Changing Higher Ed

This episode delves deep into the challenges of diversifying student bodies in higher education, especially in the wake of SCOTUS decisions on Affirmative Action. Dr. Thomas Parham and Dr. Dilcie Perez, stalwarts from the California State University system, bring their expertise and insights to the table. Drowning in Diversity Debates Higher education has always been a battleground of ideologies and policies. The introduction of Affirmative Action intended to level the playing field, but its judicial scrutiny has thrown institutions into a quandary. How does one maintain a diverse student body while abiding by the rules? For the California State University system, this is more than just a theoretical debate. Prop 209 left its mark, challenging institutions to innovate and find ways to promote diversity without relying on race-based decisions in admissions. The responsibility isn't just on the institutions. Dr. Parham, referencing the literary greats Frantz Fanon and James Baldwin, emphasizes the role of society in shaping educational experiences. The legacy of generations past is heavy on the present one, which seeks to redefine inclusivity on campuses. CSU's Symposium: Bridging Aspirations with Realities in Higher Education The gravity of the situation was felt profoundly during CSU's Juneteenth symposium. As Dr. Perez recounted, the voices of Black students, faculty, and staff highlighted the disconnect between the aspirational goals of institutions and the realities on the ground. The symposium wasn't just an event; it was a call to action. Yet, the scope of the challenge isn't limited to students alone. Faculty, staff, and every stakeholder in the educational ecosystem play a role in shaping the campus climate. Diversity, as Dr. Parham eloquently puts it, is more than just demographics. Redefining Success and Inclusion The intertwined fates of students, faculty, and staff necessitate a holistic approach. Success in one domain invariably affects the other. And this reciprocal relationship is what the CSU aims to strengthen. Their Black Student Success workgroup, although centered on Black student success, is not a siloed initiative. It's a blueprint, a model for broader inclusivity. At its heart, the approach isn't just about numbers. It's about creating environments where everyone feels they belong, where aspirational visions of institutions align more closely with the reality on the ground. Innovation in Inclusivity CSU's strategies are groundbreaking in many ways. From early outreach to partnerships with community-based organizations, the efforts aim to foster lifelong relationships. The goal isn't just to admit students but to support them, ensuring their success inside and outside the classroom. Dr. Perez's take on the matter is unequivocal. Institutions have a responsibility that goes beyond the classroom walls. And for CSU, that responsibility is being shouldered with conviction and vision. Three Recommendations for Higher Education Leaders and Boards Institutions need to ensure that their policies and practices truly reflect the diverse voices within their community. Listening sessions, feedback mechanisms, and open forums can offer deep insights. While specific initiatives like the Black Student Success workgroup are essential, institutions must also ensure that these strategies have broader applications. The principles learned from one initiative can be applied to other demographics, ensuring wider success. Success isn't the responsibility of just one stakeholder group. Institutions need to foster collaborations between students, faculty, staff, and external partners. Community-based organizations, alumni, and even businesses have roles to play in shaping the educational experience. At a Glance The landscape of higher education is continually evolving, with policies like Affirmative Action at its forefront. The California State University system, grappling with the implications of Prop 209, seeks innovative ways to promote diversity. Diverse voices, from students to staff, emphasize the need for genuine inclusivity. CSU's initiatives, like the Black Student Success workgroup, offer blueprints for broader change. Institutions need to balance aspirational visions with on-ground realities, ensuring that every stakeholder feels they belong. Collaborations, both internal and external, are crucial in shaping the future of higher education. Read the transcript on the website → About our Guests Thomas A. Parham Thomas A. Parham, president of CSU Dominguez Hills since March 2018. Dilcie Perez Dilcie Perez is Deputy Vice Chancellor of Academic Student Affairs. About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. #HigherEducation #UniversityDiversity #AffirmativeAction

Although a for-profit institution, Post University employs a unique and effective two-fold approach to ensure graduates are career-ready with lifelong learning skills that "not-for-profit" universities can emulate on their campuses. In this podcast episode, Dr. Drumm McNaughton speaks with Director Camille Dumont of the Center for Career and Professional Development (CCPD) about how she aligned career services with academia at Post University to better prepare students for the workforce. Camille discusses how Post ensures students are thinking about their careers from the moment they enroll and how online-only learners receive and benefit from the same services as those who attend the university on campus. Podcast Highlights Camille's mindset on lifelong learning is influenced by personal experience. She successfully transferred the skills she learned in the hotel industry to the healthcare industry and now to higher ed, where she works in career services. Originally, only Post's juniors and seniors took a critical Foundation course to learn critical information about their career choices alongside their cohorts in the same field of study. In these courses, students receive prompts to encourage online or in-person discussions so they can start thinking about what it is they want to do. On the academic side, students now have conversations with admissions and advising as soon as they are accepted to determine what major or career they might be interested in. Students are then enrolled in a CTC College to Career course based on their answers to provide them with important information as early as possible about their chosen career path, such as the lifestyles of current employees or possible outcomes in related occupations. This can either validate their interests or give them the opportunity to switch early on. On the non-academic side, a