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.)
Cornell University's Board of Trustees voted to establish a College of Business, the university announced Saturday.
The new College of Business will include Cornell’s three existing accredited business programs: the School of Hotel Administration, the Charles H. Dyson School of Applied Economics and Management, and the Samuel Curtis Johnson Graduate School of Management. Cornell administrators hope the decision will spur more collaboration between the schools while also strengthening the university’s reputation.
The decision came amid protests from Cornell faculty and alumni. After the change was first announced, a group of alumni created a petition in opposition to the idea, some saying that it would affect their donations to Cornell. And the Faculty Senate, worried about shared governance issues with the program being created before academic issues had been determined, asked the Board of Trustees to table the proposal. Instead, the board voted unanimously in favor of the change.
Many of the details of the new college -- like governance and academic processes -- will be finalized over the next few months by leaders and faculty members from the three existing schools.
The University of Oxford has decided not to take down a statue of Cecil Rhodes at its Oriel College despite alumni threats to withdraw millions in donations, the college announced. The statue, like a plaque about Rhodes elsewhere on the campus, has been caught up in the debate that has swept campuses in Britain, the U.S. and elsewhere about honoring historical figures whose pasts included racist or other detrimental acts or statements.
Rhodes, the British imperialist whose bequest endowed the Rhodes Scholarships, has been at the center of the debate in Britain. In December, Oriel College officials said they had begun the process of removing the plaque honoring Rhodes and would review the status of the statue, describing the plaque's wording praising Rhodes as "inconsistent with our principles."
But in the announcement Thursday, Oriel officials said the "listening exercise" the college had undertaken in December had elicited an "enormous amount of input," overwhelmingly in favor of leaving the statue in place. "The college believes the recent debate has underlined that the continuing presence of these historical artifacts is an important reminder of the complexity of history and of the legacies of colonialism still felt today. By adding context, we can help draw attention to this history, do justice to the complexity of the debate and be true to our educational mission."
British newspaper reports indicated that Oxford and Oriel have received threats to withdraw millions of dollars in gifts if the statue was removed, though the college's statement dismissed the idea that financial considerations were a factor.
Rhodes Must Fall, the student group leading the opposition, said in a statement on Facebook that the college's decision "breached the undertakings it gave to all students in its December statement. In December, Oriel said that the plaque's display was 'inconsistent with' the college's 'principles.' It seems that Oriel no longer believes this to be the case. This recent move is outrageous, dishonest and cynical. This is not over."
Submitted by Jake New on January 29, 2016 - 3:00am
The University of Rhode Island has agreed to pay $1.45 million to the family of a baseball player who died after collapsing during a team workout in 2011. The family's lawyer told the Associated Press that the settlement ends a "hard fought" wrongful death lawsuit first brought against the university more than three years ago. The university also announced that it will establish a scholarship in the player's memory.
While advocating for legislation that would mandate automated external defibrillators be readily available at all Rhode Island athletics events, the player's mother, Michele Ciancola, said her son died of heatstroke and because Rhode Island athletic trainers did not have access to a defibrillator. She said her son's body temperature spiked to 107 degrees, and he was resuscitated five times before dying three days later at a hospital.
"This horrific chain of events provides you with a description of the pain and suffering that my young, healthy son endured," Ciancola said.