CSUN: COLLEGE OF
EDUCATION: ELPS 601
CSUN: COLLEGE OF
EDUCATION: ELPS 601
LECTURE HIGHLIGHTS
ELPS 601 - FALL 2013
DR. ROSALIND LATINER RABY © 2004-2013
DEFINITIONS
CULTURE:
A shared design for living Learned Behavior. Rules for interacting and for why certain things are done in certain ways.
Shared pictures people carry in their minds for perceiving, relating to and interpreting the world about them.
All knowledge that is learned and that is passed on from one generation to another.
Goodenough defines:
"Culture consists of standards for deciding what is, standards for deciding what can be, standards for deciding how one feels about it, standards for deciding what to do about it and standards for deciding how to go about doing it."
learned behavior - sets rules for behavior. Encompasses: kinship, marriage, political and economic organization, religion and social interactions
explains why certain things are done in certain ways
gives people a sense of identity
facilitates intercultural communication and relations
Every individual has own version of culture. Mini-cultural groups that overlap.
Different models for different roles
I am - woman, daughter, sister, wife, mother, professor, friend etc.
VALUES: System of culturally acquired beliefs and habits that permit individuals and institutions to maintain a comprehensive cultural identity
Our world is comprised of many different cultures. Each of them being unique in the values they hold, the behavior they exhibit and the belief system which sustains them.
RECOGNIZE A DIFFERENT SCALE OF VALUES
Differences are not barriers
Differences cause difficulty in communicating
1) no two things are identical
2) no one thing stays the same: time and space
3) beware of stereotyping, ethnocentrism and biases
4) seek our commonalities among cultural diversities
5) recognize a different scale of values
CLASSIFY: To understand world around use - DEFINE AND CLASSIFY
Cope with environment and organize vast quantities of data to which we are exposed, all people classify their experience according to categories derived from cultural conditioning.
Geography - use of different maps
Life - classify different cultures/groups of peoples
classifications are necessary for communication and comprehension of our world
Remember that all classifications are subject to CULTURAL RESTRAINTS
Grouping of images/traits to facilitate communication, both positive and negative. All classifications are subject to cultural restraints. How we classify indicates how we relate to one another on different levels.
ETHNOCENTRISM: Term coined by William Braham Summer (early 1900s')
Seeing one's own culture as the center of the universe.
Believing that one's way is superior to others.
Loyalty to one's social group and traditional patterns of life
STEREOTYPES: In process of classification, people inevitably group together things which are discriminately different (exaggerated belief).
Respond to objects or people in terms of categories that they created (pre-judging) rather than in terms of the individual uniqueness.
Acts as both a device for justifying acceptance or for rejecting others.
Pre-judging according to categories rather than reality
Labeling new acquaintances (students)
It is easier and quicker to stereotype. Thus a natural and inevitable cognitive process often leads to the harmful imposition of inaccurate attributes and stereotypical characterizations unto others.
MINORITY GROUPS - numerical & socio-economic base
Receive wide range of discriminatory treatment and frequently are relegated to subordinate positions relatively low in the status structure of society; possess imperfect access to power, prestige and privilege in society.
May not be numerically minority, but always occupy an inferior social/political, economic position;
Majority/minority relations do not appear until one group successfully imposes its will on another;
Potential for conflict is continually present - hence minority groups are viewed as potentially threatening to position of dominant group
Majority strive to defend their positions through cultural continuity while minority groups attempt social change
ETHNIC GROUP - socially defined on the basis of its cultural characteristics;
ETHNICITY
Schermerhorn - "a collectivity within a larger society having real or putative common ancestry, memories of a shared historical past, and a cultural focus on one or more symbolic elements defined as the epitome of peoplehood."
Inherently ethnocentric: non-members of ethnic group are "others" or "alien". Can have majority/minority relations between ethnic groups.
language, class, history, religion, culture are often interlinked - taught traits
Strong tendency to organize politically around ethnic connections
Ethnic groups can reside within their own nation (leading towards nationalism) or can reside within another nation
Sense of belonging to a particular ethnic group implies existence of a distinct culture/ subculture whose members are bound together by common history, values, behavior
RACE - biological or cultural construct ?
WHY AN INTERNATIONAL PERSPECTIVE
Different variations on learning and teaching
We are not a country fixed in time - we are evolving with a new majority merging.
American education does not exist in a vacuum. What it does affects other countries and events occurring in other nations affect the U.S.
Education creates citizens who act as responsible, intelligent and productive members of a community. As our world becomes increasingly interdependent, this ideal citizen must also possess high levels of international competency.
TIMMS Trends in Mathematics Science Studies
involved more than a half million seventh and eight grade students from 45 countries.
US students do more homework than students in other countries yet scores are the same or worse
Students around the world watch about the same anmount of TV
THERE ARE MANY DIFFERENT CULTURES, SUB-CULTURES ETC. EACH OF WHICH HAVE THEIR OWN WAYS IN WHICH TO TEACH AND TO LEARN.