new CCPD program prepares students for the junior and senior Foundation courses as soon as they enroll. Students first take an assessment of who they are and then build different types of resumes, participate in mock interviews, and learn the art of interviewing and networking, along with the benefits of joining professional associations. CCPD also meets virtually with online students throughout the week. CCPD uses the virtual job platform Handshake to conduct virtual career fairs for online students. Post's webinars inform these students how to prepare for a virtual career fair such as how to ensure they have the proper background, lighting, and attire. Meanwhile, students create their resumes and upload them onto Handshake. CCPD has programs where employers or alumni talk to students on campus. These events are livestreamed, recorded, and hosted on the university website and YouTube channel for online-only students. These recordings are also repurposed for additional learning opportunities. For example, students are asked to identify what skills employers say they need in these recordings and, if they can, to add them to their resume or incorporate them into their overall conversation with employers when applying for a job or internship. Post University starts at the basics by not assuming students know everything about transitioning to the workforce to ensure everyone is on the same page. For example, students are taught what a discussion board, rubric, or resume is. Post also ensures that students understand that all work experience matters and that the skills they learned in these jobs are transferrable to various careers. For instance, retail workers acquire customer service and communication skills. Post students have access to a locked closet with gently used professional men's and women's attire that have been donated by staff and faculty members. Students can try these clothes on and even take them for use in interviews and career fairs, etc. Read the transcript → About Our Podcast Guest Camille Dumont, recently named Director of the Center for Career and Professional Development (CCPD) at Post University, brings a wealth of experience to the role. She has been part of the university since 2011, initially as a faculty member and then in various leadership roles. With a background in health services management and a strong foundation in business skills gained from her early career at the Plaza Hotel in New York City, Camille is well-equipped to lead the CCPD. She has also been actively involved in professional organizations like CCCDA, NACE, and NCDA. Camille's goal is to expand CCPD services to benefit all Post students, both on-campus and online, with innovative programs and support for their career journeys. About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ https://www.youtube.com/@ChangingHigherEd Email: podcast@changinghighered.com #CareerReadyGrads #PostUniversity #CollegetoCareer

By 2032, college football playoff revenue and new lucrative conference media contracts are projected to reach $16 billion annually for 54 schools with the most lucrative football programs, according to a new report from Knight Commission on Intercollegiate Athletics in partnership with CLA (CliftonLarsonAllen). During this same time frame, the report also finds that 26 of these 54 schools will likely pay their head football coaches and ten assistants more than what they spend on hundreds of athletes, their scholarships, lodging, food, medical expenses, and insurance coverage. In this episode of Changing Higher Ed®, Dr. Drumm McNaughton discusses these shocking findings, along with where this money should go and how it must be spent, with Amy Privette Perko, CEO of the Knight Commission on Intercollegiate Athletics, an independent group with a legacy of impacting college sports policies to prioritize college athletic education, health, safety, and success. Amy also cites other challenges these numbers present, such as how this will unfairly impact other sports at these institutions and what this means for higher education as a whole. Podcast Highlights Two years ago, NIL rule changes were made that allow athletes to earn compensation for the use of their name, image, or likeness in endorsements and social media. However, recruiting inducements haven't been enforced, particularly among the powerhouse programs. There is also a lack of uniformity. The new NCAA president, Charlie Baker, is pushing for more athlete protections, such as the use of common contracts so athletes know what they're getting into and requiring agent registration. These will likely require federal legislation. The Knight Commission had CLA (CliftonLarsonAllen) perform some projections that are featured in a new report that looks at the top 54 public institutions' football programs, particularly in regard to the incoming revenue from college football playoffs and new lucrative conference media contracts. All sources of athletic revenues for these 54 schools will likely reach $16 billion annually in 2032. The report asks where all this money is going, how it's going to be spent, if higher ed is going to move to an employee or revenue-sharing model, and how this will impact other sports. The new report also finds that if head football coaches continue to be the chief beneficiary at nine institutions in particular, 26 of the 54 Power Schools are projected to pay their head football coaches and ten other countable assistants more than what they spend on hundreds of athletes, their scholarships, lodging, food, medical expenses, and insurance coverage. Six public institutions in the Pac-12 recently announced they would leave the Pac-12 to join the Big Ten and the Big 12 because 85% of them are tied to big-revenue football. From the Knight Commission's view, that particular realignment and others like it only work for football and will force other sports to travel more and cause athletes to miss more classes. The Knights Commission proposes there should be one governing association for football called the National College Football Association that's separate from the governing association. Meanwhile, the NCAA will govern all other sports. This isn't a proposal to dismantle every conference. There should just be two FBS conferences like the Pac-12, SEC, or ACC, and there should be at least eight schools that play big-time football that will have to play a specific number of Olympic sports cones to receive an automatic qualifier for those tournaments. The National College Football Association should be funded by the College Football Playoff since the College Football Playoff