Category Archives: PASSHE

Yes, Mr. Chancellor, We Understand

Well, if the people who run our state system were trying to get the new semester off on a sour note, they sure found a way to do it.

In a letter addressed to PASSHE students, Chancellor Frank Brogan makes a claim that I feel compelled to respond to before the semester starts–my goal here is to help APSCUF faculty think about how to respond when students accuse us, faculty, of not looking out for their interests should we have to strike.

Chancellor Brogan says:

We can only hope that APSCUF recognizes the potentially devastating impact that a strike would have on our students.

Yes, Chancellor Brogan, we understand. We wish you understood as well as we do. We’re the ones who work with the students and faculty across the system every single day. We–the students and the faculty–are the people who do the learning and the teaching that give the system, and hence your office and your staff, any reason to exist. We know our impact because we see it every day: in the classes we teach, in the clubs and services we oversee, in the advisees we mentor; in the athletes we coach. Our impact has been steadily and widely positive and productive through often challenging circumstances. We want to work in an environment that allows us to continue having our positive impacts for years to come

The implications of a strike could, in fact, be devastating. That’s why nobody on the APSCUF side wants to do it. On the other hand, if it takes a strike to make PASSHE understand that we’re not going to sacrifice the integrity of our system or our campuses, that’s a positive implication.

In other words, a strike doesn’t have to happen; all it will take to prevent one is for PASSHE to get to work bargaining in good faith like they should have been doing for more than 400 days now. And if a strike does happen, it will be because APSCUF believes that’s the only way to convince PASSHE  to bargain in good faith. We know better than anybody in some office in Harrisburg what will happen to students if we strike. The people who are gambling blindly with our students’ learning conditions aren’t us.

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Filed under APSCUF, Contract Negotiations, Office of the Chancellor, PASSHE, Uncategorized

Our APSCUF-KU brother Kevin Mahoney on the tentative agreement

If you know Dr. Mahoney and me, you know that we nearly always think pretty much the same things. Kevin has a gift for being a couple of steps ahead of me in his ability to make a clear case for what we both usually think.

His current piece on the Raging Chicken Press site is probably the strongest example of that phenomenon I’ve seen in 11 years of this. If you want to know what I think about the agreement, what it represents in terms of APSCUF’s status as a union and our role in defending public higher education, what it protects in terms of our job descriptions and workloads, how it defends against what was a brutal attack on our contingent faculty, what it costs economically and how those issues sift out, just read it.

Couldn’t have said it better myself.

 

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Filed under APSCUF, Collective Bargaining, Contingent faculty, Contract Negotiations, Kutztown University, PASSHE

If this is the first you’re hearing of this, surprise!

I’m reposting an article from this morning’s (Thurs) Inside Higher Ed in full. And without further comment unless people want to discuss it. Click the link to the original if you want to follow all their internal links. Otherwise, happy reading!

Creditworthy in the Keystone State
August 23, 2012 – 3:00am

Pennsylvania’s regional public universities are gearing up to serve more adult students, and will use prior learning assessment and stackable credentials to help meet that anticipated demand.

Work force development is a priority for the 14 universities in the Pennsylvania State System of Higher Education, in part because they are often the only public game in town. Many lack nearby community colleges, especially the universities in the state’s central and northern regions,  so the four-year system sports a healthy suite of associate degrees and one-year certificates, along with the standard fare of bachelor’s degrees.

“We offer the best of both worlds,” says Christopher Reber, executive dean of Clarion University’s Venango College campus.

Those academic programs attract large numbers of nontraditional students, for whom the potential to earn credits for their learning outside of the classroom can be a big draw. The system already does prior learning assessment, but plans to expand through a new partnership with the Council for Adult and Experiential Learning (CAEL). System officials expect students will seek and receive credits for learning on the job, from technical training programs, in the military or from other sources, including massive open online courses (MOOCs), according to John Cavanaugh, the system’s chancellor.

“We’re going to open it up to any kind of prior learning that people are bringing,” Cavanaugh says. However, he stresses that by working with CAEL, the system will be able to ensure that it issues credits for college-level learning that matches up with the system’s academic course offerings. “You’re still going to have to demonstrate that you’ve got the learning before that translates to credit.”

The Pennsylvania system will be perhaps the largest public university partner to sign on to Learning Counts, CAEL’s portfolio-based prior-learning service, an official at the council says. Through Learning Counts, students fork over $500 for an online course on how to put together a portfolio that collects and describes their prior learning. For an additional fee of $250, faculty experts review those submissions and can issue recommendations worth up to 12 credits.

However, not all colleges accept prior-learning recommendations, even if they come from CAEL, which is generally considered to be an industry leader. So the council has enlisted over 100 partner institutions that have agreed to defer to Learning Counts and issue full credit for successful portfolios. The Pennsylvania system is joining that group, Cavanaugh says.