3 THEORIES
1) DEFICIT - Wring assumption about genetic/culltural inferiority
2) SELF-FULFILLING PROPHECY - Low Teacher Expectations
3) DISCONTINUITY - Disjunction between "home" and "school" and "peer" cultures
Learn / Re-Learn / Un-Learn
European University (Italy / France) - 12th century
Paris Model placed professor at center and gave autonomy as part of academic ethos (influenced throughout Europe & US)
Bologna Model student-dominated (influenced Spain and Latin America)
These were supra-national institution goverened by a distant pope
About 85 of these insitutions still exist in recognizable forms, with similar functions and unbroken histories
Mid- 1800's
German University - Humboldt Model
linked HE to nation building;
reflection of socio-economic needs of local society
HE should be supported by public funds
Defined in university for the 1st time
1) academic freedom - freedom to teach - and for students to choose their course of study. This includes free electives; seminar method of instruction
2) unity of teaching & research with graduate education and research being an integral function of the university;
3) Centrality of Facilities of Arts and Sciences (not just ancient philosophy)
4) organized as a hierarchy based on newly emerging scientific disciplines
US University -
Added to German model
a) Board of Trustees
b) endowments
c) admissions offices
stressed concept of service and direct links with industry and agriculture
Expanded access to HE
US History
1636 -1775 3 Main universities - affiliate with respective churches, which in turn, were connected to civil governments
1776 - 1800 Early Republic: republic building
1800- 1850 Growth of universities - one for each state;
Classical curriculum vs. "need" curriculum
Creation of professional schools
Emergence of private denominational college
Morrill Land Grant Act of 1862 (1st) - emphasized places where practical and advanced subjects along with agriculturally based colleges
Broadened curriculum to include agriculture and mechanical arts. This led to a diversification of students
established ulitarian education within college structure
Europe - useful students were taught in less-prestigious institutions
US - allowed industrial classes to be taught in same institution
1st Morrill was NOT popular and although admitted non-elite, fewer than 10% actually graduated
1890 - WWI
2nd Morrill Act - 1890 - federal funding did allow for growth
access beyond white males
Enrollment in mechnical arts/engineering
private ed grew more than public ed
Harvard - reforms - a) mandatory curriculum that led to BA; b) full-time faculty
Historically Black University (and 1st community college - Texas)
US HE System
Only high school graduates admitted
2 years general ed followed by 2 years advanced / specialized sources
Large number of undergraduates would support numerous specialized faculty who would also teach graduate students.
Doctoral training in at least 5 departments, led by Ph.D.s & 1 professional school
Options were added: summer session; extension work, correspondence courses, university press, publication of learned journals
Associations were formed
National Association of State Universities - defined standards
Association of American Universities - set standards for graduate ed and became a accrediting agency
POST WWI enrollment, expectation, credentialization
Mass sector - junior colleges, teachers colleges, urban, service-oriented universities
elite universities - additional wealth invested in faculty, research
1945 - 1975
Serviceman's Readjustment Act of 1944 (GI Bill) - expansion
Private ; Flagship state universities - reached limits
Lower-prestige grew at regional state institutions
1965-1972 - CC - opened at a rate of 1 per week (!)
Brown v. Board of Education (1954) -
Civil Rights Act (1964)
California Master Plan (1960)
1960's/197's
Student movement - Free Speech Movement at hte UC Berkeley and Students for a Democratic Society - spoke against Vietnam war, racial injustice,
attitude towards students changed from paternalism to exaggerated permissiveness
1970s - Martin Trow - Massificaiton
Randal Collins - Credentialization; Academic Qualification
Christorpher Jencks & David Riseman - "academic revolution" - institutional order of graduate schools - affecting all schools and all departments
Higher Education Act - 1972 - provide aid to students based on financial need; extended government's regulatory control over higher ed; Title IX - means for legal enforcement
Middle Income Student Assistance Act (1978) - created loan culture
CURRENT
Spelling Commission (Charting the Future of US Higher Education) - 2008
National Commission of Student Financial Assistance report, Access Denied (2001)
Lumina Foundation report, Making Opportunity Affordable (2007)
joint report by National Association of State Universities and Land-Grant Colleges (NASULGC) and American Association of State Colleges and Universities (AASCU) A Voluntary System of Accountability (2008)
Last 40 years - HE expanded from 2,329 to over 4,000 campuses
For-Profit - account for 8% of students eligible for financial aid
UOP has 116,000 students
1990s - managerial revolution - accountability and efficiency in management
40-year trends
- % of students at private institutions dropped from 32% in 1966 to 25% today
- Women have increased 4X that of men
female degree recipients outnumber men, except for doctorate
- minority group growth - small - but persistent
- increasingly international - 1/4 of all international students enroll in US
- 2005 - 18% of US adults held BA and 10% held graduate degrees
- Computerization of learning
- Public universities - especially flagships - suffer due to less state support
- Loss of Collegiality - increase of departmentalization and fragmentation of curriculum - while issues of our times remain cross-institutional
- Loss of faculty allegiance to institutions
post WWII - transition from undergrad to research intensive PhD - increasing competitive for best faulty and best students
yet - "best" needs "best
competition may prove bad for public institutions which are receiving less state support - at times when $ is critical- best faculty need best equipment - and that is expensive
race - has become not an advancement - but means to keep their position and now downgrade
PRE-GLOBALIZATION NEW GLOBALIZATION
Supranational Entities - influence trade, sharing of academic knowledge
Bologna Agreement
Branch campuses & matriculation agreements
US leader in MASS HE; occupied dominant position in research No longer US is leader
HE seen as public good (benefits society and showed be paid for by society) HE seen as private good (benefits individual and should be paid by individual)
regional and national markets for undergrads international markets for undergrads
high institutional autonomy; national accreditation growing international accreditation & quality review
government as partner with HE government as adversary with HE
traditional pedagogy - limited technology new pedagogy
substantial government subsidization limited government subsidization
small for-profit sector growing for-profit sector
Classifications
Carnegie
UNESCO
Contemporary Context and Structure
Human Capital those with BA - earn twice as much as those with only high school
Social Capital behavioral knowledge - how to best use opportunities
Cultural capital cultural connections - SES/family influences that determine chances later in life
Cognitive Capital different kinds of inteliigneces that are not connected to SES/race
Aspiration Capital ambition - can be SES related
public benefit - better jobs, more educated to make informed decisions, reduced unemployment, reduced crime, increased social tolerance
US - 33% gain BA - -considered mass education "Americzanization" Model of Mass HE - includes differential mission - to provide different paths for different abilities
US - high aspiration- but low reality of attainment
IS THERE A LIMIT FOR HE - - I.E. HOW MANY SHOULD ATTEND ELITE UNIVERSITY?