is already independent of and generates revenue separately from the NCAA. That said, the College Football Playoff does distribute the revenue back to the FBS conferences, which is then sent to the schools. The NCAA receives zero dollars in revenue from FBS football and the College Football Playoff. That's significant because the NCAA absorbs $60 million a year in national costs for that sport. The leadership is fragmented among power conferences. The Knight Commission feels that a unified structure would be better for the future of football, football players, and all other sports. To get it done, university presidents will need to tell conference commissioners to work together for the collective good, or Congress will get involved. University presidents will need to identify what they want to achieve from college sports. If it's just about the revenue from conference contracts and the power of the brand, then they have to change the structure of how they treat athletes. If the answer is to provide opportunities for athletes, then presidents must be willing to leave a little bit of money on the table to provide a reasonable regional competitive structure for other athletes and must ensure these athletes don't miss too many classes. Schools have also signed onto an NCAA constitution that identifies on what principle higher education bases their revenue distribution. The Knight Commission says that incentives must be tied to these constitutional principles. First and foremost, the revenues need to take care of their own cost, but there needs to be some changes within that distribution. Read the transcript → About Our Podcast Guest Amy Privette Perko has led the Knight Commission since 2005, serving as executive director until October 2016, when she was named chief executive officer. During Perko's tenure, the NCAA has adopted a number of the Knight Commission recommendations. The most prominent of these actions include requiring teams to be on track to graduate 50 percent of their players to be eligible for postseason championships, reducing athletic time demands on college athletes, and revising its revenue distribution to include incentives for academic outcomes. The Knight Commission recommended all of these actions in its June 2010 report — "Restoring the Balance: Dollars, Values and the Future of College Sports." Perko serves as the Commission's spokesperson and has been quoted and interviewed by leading news media, including ESPN, USA Today, The New York Times, The Wall Street Journal, Bloomberg News, and numerous public radio stations. She has been a keynote speaker and lecturer at a number of events, including the CoSIDA Convention, the University of Florida's Alan C. & Elizabeth Martin Moore Lecture Series, and UNC's Parr Center for Ethics/Public Policy Carolina Forum. About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #CollegeSports #KnightCommission #HigherEducation

Higher education must strive to increase the average tenure of university presidents, which currently stands at a dismal 3.7 years. This can be accomplished by addressing ineffective presidential onboarding processes and shared governance practices, among others. In this second half of a two-part series, Dr. Drumm McNaughton discusses best practices and strategies with a nationally recognized authority figure who has one of the best track records and overall experience under his belt to speak on such a topic, Chancellor Emeritus Dr. William E. "Brit" Kirwan of the University System of Maryland. Brit has served as chancellor at the University System of Maryland for 13 years, president of The Ohio State University for four years, and president of the University of Maryland College Park for 10 years. Part one of this series addressed the challenges facing university presidents and the root causes of tenure decline. Podcast Highlights The process for onboarding presidents includes hiring a search consultant, identifying a screening committee that's representative of the university, gathering and narrowing down a pool of candidates, and bringing those candidates in for a 60- or 90-minute interview. This process is flawed. Interviews don't provide enough substance despite serving as the most critical factor in hiring a president. Every person on 15- to 20-member boards only gets to ask one question, and applicants are only expected to provide brief answers. In addition, presidents who would have been perfect for the institution are oftentimes dismissed if they just happened to have an off day. Although the interview process is getting longer and involves more representation, the board is generally influenced by their one interview. It is difficult to gauge the effectiveness of an applicant who has never served as a president before. There isn't another campus role like the president, who serves as the face and voice of the institution in the public eye and can do it effectively in a way that advances the institution. Universities and search committees are oftentimes too passive and rely too much on search consultants. Although search consultants play a valuable role, search committee members know the institution best and have the right contacts. This should be the primary or major source for presidential candidates. Incoming presidents who are not familiar with their new university must become informed about its culture, traditions, interests, challenges, and priorities. New presidents can accomplish this by identifying a seasoned individual or a consultancy to interview administrators, faculty, staff, students, board members, and members of the community to understand the institution's aspirations and challenges. Presidents and board members must have a very clear understanding of their roles and responsibilities to prevent board intrusion and micromanaging. Ground rules must also be identified from the start. Additionally, presidents need to insist upon an annual board review so there's a written record of what the board wants done and how successful the president was in addressing them. This will help prevent boards from inventing or revising points in their favor. Shared governance in consultation with representative bodies must be respected. Presidents should resist the ongoing pressure from boards and external forces to take immediate action. The community must have demonstrated respect, trust, confidence, and commitment to consultation and shared governance. Successful shared governance usually has a nonhierarchical three-tiered system. Tier one includes representative bodies of faculty, staff, and students. Some of them are rolled into one entity, while