Credit for MOOCs?

One reason many colleges are skittish about granting credits for prior learning is because to do so is to acknowledge that the academy doesn’t have a lock on college-level learning. Some faculty members also view the process warily, arguing that it can be an academically suspect money grab and a weak substitute for college.

Prior learning could also threaten professors’ jobs.

“It changes who generates the credits,” says Steve Hicks, an English professor at Loch Haven University and president of the Association of Pennsylvania State College and University Faculties, the system’s primary union. “Potentially there’s a job loss there.”

Hicks says that representatives from the faculty union met with system officials about Learning Counts and prior learning. While he says they were “concerned” about the plan, they have yet to take a position on it.

Cavanaugh and other administrators defend their approach, and say chief academic officers have been busy vetting how prior-learning credits will align with curriculums. Furthermore, Cavanaugh says the system has long granted credit to students who take College Level Examination Program (CLEP) tests, which are administered by the College Board to measure college-level learning. So the portfolio approach isn’t such a stretch.

“The notion that this is credit for living is just not the case,” he says.

The system held lengthy discussions about whether it should grant credit for MOOCs, according to Cavanaugh. CAEL has predicted that many students will seek credit for MOOCs, and the council plans to include those courses in credit recommendations if students can demonstrate that they have received college-level learning. Eventually the system decided it was on board, as long as MOOC credit submissions receive the Learning Counts stamp.

“We fully expect to see people putting them in the portfolios,” says Cavanaugh.

Daniel Hurley praises the system’s plan to ramp up prior-learning assessment, and its proactive approach with new forms of online learning. Hurley, director of state relations and policy analysis at the American Association of State Colleges and Universities, says the system and other regional publics can play a leading role in prior learning, in part because they enroll many students who might benefit from the process.

The system is also not alone in helping community colleges on work force development. Hurley says that 42 percent of the association’s members issue two-year degrees. “It’s really about meeting demand.”

Up the Ladder

It’s a long way from Edinboro University to the nearest community college — like two hours.

The university is close to Erie, where county leaders have pushed hard for a new two-year college. But that idea tanked last year, after a saga described in an Education Sector report. So the university decided it had to step up its technical job training options. This fall Edinboro will launch a new associate degree in applied technology.

But Edinboro’s evolving approach is more ambitious than just a few isolated academic offerings, says Julie E. Wollman, the university’s president. It is working with technical trade schools, most of them small for-profits with ties to local industries, to help students get credit for previously earned technical certificates when they enroll at Edinboro.

Sometimes students arrive at the university years after having attended a trade school.

“A lot of people get a certificate at one of those places and go right to a job,” Wollman says.

To advance in their careers, even jobs on the floor of a manufacturing plant, they often need the sort of training only a college can provide. Edinboro treats the prior learning students bring from their jobs and technical trade certificates as the core of their major, Wollman says. And they can earn up to 27 prior learning credits. Then the university offers students classes that help them bolster their communication, analytical, business and mathematics skills.

“What they’re bringing is the major,” she says. “What we’re really providing is the general education.”

An hour down the road, Clarion’s Venango campus has developed similar ways for students to enroll with credits from their work experience. And both institutions are designing their sub-baccalaureate credentials to be stackable, meaning students can complete a certificate or associate degree, leave to take a job, and then seamlessly return to continue working toward a bachelor degree.

Reber calls the approach a “ladder” of credentials. To create credit pathways at Clarion, his campus has collaborated with several technical institutions and employers, including the Precision Manufacturing Institute and FirstEnergy Corporation.

Clarion is also introducing online degree completion programs, including an associate in industrial technology and a bachelor’s in technology leadership. The online coursework is particularly handy for adult students who work full time. And it’s not surprising that students might prefer to keep their jobs and enroll online, rather than attending Clarion as traditional students. Some of the Venango campus’s employer partners pay a guaranteed $60,000 salary to associate-degree holders from the university, and will cover tuition for employees who finish their bachelor’s degree.

For Venango and Clarion, as well as for other universities in the system, one benefit of work place partnerships is a boost to enrollment. Located in Oil City, the campus is surrounded by an aging population, and adult workers are generally conscientious students.

“It’s a win-win,” Reber says.

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Filed under Access, APSCUF, Budget, Budget Cuts, Collective Bargaining, Corporate University, deliverology, Education reform, Inside Higher Education, MOOCs, on-line schools, PASSHE, Program elimination, Retrenchment, shared governance

They just never get tired of it

As we all know by now, Governor Corbett’s budget-slashing attacks aren’t aimed solely at PASSHE. He seems willing to destroy any school system at any level if doing so hurts teachers’ unions and allows his private/charter school patrons to make more money.