Dangers in creating caste of overqualified / over educated
Postmodern economy - jobs change frequently - - so need changing education not set?
OECD - 30 member countries - Europe, East Asia, etc.
public - controlled and managed directly by public education authority (gov't.; council, committee- whose members are appointed by a public authority)
private - controlled and managed by non-governmental organization (church, trade unition, business enterprise) - board members not selected by public authority
some private can receive up to 50% of funding fro government
independent private HE - receive less than 50%. Not many in the world
concerns over non-profits - - are they changing "public" nature of HE
Under funding of HE - yet at the same time - HE ranks high in policy debates
Are we in crisis?
Enrollments have not significantly declined
Public funds have not declined - but increased (33% increase in US)
But . . . when compared to enrollment increase - the public funding is not enough
US and 4 other countries - public funds account for 50% of budget
most other countries - 70%
Private research HE are richer - more competitive
Many believe mass ed - expansion of HE - has led to under-funding based on traditional public governance model
more money does mean better resources - but it does not mean better quality
students are facing the recent crisis of funding - increased tuition, meals, books, boarding, etc.
US - public predominates for research - but is the only country where private sector has a strong presence and competitive advantage in advanced research programs. It is also the only country where the share of enrolments of independent private is bigger
HE Market
open access
mission differentiation
institutional autonomy - for public to spend how they want
well-regulated nonprofit and for-profit private sector
institutional and regional experimentation
affirmative action
Student Mobility / Brain Drain
Institutional Coordination - dual-enrollment, sharing facilities
Degree compatibility (Bologna)
Bank Credits
Transfer/Matriculation Function
General Education in 3 years
Moderate Fee High Financial Aid Model
diversity of funding sources
income redistribution for tuition/fees
AUSTRALIA EXAMPLE
mergers of institutions to reduce number of public HE
selective approach to public research funding
encourage private HE
Students who pay "up-front" enjoy a 25% discount. Those who cannot - can loan the amount
positive - student stayed in classes; did better;
enrollment # did not change much - even on low-income students and "older" students
Full-fee domestic students - - successful in areas of business, management and IT
HE institution could only give 25% of slots to full-fee
ENGLAND EXAMPLE
full-time fees for "home" UK and EU undergrades - that represented 1/4 cost of the HE course + series of loans
2004 - abolished up-front fees and allowed universities to charge variable fees;; income-contingent loans were available
2009 - no up-front fees - so noone is excluded; but students must replay loans upon working; also fee waivers allow help for low-income
This is expensive - but a social investment
US GOVERNMENT
areas of connection to HE
direct aid to students
allocation of tax deductions and credits to students and colleges
(income tax credits for HE)
federal funding of research and development
impact of federal regulations on colleges/universities
(accountability that accompany receipt of federal funds; dictates of social legislation to protect civil rights)
Morrill Land Grant Act of 1862
Federally funded to create educational emphasis on fields of study affiliated with the westernization movement
GI Bill - tuition assistance - which increased attendance - for all students - which influenced diversity, but also contributed to credentialization
1965 - President Johnson "Great Society program" - to achieve equal opportunity to attend college - more ed, better jobs, better jobs, better life
Included - Higher Education Act of 1965 (federal aid for students)
Title IV - created 3 types of federal aid
1972 - reorganized with new name, Pell Grant (based on calculation of family aid and need)
1979 - Creation of US Department of Education consolidated 1/4 of 400 programs and less than 1/3 of total federal expenditures for HE
2009 - President Obama - American Reinvestment and Recovery Act - Economic Stimulus Bill - gave extra financial support - if states were only to fund - would be unable due to declining budgets. The "maintenance of effort" provision required states to continue to use ARRA dollars to fund HE at the same level each state had the previous year - which is saving HE
Federal policy makers have tried to crack down on institutions with excessively high student loan defaults - with no federal conclusion
ALTBACH'S 4 A'S
Access Attrition Affordability Accountability
Pros and Cons of For-Profits
several universities (including the State University of New York at Albany and the
University of Southern California) developing research specializations in for-profit higher education
For-profit colleges enroll more Californians than all sectors other than community colleges (at 380,000 students, far less than the California Community Colleges' 970,000 but more than third-place California State University at 332,000),
greater proportions of black and Latino students than any other sectorgreater proportions of Pell Grant-eligible students than any sector
1 in 5 CA undergraduate awards come from for-profit
Their numbers approach those awarded by Cal State
The commercial higher education providers are a major provider of job-oriented certificates, and are especially productive in many of the fields (health sciences, consumer services and apparel, visual arts and design, computer and information sciences) atop the California's list of employer needs.