others are separate. The second tier is administration. The third tier is the governing board. There needs to be a clear understanding that the board has the final authority on everything they choose because they are the legal entity created by the state to run the institution. However, the most successful systems see the board delegating a great deal of this authority. In particular, the board should delegate authority on matters they don't have expertise in, such as academic curricula and academic appointments. Some boards rubber stamp tenure recommendations. Shared governance works effectively when the board delegates certain authorities to the president, such as appointments to cabinets and even for tenure. Any campus constituency—such as faculty, staff, students, and, in some cases, all of them—that is affected by any major policy decision must be consulted. Recommendations must also go to the president. Based on the model, the president either acts on these recommendations or refines them so they're appropriate for administrators and then takes these recommendations to the board, who then acts upon them. This is based on the RACI model. Presidents must build a relationship of trust with the board, both collectively and individually. They must interact with the board outside of committee and/or board meetings. A successful practice includes speaking with one board member every week to see how they are doing, what is happening, and if they have any thoughts or concerns. The board has to be kept informed on all matters. There can be no surprises. There's nothing that board members should learn about by reading the newspaper, for example. Successful presidents are accessible, visible, and good listeners. Good listeners can put themselves in another's situation and fully understand why that other person holds that view. To build consensus and have strong support over an extended period, the community must believe they are heard and understand why certain decisions are made, especially if they go against what they want. Presidents must walk the walk and talk the talk. Their behavior must emulate the values they're espousing. For example, presidents should reject salary increases or bonuses if no one else is receiving raises. Give bad news or admit mistakes when they happen rather than trying to cover them up. Presidents who are not candid will be haunted by this in the future. Read the transcript → About Our Podcast Guest Dr. William E. "Brit" Kirwan is chancellor emeritus of the University System of Maryland (USM). He is a nationally recognized authority on critical issues facing higher education. He served as chancellor of the University System of Maryland (USM) for 13 years (2002-2015), president of the Ohio State University for four years (1998-2002), and president of the University of Maryland, College Park for 10 years (1988-1998). Prior to his presidency, he was a member of the University of Maryland mathematics faculty for 24 years. Dr. Kirwan is past chair of, among other boards, the American Council for Higher Education, the Association of Public and Land Grant Universities, the American Association of Colleges & Universities, the Business Higher Education Forum and the National Research Council Board on Higher Education and Workforce. He also served as the co-chair and chair of Knight Commission on Intercollegiate Athletics from 2004 to 2016. Presently, he chairs a Statewide Commission on Innovation and Excellence in Education, which has been asked to make recommendations to the Governor and General Assembly that would enable Maryland schools to perform at the level of the world's best school systems. Among Dr. Kirwan's many honors is the 2010 TIAA-CREF Theodore M. Hesburgh Award for Leadership Excellence. Considered one of the nation's top higher education honors, this award recognizes outstanding leadership in higher education and contributions to the greater good. In 2009, he received the Carnegie Corporation Leadership Award, which included a $500,000 grant to support USM academic priorities. Dr. Kirwan was elected to the American Academy of Arts and Sciences in 2002 and inducted into the Baltimore Sun's Maryland Business and Civic Hall of Fame in 2017. Dr. Kirwan received his bachelor's degree in mathematics from the University of Kentucky and his master's and doctoral degrees in mathematics from Rutgers, The State University of New Jersey, in 1962 and 1964 respectively. About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #HigherEducation #HigherEdPresidents #HigherEdPodcast

President university turnover is a major problem in higher education, with the average tenure of leaders serving in this capacity at one institution declining sharply from 10 years to a shocking 3.7 years. In this first half of a two-part series, Dr. Drumm McNaughton discusses the challenges facing university presidents and why their tenures have become so short with a nationally recognized authority figure who has one of the best track records and overall experience under his belt to speak on such a topic, Chancellor Emeritus Dr. William E. "Brit" Kirwan of the University System of Maryland. Few are as qualified to do so as Brit, having served as chancellor at the University System of Maryland for 13 years, president of The Ohio State University for four years, and president of the University of Maryland College Park for ten years. Part two of this series will cover what higher ed can do to improve university president retention. Highlights § The role of the university president has become much more complex and challenging over the last few years, causing the average tenure of presidents to fall from 10 to 3.7 years. There has never been more political interference and influence on higher ed as there is now, especially in Texas, Florida, and North Carolina. For example, the governor of Florida recently directed his attorney general to file a lawsuit against the Department of Education on changing accreditors. § There's also an unprecedented amount of pushback on DEI when diversity and inclusion were once very much a part of higher ed. In Ohio, a very anti-DEI bill was introduced that would restrict what higher education could do on diversity issues. This change in focus is forcing presidents to juggle what can be taught in the classroom and their faculty, who are very much invested in DEI initiatives. § Divisions and political beliefs are also over-influencing boards, causing them to be more directive and engaged in operational issues than they should be. As a result, sound board governance has declined, with many boards going rogue. Politicized