This account of the situation in nearby Reading, PA from today’s Huffington Post is enough to infuriate even the most heartless person–except members of the Corbett administration, apparently.

As always, the Governor, in a radio interview, tries to pass off the attacks as “tough decisions”:

Representatives from Corbett’s office did not return requests for comment, but Corbett did address the budget on a recent radio program. “You have to make tough decisions, and nobody really likes them,” Corbett told Q106.9-FM.

No, it’s not a tough decision to sell off our schools, systems, students, their families, their futures, teachers, their careers, and the health of our entire Commonwealth to his friends. That’s a really easy, lazy decision, and it’s long past time for him to be at least honest about it. He should have to make clear to voters that he knows when they voted for “fiscal responsibility,” they weren’t voting for him to cut millions of dollars out of school budgets so kids in “America’s Poorest City” couldn’t go to pre-kindergarten. And we should make clear to him that’s not what we meant too.

I better stop there before I say something unprofessional (!).

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Filed under Access, Budget, Budget Cuts, Budget Deficit, charter schools, Collective Bargaining, Communities, Education reform, K-12 Education, PASSHE, Privatization, Public education, Public employee unions, public employees, Shock Doctrine, Teacher unions, Tom Corbett, Unions

APSCUF-WCU President on Anti-Union Attacks in Education

APSCUF-WCU President Lisa Millhous published this guest column in today’s (June 7) West Chester Daily Local News.

She makes several crucial points, at the core of which is the point that, especially in PA, attacking teacher and other public unions is almost all a diversion from the Governor’s (and his allies’) agenda–selling off public K-16 education to whichever bidder contributes the most to their campaigns. Dr. Millhous doesn’t put the point quite so belligerently, of course, nor should she have!

If you have the stomach for it, feel free to engage the anti-union thugs who tend to populate Comments sections of newspapers and websites. Or, let them have their echo-chamber to themselves since there’s probably not much you can say that will sway them.

Either way, share this piece with anybody you think needs to understand what anti-teacher-union attacks are really about. It ain’t about teachers or students, folks.

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Filed under APSCUF, charter schools, Corporate University, Education reform, K-12 Education, PASSHE, Private higher education, Privatization, Public education, Public employee unions, public employees, Shock Doctrine, Teacher unions, Tom Corbett, Unions

On Whether University Presidents Can Afford to Take Overtly Political Stances

Kevin Kiley in today’s (May 2) Inside Higher Ed considers the firing of LSU’s President Lombardi, ostensibly for taking stances that were politically contentious–opposing Gov. Bobby Jindhal’s budget-slashing and governance-shifting maneuvers, and so on.

There’s so much I’d like to say about why this is relevant to our current situation as faculty (and students and staff and managers) at WCU, but the article says most of it.

All I’ll add is this. If upper management isn’t going to defend us from attacks by idealogues whose purpose is to denigrate (or even kill) public higher education, or from the education reform [sic] cabal the major goal of which is to privatize and commercialize public education for their own profit, then we have to do it ourselvesThe time to sit by and wait for our leadership to lead is over. 

I can understand why Inside Higher Ed wouldn’t make that argument for us.

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Filed under Access, Advocacy, APSCUF, Budget, Budget Cuts, CFHE, Collective Bargaining, Corporate University, Education reform, Inside Higher Ed, PASSHE, Private higher education, shared governance, Tom Corbett

A non-presidential post from Steve Hicks

Sometimes even the most official officers need to say things that they prefer not to have attached to their offices. [OK, I’m done with that riff!]

Since the state APSCUF blog has rules, particularly governing length of posts, I wanted to offer this forum to Steve to say some things that aren’t within that limit. So here ya go. You can read the original version here. Or here:

Over the past week plus “at APSCUF” (which is less of a place than a state of mind — sort of), quite a bit of time has been spent looking at PASSHE’s new system of performance funding, which goes into effect this fall.  New in this system is a series of optional choices for the universities.  One of those — under “Stewardship” — is “Instructional Productivity.”

(Digressive paragraph) Several times at this weekend’s APSCUF Legislative Assembly, faculty went to the microphone to tell us “that’s a horrible term, don’t use it.”   One speaker suggested, strongly, that we use “workload” instead, because “that’s what it is.”  The problem with all this argument about terminology is that it isn’t “our” (as in faculty or APSCUF’s) language, it is PASSHE’s language, codified in PASSHE documents, approved by PASSHE’s Board of Governors (in January 2011), and used in all the documents forwarded by the Dixon Center for universities to use in determining their performance indicators.  They will continue to use it, no matter what we call it.