Options for students
Community College - about $ 5,000 for 11 month curriculum with a $ 2,700 Pell Grant and 2 forms of state aid. Will emerge with no debt.
Enrollment 2 times year, limited classes
For Profit - $ 20,000 with $ 5,500 Pel Grant. End with $ 14,500 in loans for a job starting at $ 19,000. Can start anytime and be guaranteed classes
In Cosmetology - graduates of both bass state licensure exam at same rate
INTERNAL
Board of Trustees
assure external and internal stakeholders of responsible stewardship of financial and other resources.
Approve strategic and annual operating plans, operating and capital budgets, annual goals; assign authority to CEO; selects CEO and other senior-level appointments and Internal Auditor
Chancellor or President
Primary communicator of college mission, vision, goals and budget; is accountable to Board; set tone for problem solving;
Chief Financial (Administrative or Business) Officer
Oversee all financial matters; accountable directly to CEO; advocate for revenue generation and cost containment;
Provost or Chief Academic Officer
Academic leader - quality of educational services; work with faculty and administrators to maintain academics, cost containment, realize educational goals
Vice-President of Student Services
Freshmen orientation, student activities, student recruitment, enrollment services, financial aid, counseling, student life, career placement, studet support services
Vice-President for Workforce Development and Community Education
Entrepreneurial and market-driven; partner with business organizations in workforce training; community education, non-credit extension
Chief Personnel Officer
hiring, promoting, disciplining, familiarity with union and employee relations and grievance, legal issues, health/benefit programs
EXTERNAL
voluntary enterprise sector - nonprofit organizations;
public enterprise sector - local, state, federal goverment - upholds laws
private enterprise sector - profit-seeking
these 3 influence everything from athletic conferences and alumni associations to unions; corporate boards administer the insitution and even funding
private foundations - corporate, trusts, associations
community foundations - city/regional; family or personal foundation - have limited purpose; special purpose foundations; company foundations; national independent foundations (like Carnegie, Lujina)
National center for Public Policy and Higher Education - supported by Pew rusts, Ford Foundation, Lumination Foundation and Bill/Melinda Gates Foundation - - - repart card on states - which led to national policy
institutionally based membership organization (American Council on Education) - - members adher to organizational policy
Voluntary Accrediting Organizations -Regional and professional (American Medical Association)
Voluntary Consortia - collaboratives between institutions (Clarmont Colleges with started with Pomona, added Scripts,etc) = cross-registration
Regional Compacts - nonprofit, private organizations - are quasi governmental - groups of states create them, provide basic funding, and contract services
WICHE - Western Interstate Commission for Higher Education
PROFESSORIATE
tension between autonomy and internal life of academics and external forces for accountability
What professors teach are their own - - but increasing institutional curriculum and grant emphasis is changing what needs to be taught; unions do not define the "rights"
research vs. teaching mission
Mostly academic freedom (except few Muslim Scholars)
Liberal vs. conservative - - - diversity appreciation or political correctness
part-time - no job security, tenuous ties with institution
full time, but not tenure-track are growing category
responsibilities change with discipline and institutional type
image of Mr. Chips - replace dby jet-set professors
hierarchy depends on access to research funds
faculty are retiring later - fewer new positions
affirmative action - opens and closes opportunities
while courts decrease workload, public opinion is increasing it
student interest has minimal change for professorate
technology - online journals and electronic publishing - challenging peer review
yet how do they count for tenure / promotion
for-profit - UOP - new professorate - none are tenure/permanent, professional based, part-timers, non-academic
Academics do not deal with trustees, legislators, or parents
Current Issues:
increased competition for federal research funds
impact of electronic publishing
declines in enrollment in traditional arts and sciences
government accountability
financial budget - increased workload
decline in public esteem
shrinking academic employment market
Federal Government -
policy in terms of research, student aid, interventions to support social justice
State Government -
HE answerable to governing boards; which are created by legislatures
California: governor, lieutenant governor, superintendent of public instruction, president of state board of agriculture, speaker of legislative assembly are ex officio voting members of Board of Regents of UC system; Governor appoints members of CSU and CC Boards
Although states influence through placement on boards - their primary influence is in executive budget process
state boards control budget - which can eliminate departments
Judicial Intervention -
court decisions involving trustees, administrators, faculty, students
Accrediting Agencies
voluntary and non-government - - but affiliated with prestige, federal funding for aid
administrative authority - power hierarchy; without a clear ordering of rank, but in which higher rank have more power and control
professional authority - autonomy for responsible of consciences (censured by peers) for effective professional work
Cultural norms / public protection - influence controversial subjects (human and animal subjects)
Public votes on funds - which translate to accountability to public
what to share - what not to
when to embrace fads
how much to connect to market-economy (like get rid of anthropology)
market control decisions - effect delicate balance
Accountability & Fiscal Management
Traditional view - accountability is sound fiscal management and following rules
Today - effectiveness of institutions and policies, meeting needs of citizens of the state
ACADEMIC FREEDOM
roots - lie in scientific inquiry & status of professors
by WWI - a) guarantee of tenure (to not be able to terminate); institutional board to avoid censure
McCarthy era - academic freedom suspended
California Supreme Court agreed that professors did not have to sign "loyalty" - but the policy was not invalidated until 1967
9/11 - some lecture notes, lab files subpoenaed
Current - sexual harassment and academic freedom - when does it cross the line?