boards also are forcing presidents to translate policy into operations when this should be done in parallel and jointly by the board, while boards are sticking their noses into what can be taught, which should be decided by the president. § For example, at the University of Virginia, the board chair recently told the president to announce her resignation at the next board meeting before board members were made aware of this decision. At Chapel Hill, the board refused to grant tenure to a distinguished journalist for political reasons. A similar situation occurred at Texas A&M. § Funding issues are mounting and will likely worsen, forcing presidents to make massive cuts to programs, negatively affecting faculty morale. Presidents are also more involved in fundraising than ever, complicating their leadership roles. Meanwhile, big-time intercollegiate athletic programs are forcing presidents to cobble together money to keep these expensive enterprises afloat. § There are two reasons universities can still hire presidents despite these major problems. The first is that it's human nature to want to advance and meet new challenges. As a result, many people are still compelled to rise to the top. The second is that salaries and compensation packages for presidents have escalated dramatically. There are several presidents earning compensation packages of $1 million or more per year. Read the transcript → About Our Podcast Guest Dr. William E. "Brit" Kirwan is chancellor emeritus of the University System of Maryland (USM). He is a nationally recognized authority on critical issues facing higher education. He served as chancellor of the University System of Maryland (USM) for 13 years (2002-2015), president of the Ohio State University for four years (1998-2002), and president of the University of Maryland, College Park for 10 years (1988-1998). Prior to his presidency, he was a member of the University of Maryland mathematics faculty for 24 years. Dr. Kirwan is the past chair of, among other boards, the American Council for Higher Education, the Association of Public and Land Grant Universities, the American Association of Colleges & Universities, the Business Higher Education Forum, and the National Research Council Board on Higher Education and Workforce. He also served as the co-chair and chair of the Knight Commission on Intercollegiate Athletics from 2004 to 2016. Presently, he chairs a Statewide Commission on Innovation and Excellence in Education, which has been asked to make recommendations to the Governor and General Assembly to enable Maryland schools to perform at the level of the world's best school systems. Among Dr. Kirwan's many honors is the 2010 TIAA-CREF Theodore M. Hesburgh Award for Leadership Excellence. Considered one of the nation's top higher education honors, this award recognizes outstanding leadership in higher education and contributions to the greater good. In 2009, he received the Carnegie Corporation Leadership Award, which included a $500,000 grant to support USM academic priorities. Dr. Kirwan was elected to the American Academy of Arts and Sciences in 2002 and inducted into the Baltimore Sun's Maryland Business and Civic Hall of Fame in 2017. Dr. Kirwan received his bachelor's degree in mathematics from the University of Kentucky and his master's and doctoral degrees in mathematics from Rutgers, The State University of New Jersey, in 1962 and 1964, respectively. About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #HigherEducation #HigherEdLeadership #HigherEdChallenges

Although higher ed as a whole believes in the importance of freedom of speech, very few agree on what the free exchange of ideas looks like and how it should function on campus. But with the current hostile political and social climate, it's now more important than ever for higher ed to unite on what truly matters—protecting respectful and productive speech that leads to a better and kinder society. In his latest podcast episode, Dr. Drumm McNaughton speaks with President Eric Hogue of Colorado Christian University on the topic of free speech in higher ed. Eric shares how students must approach disagreements to create a more forward-thinking society and, most significantly, how faculty, staff, and students should conduct themselves in public and in the classroom to elicit more mature behavior. Podcast Highlights Free speech is a constitutional right that's an essential function of a democratic society. Free speech allows individuals to express their opinions, thoughts, and ideas without fear of censorship or persecution. A complete college education dives into understanding this right. Such an education also empowers students not to be swayed by the ideologies of the moment but to compare new ideas against centuries of accrued knowledge. The free exchange of ideas works best when exercised with respect, maturity, positive behavior, and decorum. But society has lost respect for each other and the ability to agree to disagree. Higher ed needs students to look at disagreements from the mind perspective—how we think about issues—and combine it with their heart perspective. This allows students to see arguments from other people's views. Higher ed needs students, faculty, and staff to build resilience by realizing they are not a victim in every situation, everything isn't a crime, disagreements don't impinge on rights or freedoms, and if someone is different from them, that doesn't make them evil people who must be silenced. Higher ed must always be in pursuit of truth, even though it might be categorized as "my" truth or "your" truth. Colorado Christian University employs co-teaching practices where faculty with opposing views debate each other on topics in front of students. The students are more attentive and engaged when this happens. CCU also has a moot court, and the practicum is to learn how to create an argument. Sometimes, the assignment is to create an argument from a different perspective. Students learn that they disagree with topics, not the people they debate and that if somebody doesn't wholly agree with them, they're not evil or don't need to be silenced. Read the transcript → About Our Podcast Guest Eric Hogue was named president of Colorado Christian University by the Board of Trustees in March 2023 and took office in June 2023. Hogue previously served as vice president of University Advancement for CCU. Hogue has a strong affinity for Christian higher education, having earned a Master of Arts in Theological Studies from Liberty University and a Bachelor of Science in Business Administration from Jessup University. He