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Doing "More/Better" with Less: Meeting the Quality Challenge in Urban Public Universities
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critical state problems through basic and applied research, extension and public service;” 4) “increasing the earning power of Floridians, whose lifetime earnings rise with the attainment of degrees;” 5) “offering continuing education courses and supporting cultural and artistic enterprises;” and 6) “helping foster informed and responsible citizenship.” The latter two, central to the college of arts and letters, have been eliminated by the Board of Governors.
4
The October 2004 issue of Atlantic Monthly published a series of articles examining
admission practices at selective universities. Faculty in liberal arts may find “The Third Way” by Richard M. Freeland, president of Northeastern ad author of Academia’s Golden Age as a way to respond to external demands for more job training. The traditional core mission was to develop intellectual capacities, prepare for careers, broaden understanding, and develop character. Now the third way is to integrate liberal education and professional education, service learning to produce educated and prepared workers via “practice oriented education.”
5
Because the state funding formula did not cover the full cost of increased enrollment,
FAU was in an especially difficult position because it was growing just when the state was reducing funding. The unfounded growth mandates produced an annual cycle of fiscal crises that diverted attention from maintaining or developing the quality of undergraduate education.
6
This sense of institutional responsibility was clearly articulated by of one FAU’s
private, for-profit competitors, the president of the New England School of Technology at Palm Beach. When asked about the fact that many of the school’s students experienced failure elsewhere before enrolling in there, Charles Halliday replied, “If you remember, for people who have gone to college the rigors of those programs are usually put on the individual student. It is not part of the mission of the college or the professor to make sure [the students] attend, prepare work and do those things. We’ve taken the approach that all the rigors are on us, as all business people face the same issue; you don’t hire someone new and expect them to intuitively figure our what’s going on.” (South Florida Sun-Sentinel, January 30, 2005, p.5H)
7
The cluster consists of Texas Tech, The Citadel, Clayton College and State University,
Indiana State University, and University of Massachusetts, Lowell.
8
A 1999 study by The Pew Learning and Technology Program reported that nationwide
25 introductory courses generated about 35% of university enrollment.
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critical state problems through basic and applied research, extension and public service;”
4) “increasing the earning power of Floridians, whose lifetime earnings rise with the
attainment of degrees;” 5) “offering continuing education courses and supporting cultural
and artistic enterprises;” and 6) “helping foster informed and responsible citizenship.”
The latter two, central to the college of arts and letters, have been eliminated by the
Board of Governors.
4
The October 2004 issue of Atlantic Monthly published a series of articles examining
admission practices at selective universities. Faculty in liberal arts may find “The Third
Way” by Richard M. Freeland, president of Northeastern ad author of Academia’s
Golden Age as a way to respond to external demands for more job training. The
traditional core mission was to develop intellectual capacities, prepare for careers,
broaden understanding, and develop character. Now the third way is to integrate liberal
education and professional education, service learning to produce educated and prepared
workers via “practice oriented education.”
5
Because the state funding formula did not cover the full cost of increased enrollment,
FAU was in an especially difficult position because it was growing just when the state
was reducing funding. The unfounded growth mandates produced an annual cycle of
fiscal crises that diverted attention from maintaining or developing the quality of
undergraduate education.
6
This sense of institutional responsibility was clearly articulated by of one FAU’s
private, for-profit competitors, the president of the New England School of Technology at
Palm Beach. When asked about the fact that many of the school’s students experienced
failure elsewhere before enrolling in there, Charles Halliday replied, “If you remember,
for people who have gone to college the rigors of those programs are usually put on the
individual student. It is not part of the mission of the college or the professor to make
sure [the students] attend, prepare work and do those things. We’ve taken the approach
that all the rigors are on us, as all business people face the same issue; you don’t hire
someone new and expect them to intuitively figure our what’s going on.” (South Florida
Sun-Sentinel, January 30, 2005, p.5H)
7
The cluster consists of Texas Tech, The Citadel, Clayton College and State University,
Indiana State University, and University of Massachusetts, Lowell.
8
A 1999 study by The Pew Learning and Technology Program reported that nationwide
25 introductory courses generated about 35% of university enrollment.
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