Digital Age - e-mail/facebook bullying; stealing vs. limitations of print-era law
What can you upload in "name" of university
UC system Is leading way in defining protective e-mail policies
Spelling Commission
"kick-start" measuring student-learning outcomes
emphasis: access, affordability, accountability
Ended Up
Voluntary System of Accountability - - but does not give enough information
Federalization of accreditation which allows students to be eligible for federal student-aid programs
Progress on recommendations of commission
more states align high-school standards with college expectations
more colleges use tests to measure student learning
more money is spent on federal student aid
STUDENT LEARNING OUTCOMES (SLOS)
All CA community collges are responsible for focusing on SLO in their mission - by Fall 2012
WASC defines student learning outcomes as the "knowledge, skills, abilities, and attitudes that a student has attained at the end (or as a result) of his or her engagement in a particular set of collegiate experiences"
LACCD "established the Advisory Council on Student Learning Outcomes (ACSLO) with faculty representation from each of the nine colleges. Each college has its respective campus SLO committee. Faculty and staff members are always invited to attend ACSLO meetings" (LACCD).
Three different type of learning outcomes
course, program and institutional (ISO).
GOVERNANCE
PRESIDENTS
multi-role - leader, innovator, manager
2006 - 70% came from ranks of faculty
1986 - 75% came from ranks of faculty
14% are minorities
African-Americans - 6%; Hispanics 5%
Asian-American - 1%; Native American 1%
Increase of 8% of minorities from 1986
TYPICAL PATH
Chief Academic Office (31%)
other presential positions (21%)
post outside of HE (13%)
run internal - respond to internal stakeholders
respond to external stakeholders
respond to environment
institutional investments
student enrollment
FINANCE
Glion Colloquium - meeting annually since 1998 - highlight US/EU issues
2002 - main issue - governance today - finance
economic - maturing of EU/US economic; new economic China/India
nations recognize economic growth demands HE - but they are not willing to commit
political - who benefits; shift from public to private
Anti-argument for "Free tuition" - shifts taxes from low income to support middle income students who attend HE
funding is related to quality of ed; access - or social equity as to who benefits; efficiency - cost-effective relationships and outputs of graduates
US has chosen mass education - - choice for parents/students to pay; choice for taxpayers to fund
a) tidal wave enrollment
b) expansion of completion rates
c) need for more degrees
d) enhancements in the institution - research, equipment, technology
RESULTS
a) reduce share of government investment in HE
b) new revenue sources create new constituencies - research U get committed students; CC get access but larger non-completion; elite get top share - which works well with hierarchy of US (can't have too many CEOs)
US - state based - - always had inter-state competition; always had students pay portion. So - increased fees are not that problematic; federal to offer aid.
But, because national government has no coherent policy toward HE - nor do many states, universities create their own solutions
State Decentralization allows for experimentation
i.e. - zero tuition below median income - or middle class
International Example: "income-contingent loans" - in UK, Australia, New Zealand
these do not redesign entire university-state relation or try to micro manage institutional operations - - but create new finance structure to remove cost barriers
Fees/tuition are paid by government while in school and recovered through tax collection system after graduation - if earning exceed a specified threshold; this removes default problems, makes students aware of investment, and allows loan forgiveness into awards of social policy. There are no credit checks, no administrative fees to banks
Yet Australia has 35 universities compared to US 3000+ - - could this work with "size"
DIFFERENT MODELS MIGHT APPEAR
1) tuition fees relate directly with cost of program
Howard Bowen's Rule: ALL HE - seeking elite status - will use any and all funds for pursuit of perceived excellence and improvement
Variation In Unit cost - despite similar institutions and similar outcomes
Inflation in unit costs
yet no resistance (cost of elite - continues to go up)
2) public vs. private benefit - with families/private paying more
3) What the market will bear - -
4) National/International Comparative Norms - - students will compare costs and keep institutions in check
Privatization (Program Desegregation) Rule - differential fee structure for programs within a university, and even within programs themselves (i.e. UCLA Law School; CSUN ELPS Ed.D. program)
5) Fees pegged to economic indicators or a percentage limit - - fees rise only to what people can afford (!)
KNOWLEDGE-BASED ECONOMIC AREAS
Silicon Valley - - HE that benefits from business and visa-versa (i.e. Apple feeds into Stanford and visa versa); Boston for Biotechnology, etc.