brings a deep knowledge of CCU to his new role. Since 2018, Hogue has served as vice president of University Advancement, directing a comprehensive fundraising program totaling more than $45 million, including $33.5 million for the Armstrong Center Campaign. He launched a $44 million Science Center Campaign, established the CCU Endowment Foundation to prioritize the rapid and sustained growth of future resources for the University, and birthed the CCU Fund and Hope Fund, which will raise $1.5 million annually for student scholarships. Before joining CCU, Hogue served for six years as the chief development officer of Jessup University, where he tripled JU's endowment fund and navigated two successful campus capital development campaigns. Hogue is known for his roles as a former political candidate; practicing theologian and pastor; and long-tenured radio, television, and media professional. He is the author of The Winning Side of the Ask: The Heart and Skills of the Donor-Centric Professional Fundraiser, a book dedicated to helping nonprofits design a thriving philanthropic culture. About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #FreeSpeech #HigherEducation #HigherEdPodcast

As higher ed faces enrollment challenges, fostering diverse pathways for first-gen students becomes crucial. Dr. Drumm McNaughton's podcast features Dr. Marielena DeSanctis, President of Community College of Denver, discussing innovative solutions based on her unique K-12 to community college leadership insights. She emphasizes essential K-12 partnerships for first-gen support and advocates for a family-oriented approach. Addressing orientation, graduation, and credit transfer, Dr. DeSanctis sheds light on vital issues in higher education equity. · · Prospective students, particularly first-gen, need confidence in college success. Partnering with high schools to guide students through higher ed processes is crucial, preventing doubts upon college entry. Communicating the value of post-secondary degrees is vital. · Implementation of such supports at the K-12 level, not just during campus tours, aids student progress tracking. · Recognizing the weight of traditional family roles, higher ed leaders must convince both students and families to enroll. · The Community College of Denver holds an inclusive, outdoor graduation event, reflecting family importance. Flexible durations and guest participation foster inclusivity. · Efficient student orientation is key; store relevant modules in the Learning Management System for anytime access. · AP, ACE, or IB courses may favor out-of-state prospects. Dual enrollment credit disparities can arise even within a state due to high school recommendations. · Dual enrollment at high schools can lack the college experience. Transfer credit inconsistencies hinder student progression. · Retaking courses during transfers, especially within the same state, impedes student advancement. · In a study, CCD students transferring between Denver universities faced redundant courses. Transparency, a task force, and aligned objectives addressed this. · Aligning course objectives and identifying credit equivalency enhances credit transfer for students moving between institutions. Read the transcript → About Our Podcast Guest Dr. Marielena DeSanctis, an accomplished education leader with over 23 years of experience, is a passionate advocate for first-generation student success. Her unique journey, transitioning from K-12 to community college leadership, brings a deep understanding of bridging educational sectors. As President of the Community College of Denver, she pioneers critical partnerships between K-12 and higher education, while championing a family-centric approach to enrollment. Dr. DeSanctis' innovative insights address key challenges, including equitable credit transfers and graduation formats. Her commitment to empowering students resonates through her roles in numerous educational organizations, reflecting a profound dedication to transforming lives through education. About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #FirstGenStudents #HigherEdEnrollment #EnrollmentCliff

Higher education leaders who want to increase inclusion while maintaining affordability at their campus can emulate the actions of the Illinois Institute of Technology. By following three core principles, Illinois Tech has ranked first in the state for people it has successfully moved from the bottom 20th percentile of household income to the upper 20th percentile. Illinois Tech is also one of just 88 institutions named an American Talent Initiative 'High-Flier' by the Aspen Talent Institute and Bloomberg Philanthropies for ensuring college access and success. Moreover, Illinois Tech's employment rate is 92% six months after graduation, even when 37% of its students receive Pell Grants. In this episode of Changing Higher Ed® podcast, Dr. Drumm McNaughton speaks with President Raj Echambadi of the Illinois Institute of Technology about the four principles that have allowed Illinois Tech to experience so much success. They include boosting inclusion through experiential learning opportunities, providing more pathways for students, and embracing digital education. Podcast Highlights Illinois Tech pairs technology education with human-centered education by mandating experiential learning opportunities. These include not only students learning from faculty but also students learning from each other and faculty learning from students. Because of how the public perceives higher ed, institutions must provide different pathways for students to receive an education. This involves no longer thinking of students as a monolith that can benefit from a one-size-fits-all solution. Instead, institutions must think about individual student groups and look at their different needs and motivations to develop more effective value propositions. For example, after learning that students were concerned about affordability, Illinois Tech partnered with the local community college system, the City Colleges of Chicago, to create an innovative program. Students can now spend their first year at City Colleges to take post-secondary courses at community college prices while living on the Illinois Tech campus. They can also join student organizations and participate in activities at Illinois Tech. This not only addresses affordability but boosts a sense of belonging for students. For its student-centered approach, Illinois Tech has been asked to join REP4 Rapid Education Prototyping, which is an alliance of like-minded institutions that devise strategies by learners for learners. It