(Back to central point) This discussion of instructional productivity, er workload, centers on numbers from the state system showing the average CalUP faculty member generates 758 credit hours per year.  That’s #1 in the system by almost 2 standard deviations — next is Slippery Rock at 652.  Cheyney is lowest at 469.  At Assembly our most knowledgeable person said that Carnegie II.A institutions have an average of 589 — which is East Stroudsburg’s average (they rank 9th in the system, telling you how well we do; our unweighted average is 599).

Should instructional productivity be a performance indicator?  Probably not.  But our best early analysis of the options to university managers is that this is one they will all pick.  It is one that is clearly attainable (many other options seem unattainable).

This morning on *CBS Sunday Morning* they had a piece on college costs.  They interviewed the president and a student from Sarah Lawrence, amongst others — the most expensive college in the country, according to the story — and both talked about how the personalized attention from faculty was the great attraction of the university.  The president said it wasn’t faculty salaries that drove their price so high, but the fact they had to hire LOTS of faculty to keep that small class experience.

The point was made on the Assembly floor that CAL no longer can claim that kind of experience.  758 represents an average of 21 students in EVERY class CAL offers.  Of course, that would mean that EVERY faculty member teaches 12 courses, that no one has any release time to run a program, chair a department, do research…which we know isn’t true.

It means that every student sits in a class with a lot of other students — not Sarah Lawrence.  What it IS like is Penn State — a comparison made on the floor as the 758 number is almost exactly what the behemoth university in State College has as their average, too.  Although we hate it, WE ARE PENN STATE!

This is where we are in public higher education in Pennsylvania, and the US, today.  In the *New York Times* today, Frank Bruni cites an Organization for Economic Cooperation and Development statement: Thirty years ago, the U.S. led the world in the percentage of 25- to 34-year-olds with the equivalent of at least a two-year degree; only Canada and Israel were close.  As of 2009, the U.S. lagged behind 14 other developed countries.”  We don’t generate the number of degrees we need to stay with, let alone ahead, of the rest of the world because we make higher education both unaffordable and inaccessible.

How?  By defunding higher ed, both in Pennsylvania and across the country.  Last year PASSHE took an 18% cut in funding from the state; we’ve been asked to give back 5% more this year; and for 12-13 the current proposal from the Governor is a 20% cut.  This is after what even the State Senate  Appropriations Committee has admitted has been at least a decade of defunding.  Tuitions have risen and PASSHE’s Board and then the universities have responded with higher tuition AND a cut in their needed expenditures (it’s known in budget-tuition talk around the System as “the Gap” — the difference between the income from tuition and state appropriation and the real cost to sustain the current apparatus — and it’s been over $20 million every year I’ve been state APSCUF president).  It’s a squeeze from both ends.

This squeeze leads to more “productivity,” which, yes, means more faculty workload.  There’s no one else to squeeze in an academic institution: there are only so many copiers, paperclips, and backroom workers.  The real business is students and faculty.  Though you’d be surprised how little of an institution’s budget is actually for that part of the business (one set of numbers makes it to be in the 20-30% range and declining annually).   Classes grow, faculty have more students, the way we teach changes.

Who wants to go to college to sit in a large class, or sit in their dorm on their laptop in “distance” learning, or go to college where no one connected to the university even acts like they want to know their name?  College education is a labor intensive exercise.  As the labor economist from George Washington University said, we haven’t found a way to make it anything but labor intensive.

It serves no one to be more productive at some point: even an English professor (like me) understands the rudiments of the law of diminishing returns.  There’s a reason that all the PASSHE institutions have long advertised themselves to students (who are either the consumers or the product in the productivity model — that one can’t tell says much about how well the model applies) as familiar, know-your-name, private school model institutions.  No one has ever said “we are and want to be like (Carnegie) research (i) institutions, with large lecture halls and grad students in front of smaller classes.”

Cal has reached the point of diminished returns.  PASSHE should be careful about walking the other 13 institutions in their footsteps, given their current financial state.

Our students deserve quality education.  They deserve personalized attention.  They deserve a real opportunity to become what they want to become, not the plumber or carpenter that is the Corbett Administration concentration (which is NOT what students who choose to go to college want to do).

Using instructional productivity to distribute dollars and to show who is performing best will not have a positive outcome.

We all deserve better.

— Steve

 For what it’s worth, I couldn’t agree more–except for one thing. While Steve is certainly correct that PASSHE uses the term instructional productivity to describe, um, whatever it’s describing by using a term that means nothing, I was one of the people on the floor of the Legislative Assembly cheering the call to reject the term as often and loudly as possible.
Of course, that might be why I’m not President of anything. And that might be for the best.
–Seth

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Filed under Access, Advocacy, APSCUF, Budget Cuts, CFHE, Collective Bargaining, Corporate University, deliverology, Education reform, Inside Higher Ed, Instructional Productivity, Office of the Chancellor, PASSHE, Penn State University, Performance Funding, Privatization, Tom Corbett