US was first to understand nexus of science and economic polity
mass education was designed to service expanding needs of loca/regional economies - and give US a market advantage
Alliance between market R/D and university R/D
CSU Channel Islands - and bio-tech industries )which paid for land)
US - still most robust in Venture Capital
Intellectual Property - US remains 1st
Tax Policy - - given to industry that has ties to HE
Talent Pool - - attractiveness of US to international students
DELTA COST PROJECT
The Delta Project has organized data on operating spending and revenues into aggregate measures of costs per student and costs per degree/certificate produced, organized into Carnegie classifications separating public and private nonprofit institutions
IMMERWEHR - INTRO & AFTERWARD: IRON TRIANGLE
Iron Triangle: cost, quality, and access - - all impact the others
Academics
cuts in funding = cuts in quality or access
funding needs to be done by governments and private industry as colleges have done as much as they can to be cost-effective
Public
colleges could spend less, take in lots more students
see colleges as business
believe waste and mismangement are driving up cost of college
Business / Government
Believe HE is too bureaucratic and resistant to change
WEEK VII: ACCESS -
ALLOCATION THEORY AND OPEN ACCESS
PERSISTENT INEQUALITY
Condition that has been traditionally accepted or even justified.
Way of keeping a group in an underclass while not necessarily victimizing them
"Justifications" include racism, religious bigotry, feuds and conquests of long ago
LAST GROUP OF ENTRY
Why there are last groups, and why this one is the last group
EDUCATION PERPETUATES OR ELIMINATES INEQUALITY
American system is supposed to be meritocratic - it isn't - it is quite elitist and perpetuates socio-economic inequality
US Inequality is higher today - - only other period was just before the Depression
EDUCATION AS A TOOL USED TO DENY EDUCATION
Israel shutting down Palestinian colleges
South Africa prevented Blacks from attending major universities
China closing universities after Tinemen Square
U.S. - cost of higher education and elimination of affirmative action policies
ALLOCATIVE FUNCTION: CLOSING THE DOOR
Allocative function in which the institution channels students to differential status positions that reproduce social inequality
Low institutional status key element that limits economic and cultural opportunities.
These barriers create a condition whereby there is "little or no change in the overall extent of social mobility and economic equality" (Karabel 1972, 525-526).
Both prescribed and latent functions reproduce social inequality through a variety of sorting mechanisms.
Vocational classes train students for jobs in which future pay and status are not equal to those who have a university education
Remedial, lower division, and adult education contributes to overall lower institutional status
A disproportionate number of non-traditional students results in more elite students attending universities
Sorting mechanisms, including exams, tuition, 1st college-level course completion; registration cut-off dates, prerequisites, and part-time faculty, intensify barriers, fewer and larger classes; less flexible schedule.
Increased student population limits social services and complicates already diminishing budgets
Clark (1960; 1980) refers to these as a "cooling out" process, in which students are tracked into programs and classes depending on their social class. In this context, individual aspirations are curtailed and sometimes even crushed which negatively impacts achievement and completion.
Community colleges cannot serve all of the students who want to attend, nor can they continue to enroll large numbers of students for whom they receive no state financing
To continue with open access - must limit enrollment and provide financial support for those programs that exist. For example, if a college defines access as admitting students who require courses in ESL, a percentage of the budget must be dedicated up front to serve those students. Once 20% of the college budget is provided for a single program, limits must be made.
How to admit - first come first serve? Students who get into classes are those who best are able to understand and negotiate the system (social capital?)
Not all scholars agree that community college global counterparts are allocative institutions.
Research is showing that substantial success on completion and achievement does exist despite stated barriers.
Open Access does not pre-select students.
A range of abilities results in some succeeding and others not.
Clark, in his revisited "cooling-out" thesis (1980), commented on whether the cooling-out function might be replaced by some other process and whether the purpose of the community college should be altered so that this process would be unnecessary.
Answer: community college was never designed nor intended to be a university and therefore needs to retain distinctive roles.
FALLING US HE - - - Low Status Enhances Barriers
• US educational level is no longer rising
California
1970 - 55% of all public high school graduates moved directly to HE
2000 - 48% - with most going to CC and most part-time
Yet 33% of new CA jobs will require AA degree
1980 - US had highest secondary graduation rate
2010 - the lowest - ranking # 19
• US labor is dependent on foreign skilled labor
• Other parts of world are making changes in their Ed systems
IT conglomerates - IBM and Nokia - are starting R/D centers - that used to be in US - - now in China to correspond with building of new world-class institutions
Publishing - - fewer US authors in top journals (showing competition)
• US - mediocre in getting students into HE - and not good at all for degree attainment
2004 - US ranked 6th in educational attainment in world (used to be # 1)
• More students are in CC; wealthiest in 4-year
• Lower-income less likely to get 4-year degree - and will take longer getting it
mass education
more diverse - but need for more remedial - more dropouts
45% of jobs require middle-skill positions; 33% require high-skill
HE culture - if parents went to college - chances are you will too
40% of freshmen require at least 1 remedial course
Despite policy efforts to diminish inequality, the income gap in college going narrowed over time, but remained sizable
many students delay entry into college
most students attend multiple HE insitutions
STILL POSITIVE
US - transfer more than other countries
US - older generation received HE more than younger population
WEEK VIII: ACCESS - RACE, ETHNICITY, GENDER
CULTURAL DIMENSIONS OF RACE
MULTICULTURAL AMERICA
We have now - what is known as the HIP-HOP GENERATION
U.S.A. - post-race - mixture of nations/races
We are multi-ethnic and social class - idealistic melting pot
All are equal if they wear the right clothes and rhyme
30% of L.A. who were engaged in 2007 were multi-cultural
68% of which involved a Latino
Post-Multicultural - EMPHASIZE CONNECTIONS
The Ethnic Quilt: Population Diversity in Southern California
James Allen and Eugene Turner (1997)
In L.A. due to continued high immigration - the need for inter-marriages remain low.