is a bottom-up orientation, where the learners design and dictate the learning strategy. At the same time, it becomes the job of educational leaders to make sure that those strategies get implemented so their learners remain empowered. Illinois Tech embraces a hybrid model due to student demand and to increase accessibility for those who work full-time jobs, for example. Before joining Illinois Tech, Raj developed and launched the first scaled online MBA program in partnership with Coursera at the University of Illinois Urbana-Champaign. That program happens to be the largest online program in the world. Ten percent of all online MBAs in the United States come from the university. Read the transcript → About Our Podcast Guest Raj Echambadi, the 10th president of Illinois Institute of Technology, is steering the institution towards preeminence by prioritizing economic mobility, accessible education, human-centered technologists, and purposeful citizenship. Collaborating with university leaders, he has launched the groundbreaking ELEVATE program, which offers experiential learning, personalized mentorship, and job readiness, resulting in remarkable enrollment growth and recognition as an ATI High-Flier institution by Bloomberg Philanthropies. Echambadi's previous role as dean of the D'Amore-McKim School of Business at Northeastern University and his involvement in pioneering online education further underscore his transformative vision. About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #changinghighered #thechangeleader #higheredpodcast

Tier two (R2) research and smaller institutions, including two-year, minority-serving, and tribal colleges, can now build solid research infrastructures and perform groundbreaking discoveries through research enterprises on the same scale as larger R1 and flagship universities. In this episode of Changing Higher Ed®, Drumm speaks with Sethuraman Panchanathan, Director of the National Science Foundation (NSF). They discuss how his organization helps democratize ideas in higher education, enabling all colleges and universities to solve real-world problems and revitalize their communities. The NSF achieves this through programs like the Nationally Transformative Equity and Diversity (GRANTED) and Enabling Partnership to Increase Innovation Capacity (EPIIC). Dr. Panch also discusses NSF's mission and vision. He talks about its recent $44 million program that helps fund projects across the US. Additionally, Drumm refers to another NSF program as "a tech transfer on steroids." Moreover, they explore what smaller institutions with few resources need to do to start conducting research. Podcast Highlights NSF's Regional Innovation Engines is a $44 million investment that partners with communities to utilize regional potentials like the Hazleton pilot converting hemp into carbon-negative building materials through collaboration with Penn State University and community colleges. The cross-cutting TIP Directorate pulls discoveries into the industry, creating impactful solutions by fostering partnerships and bringing back new ideas to address real-world problems. GRANTED and EPIIC programs support the growth of research infrastructure and capacity at national and minority-serving institutions, enhancing access to resources and regional innovation ecosystems. NSF's strategic focus includes research, education, partnerships, and research infrastructures, with initiatives like BP Innovate, EDU Racial Equity in STEM, and the Robert Noyce Teacher Scholarship Program to promote inclusion and quality in STEM education. NSF partners with organizations like the Bill and Melinda Gates Foundation, Schmidt Futures, and the Walton Family Foundation to improve the quality of US STEM education for all students. GRANTED provides investment in research infrastructure, and institutions can reach out to the program coordinator to present competitive ideas and connect with successful participating institutions. Read the transcript → About Our Podcast Guest The Honorable Sethuraman Panchanathan is the 15th director of the U.S. National Science Foundation (NSF), nominated by the President in 2019 and confirmed by the U.S. Senate in 2020. With over three decades of experience, he is a leader in science, engineering, and education. Before joining NSF, Panchanathan served as the executive vice president of the Arizona State University (ASU) Knowledge Enterprise, where he significantly advanced research innovation and strategic partnerships. His scientific contributions have earned him numerous awards, including Honorary Doctorates and the IEEE-USA Public Service Award. Panchanathan's leadership extends to various interagency councils and committees, including the National Advisory Council on Innovation and Entrepreneurship and the Interagency Arctic Research Policy Committee. He is also known for his extensive publication record and mentorship of over 150 graduate students, postdocs, and research scientists. Panchanathan is a fellow of multiple prestigious academies and societies, including the National Academy of Inventors and the American Association for the Advancement of Science. He is married to Sarada "Soumya" Panchanathan, an academic pediatrician and informatician, and they have two adult children, Amritha and Roshan. About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #ChangingHigherEd #HigherEdResearch #HigherEdPodcast

It is well known that public perception of post-secondary education is at an all-time low, as politics, rising tuition, and higher student debt is saddling students and graduates with more stress. And, despite reports showing that people with student debt can negatively affect society, the Supreme Court recently ruled that the $1.7 trillion in student debt cannot be forgiven despite what the HEA clearly states in the statutes. Research shows that students who must incur debt to attend college have lower GPAs, more health issues both before and after graduation, are less likely to buy a house, will get married and have children later in life, are less likely to start a business, and are less entrepreneurial. The problems are real and are affecting society as we know it. In his latest podcast episode, Dr. Drumm McNaughton speaks with economist and investment manager David Linton about his findings from his upcoming book, Crushed: How Student Debt Has Impaired a Generation and What to Do About It. David shares how much the cost of education has risen from 1969 to 2020, why most college and university managers plan to budget, why this doesn't help address the problem, and what higher ed can do to