward.
For colleges and universities to chart a successful future going forward, I believe that faculty members and administrators alike must move beyond constituency politics. They and their boards must also embrace their academic mission, see themselves as partners and act in the best interests of the institution as a whole. Short of such a partnership and such an institutional perspective, I fear that the best of those in leadership positions may step down, that contentiousness will lead institutions to an unhealthy and unsustainable paralysis and that prospective students and potential donors may make other choices.
The University of Scranton announced Wednesday that the institution is making "difficult" cuts of $4 million, due to rising costs and a smaller than expected freshman class for the current academic year, The Times-Tribune reported. The cuts involve some layoffs, but university officials declined to say how many.
Faculty members in the sciences spend too long on burdensome administrative work, at the expense of their other, more meaningful duties, argues a report out today from the National Science Board. The report, called "Reducing Investigators’ Administrative Workload for Federally Funded Research," is based on the work of the board's Task Force on Administrative Burdens, which asked professors to identify through roundtable discussions and requests for information which federal and internal university procedures and requirements were the biggest drains on their time. Financial management, the grant proposal process, progress reports, institutional review boards, and layers of oversight related to working with animals all were common responses.
The paper acknowledges that some oversight is necessary, but says that regulations -- once set -- are not easily changed or lifted, and that "[principal investigators] at many institutions suggested that a culture of overregulation has emerged around federal research, which further increases their administrative workload." The paper argues that such problems have been cited for years -- including two Federal Demonstration Partnership surveys that found principal investigators spend 42 percent of their time on administrative tasks -- but that failure to address them has resulted in "wasted" federal research dollars. “Escalating compliance requirements and inconsistent audit practices directly impact scientists and the time they have to perform research and train students and staff,” said Kelvin Droegemeier, board vice chairman and a member of the Task Force.
The report offers numerous suggestions for decreasing the administrative burdens of research, such as not requiring as much information in initial proposal merit reviews, and instead requiring more details only once the project is being considered for funding. Progress reports also could be "streamlined" to focus only on performance outcomes, it says. Federal agencies also should work together to streamline grant management processes and paperwork, for example. The task force also recommends that universities review their IRB processes and staff organization "with the goal of achieving rapid approval of high-quality protocols that protect research subjects."