Networking is as important as educational attainment in landing job.
People recommend their friends for jobs - and friends come from their own ethnic group and from their own neighborhoods.
High concentration of Filipinos become lab technicians,
Mexicans operate sewing machines,
Blacks drive busses and deliver mail
Whites go into law and advertising
Guatemalans and Salvadorans paint houses.
Can the best affirmative action program make a dent in job-finding patterns?
In Southern California - since 1960 - educational and occupational gaps between whites and blacks and whites and Mexican-Americans has narrowed
IBut, the income gap between Whites and Mexican American has widened while income gap between whites and blacks has remained the same.
This counters the belief that the greater emphasis on civil rights in the past 30-years and an expanded economy has lifted all people's income.
MINORITY-MAJORITY
New ethniticies of "under-representation" - Vietnamese, Hmong
Social Class - invisible category
Faculty diversity has grown only marginally
Opening Doors is not enough - - need to educate a diversity of students for success
effects: climate, culture, curriculum, research, institutional ethos
Narrowing use of race/gender in admissions criteria
Bakke Case - 1978
University of Michigan cases - 2002
Curtailed Explicit use of race/gender - not only in admissions - but other domains as well
Proposition 209 in California;
Proposition 2 in Michigan
Challenge to Affirmative Action - definitions of merit (usually test scores)
yet there is limited ways in which nontraditional groups are given measures to identify talent and merit
Re-framing Diversity to include Building Capacity
Intercultural skills to bridge culture and power
IDI (Intercultural Development Inventory)
THIRD CULTURE KIDS ( TCK)
• Social Capital Theory Robert Putnam
increased social aspirations and inequality - social cohesion always
• World with Disappearing Frontiers
Who then defines what Capital is?
• 3rd culture is based on
school; host family; parents; caregivers; home passport; language
TCK's share
cross-cultural upbringing
High mobility
expected repatriation
TCK in Relationship to Surrounding Culture
FOREIGNER:
Look Different / Think Different HIDDEN IMMIGRANT
Look Alike / Think Different
Dominican Republic Student
ADOPTED:
Look Different / Think Alike
White Kenyan - being "African" MIRROR
Look Alike / Think Alike
GENERATION 1.5
GENDER
Decades of inequality
AAUW - American Association of University Women
1993 Report - - girls in math/science
Evaded curriculum
2012 - lack of women in top managerial and executive positions
Presidents and CEO of Fortune 500 firms
Textbooks still sexist
Today - male inequality
SWEDEN
Philosophical conviction
knowledge is key to future
HE should be for ALL (hence no tuition fees, geographic closeness of institutions)
Ed & Research belong together - and therefore involves students
yet - as they reach 50% participation in HE - the number of unemployed graduates rises. Therefore in past 5 years - emphasis is not on access but on quality of education
WEEK IX: INTERNATIONAL EDUCATION
SEE Powerpoint Slides on Moodle
WEEK X:
CHANGING CURRICULUM AND MISSION
CURRICULUM
Lens for Social Change
Boundaries for Existing Knowledge (support Status Quo)
Mission Differentiation
As curriculum became diversified, specific areas were created
HE for clergy / law
HE for "trades"
HE for specializations (medicine, science, philosophy)
HE for undergrad - liberal arts
HE for undergrad - technical
Who gets what Education?
What is Lost when stress
Classical vs. New Curriculum
Classical Curriculum - Latin & Logic
Curriculum for National Solidarity (common understanding- Classical Humanism)
Curriculum for Broad-Knowledge - - General Ed (mandatory sequencing)
Curriculum for Tracking (mandatory sequencing - honors, remedial, majors)
Liberal Education - Allan Bloom vs. Multiculturalists
New Forms of Knowledge led to new forms of classroom pedagogy
labs; seminars; Area Concentrations; Technology
1960's Black studies (funded by Ford Foundation)
1970s' Women's studies
1990s - Interdisciplinary
TECHNOLOGY - THE NEW FRONTIER FOR INEQUALITY
Will technology provide equality or perpetuate inequality?
Technology has transformed our lives
Art of Teaching to Art of Learning
What to Learn - Where to Learn - How Quickly to Learn
Question of access has never been so important
Virtual University/classroom
video chat; podcasts; group e-mail; Ipods to all Freshman
Germany - Extreme Re-Invention of Higher Education
in order to be competitive
re-ranking, re-conceptualizing
Student Success Taskforce
Give Updates
R & D adoption of curriculum - inspired changes throughout Asia
university - industry - government (triple helix model)
Entrepreneurial university - looks at the university as initiating Helix
MIT and then Stanford -
Government - creation of high-tech parks; purposeful placing HE as political agenda (China/ India)
EDUCATION FOR ALL
1) Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
2) Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free, and compulsory primary education of good quality.
3) Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.
4) Achieve a 50 % improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
5) Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.
6) Improve all aspects of the quality of education and ensure the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.
WEEK XII:
GLOBALIZATION AND WORKFORCE PREPARATION
Block
Important of International Education for Workforce Development
Branch Campus
Americanization vs. Workforce Development
Digital Divide (USE FILE FROM 203)
• Open University
• Open-Source Courseware Management System - Sakai
• Open Access Journals
UNIVERSITY-INDUSTRY PARTNERSHIPS
California
Biotechnology
UC Patents & Licenses
Wine & Vinticulture - UC Davis
UC San Diego CONNECT -
do to communication what Silicon Valley did for IT
Industry-Partnership Concerns
companies unduly influence research
conflict of interest - faculty has industrial ties
clinical trials conflict
public access to knowledge
entrepreneurial faculty - less engaged in classroom
decline of humanities and social sciences
TAIWAN
Government sponsored - triple helix resulted
Industrial Technology Research Institute - ITRI
WEEK XIII:
PERSISTENCE AND COMPLETION
Contemporary Mission
Curricular emphasis on output in the form of outcomes;
• from individual and community betterment to economic ends - workforce preparation
• addition of socially beneficial activities - service learning - demonstrating that CC was a good corporate citizen
• "liberal technological philosophy of education" that supported norms of global economy - free markets and global competition are aligned with democracy and economic and social benefits worldwide and that globalization is irreversible
assumes that education is instrumental and that technology is part of a global economy in which advanced education is best oriented to skills development and marketplace relevance "high skills / high wages" concept
• Economics: global production, government & private sector behaviors in response to global economy and fiscal resources; increased partnerships with Universities & Private Sector Organizations. favoring practices and goals imitative of business and corporations and modeling university behavior in others
• Electronic Technologies - computer-based information & production processing technologies, communication technologies, software programs for financial aid and registration
• Immigration patterns serve as dominant globalizing influences upon the institution: changing students, their skills, courses they need / want; accommodation of ethnically diverse students a) growth in services; b) accommodation of more student; c) increasing attention to new methods of instructional delivery
• Curriculum - preparing student for a global economy - change
• 1990s changes: role of CC 0- economic - preparation for jobs; competing in a global economy; skills development; academic upgrading; credentializing a competitive workforce; contract training; multicultural in curriculum, in hiring
• Students are ethnically different from previous decade and are treated more like commercial customers in a capitalistic enterprise. They continue to be learners in the Western tradition, even though there are efforts to down-grade traditional forms of teaching an promote a learner-centered education. CC continue to teach and offer curricula that adhered to the same principle of earlier decades - the cultural paradigms of the West prevailed
• Missions had less emphasis on education and more on training; less emphasis on community social needs and more on economic needs of business and industry; less on individual development and more on work-force preparation and refraining
2007 - 3 identifies for CC
a) terminal education or transfer education - of University Branch?
b) savior of US economy?
C) institution that advances globalization - places are closer to each other; actions occur more rapidly; what is local? Globalization is not only a boundary-spanning process, but a set of behaviors that breaks down boundaries - - identity of 2-year college will soon be obsolete
Standard for Measuring Programs
Doctoral Programs Rankings
K-12 Rankings
Alexander Astin
Graduation rates are misleading because some of a college's dropouts will go on to earn degrees at other colleges
Graduations rates are misleading indicator of an institution's capacity to retain its students. It all depends on the kinds of students that the colleges admit
Registrars at 262 BA institutions were participants in the Cooperative Institutional Research Program. They provided 4 and 6 year degree attainment data on students who completed the CIRP survey 6 years earlier. CIRP used the data to estimate each student's chances of completing a BA based on characteristics as entering freshman (GPA, sex, parental education)
Results: Most institutions' degree-completion rates are primarily a reflection of their entering students characteristics and that differences among institutions completion rates are primary attributable to those differences
Goldrick-Rab -
CC are doing what they are designed; students are completing; students are succeeding - - the middle class more than others
Education Secretary Arne Duncan (2011)
need to create a combined "graduation and transfer" rate that includes students who graduate from a two-year college as well as those who do not graduate but do go on to a four-year institution.
That move would be a victory for community colleges, who have argued that counting only those students who earn degrees makes community colleges appear less successful than they really are.
This change emphasizes difficulty in measuring student completion rates at community colleges
different guidelines on collecting data on students who transfer, part-time students, students who need remedial classes, and other groups.
Need to re-define commonly used terms like "degree-seeking" or "substantial preparation for transfer" actually mean.
UCLA Civil Rights Project
Policies - make us re-think structure and institutional approches
Bologna (1999)
6 main changes
1) technology
2) inter- transdisciplinary studies
3) bi- and trilateral international
4) public-private interface - and R/D connections
5) evaluation and assessment
6) ethical considerations of research (stem cell)
For world - need to make new connections to be competitive
World-Class Universities
China/India - both have long history of education - but traditional
When they embraced "creative" - that is when they got world attention
Reverse Brain-Drain was 1st emphasis
Encouraging students to study in their own country - 2nd emphasis
Issues of mass opportunity continue to be problems