improve this. Podcast Highlights § The cost of higher ed in terms of percentage of household income has risen dramatically in the past 50 years. In 1969, the cost of public college education was $1,545 per year, 19% of the median household income. In 2020, it was just under $29,000, or 42% of the median household income. That's about two and a half times more expensive as a function of household income. On an inflation-adjusted metric from 1969 to 2020, it's between 3 ½ - 4 times as expensive. In other words, the cost of four years in 1969 was the same as that of one year in 2020. § A driving force behind this rise in tuition is that some administrators and presidents prioritize rankings and performing well vis-à a-vie their competitors. They know what colleges the other students are applying to and want to ensure their students have a similar or better college experience, including more physical and mental health services, nicer campus facilities, larger research departments, more public services for the community, and other ancillary services. There are also more administrators per student than before. § Another theory as to why tuition is so high is because state support has dropped from 50-70% of the tuition a student pays to around 12%. However, in 2017, Professor Douglas Webber of Temple University roughly found that for every $1,000 in state budget cuts, students pay an extra $300 – $315 more per year in tuition and fees. This addresses only 30% of the problem. § Adding to the rising tuition costs, most administrators discuss expanding departments or hiring new faculty versus cost-cutting and reducing tuition—many plan to construct a new building once a year or every other year. Very few or no administrators say that one of their top five priorities is to adopt the Six Sigma approach, which involves constantly getting incrementally better over a very long period. This can include delivering the same quality education or same quality experience but with 2% fewer resources every single year. Higher ed leaders respond, "No, we have a budgeting process, and each department has to fit within their budget." John Katzman, who founded Princeton Review, says up to a third of overall university expenses could eventually be cut without damaging the education experience. § One solution to rising tuition costs would be that a large consortium of schools, e.g., PAC-12 schools or all Midwest liberal arts schools that happen to compete with one another, should announce they are not going to raise tuition by more than inflation each year for the next ten years. These savings could go back to the school departments to figure out how to do more with less every year. § Higher ed presidents need to know the average debt per student upon graduation and the degree to which they've been able to pay it off in five or ten years. If they don't, the first step is to figure out what that is. Boards need to establish the objective. If boards discover that 30%, 40%, or 50% of students ten years out cannot repay their debt, one objective can be for the president to improve that somehow. § Campuses must identify if certain types of students cannot pay, specific academic thresholds that make it unlikely for students to graduate, or more likely to take on more debt if they don't cross them. Also, if there are certain areas of study where students are more or less successful when repaying their debts or not having debt. Then, institutions must establish a clear objective. For example, possible goals could include that within five years, graduates' student debt delinquency rate will drop from 20% to 10%, the graduation rate will increase from 70% to 80%, or the debt upon graduation will decrease from $30k to $20k. § Cust-cutting must be included in prioritization. Most schools have an annual or semi-annual process whereby they look at objectives, whether it's new facilities for staff or a department, and then rank them in order. But cost-cutting is rarely ranked in the top five. Reducing tuition and cost-cutting doesn't have to be dramatic. It can be to freeze, maintain, or have budgets increase at inflation, minus 1%, every year and then force the department heads to figure out a way to work within that framework. § Bring in a consultant or have faculty figure out ways to increase revenue without raising tuition. Identify where the campus is getting other resources if they are selling their services to other areas, utilizing their facilities and research more efficiently, or partnering with other businesses. Read the transcript → About Our Podcast Guest David E. Linton is an author and economist. A former adjunct professor at the University of Southern California's Marshall School of Business, he taught Investment Analysis and Portfolio Management. His first book, Foundations of Investment Management, has become a mainstay among aspiring professionals who want to bridge the gap between an academic understanding and the practical application of investment management strategies. Mr. Linton's second book, Crushed, was researched and written after his tenure as a professor at USC. While wondering about the beautiful campuses of USC, University of Chicago, UT Austin, and several others, Mr. Linton couldn't help but wonder: why are college campuses so nice? Why is college so expensive? How can I possibly afford to send my three kids to college? Is a college degree even worth it? And how can I balance what's in the best interest of my kids without mortgaging their (and my) future? If you want to know the answers to these questions – don't do what Mr. Linton did, which is spend the next two years and ~2,000 hours researching the topic. Just read the book. It's a better return on time. Mr. Linton works at a multinational technology firm managing corporate and customer cash when he's not teaching or researching. He is a seasoned economist and asset manager, previously working as the Director of Portfolio Construction and Manager Research at Pacific Life and a Vice President and Portfolio Manager at PIMCO. Mr. Linton is a CFA® charter holder, has a BS in Business Administration from the University of Southern California, graduating magna cum laude, and an MBA from the University of Chicago Booth School of Business, graduating with honors. He enjoys reading with his oldest child, playing chess with his middle child, and wrestling with his youngest child. He thinks they enjoy those activities, too. About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website, https://changinghighered.com/. The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #studentdebt #crushed #HEA