the briefing is key points from the Report. If you wrote your Executive Summary correctly your briefing is likely to cover the points and recommendations from the Executive Summary.
Michelle_Michy
20191204131057briefingexamp.pdf
The State of Yale Gordon College AY 2004-05
for presentation at University of Baltimore, Budget Taskforce
October 12, 2004
Not Your Parents’ College of Liberal Arts Introducing YGC
YGC: An Integral Part of UB
Where Have We Been New Programs
YGC: A History of Growth
Dean’s Dreams Planning and Budgeting
Dean’s Promises
Challenges Excessive Reliance on Adjuncts
Faculty Support Planning Quality
Where Do We Want to Go? Strategic Vision
It is not so much where we stand, as in what direction we are moving
– Oliver Wendell Holmes
– 2 –
Not Your Parents’ College of Liberal Arts Introducing YGC
A “Unique” College of Liberal Arts
YGC is not a monolithic organization Philosophical split about mission – professional vs. liberal arts studies.
Programmatic split: Graduate (1,107) v. UnderGrad (1,079) enrollments Professional & pre-professional (75%+) v. traditional liberal arts (25%–).
Divisions, Programs, and Centers Schools/Divisions (6) School of Communications Design
School of Public Affairs (SPA)
School of Information Arts and Technologies
Division of Applied Behavioral Sciences
Division of Criminology, Criminal Justice, & Social Policy (CJ)
Division of Legal, Ethical, and Historical Studies
Programs (27) Doctoral (2)
Masters of Fine Arts (2)
Masters (9)
Liberal Arts focus – only Legal Studies
Undergraduate (14)
Liberal Arts focus (6)
More than 75% of YGC enrollments are in “professional” programs.
Centers (5) Schaefer Center for Public Policy
Center for Negotiations and Conflict Management
Center for Community and Technology Services
Center for Baltimore Studies
Institute for Words and Images
*Hoffberger Center for Professional Ethics*
– 3 –
Not Your Parents’ College of Liberal Arts YGC: An Integral Part of UB
Teaching To some extent, “credit hours” reflect demand for instructors,
while “weighted credit hours” reflect revenue.
UB Total Credit Hours, Academic Year 2003-04
MSB 27,800 credits
32.4%
YGC 34,598 credits
40.3%
Law 23,409 credits
27.3%
Source: USM Faculty Workload Report In recent years, YGC courses have generated ≈40% of UB’s total credit hours.
In recent years, YGC courses have generated an increasing percentage of UB’s total weighted credit hours.
UB Weighted Total Credit Hours Academic Year 2003-04
MSB 25.8%
YGC 31.7%
Law 42.5%
Note: Weights based on Fall 2004 tuition`rates:
Undergrad = 1.00 Graduate = 1.80
Law = 2.58 Doctoral w eighted as grad.
Source : USM Faculty Workload Report
– 4 –
Not Your Parents’ College of Liberal Arts YGC: An Integral Part of UB
Research
Annual Average of Books and Refereed Articles 3-Year Average for AYE 2002 through AYE 2004
MSB 65 (37.9%)
1.4 / TT Fac
YGC 38 (23.4%)
0.8 / TT FacLaw 60 (36.7%)
1.4 / TT Fac
Source: USM Faculty Workload Report
Ann. Avg. of non-Refereed Articles & Creative Activities 3-Year Average for AYE 2002 through AYE 2004
MSB 43.0 (20.2%) 0.9 / TT Fac
YGC 112.3 (52.7%) 2.4 / TT Fac
Law 57.7 (27.1%) 1.4 / TT Fac
Source: USM Faculty Workload Report
The YGC faculty is productive in terms of scholarship.
The 53% of “Creative Activities” reflects the nature of a number of the disciplines within YGC.
– 5 –
Not Your Parents’ College of Liberal Arts YGC: An Integral Part of UB
Public Service and Contracts Annual Average of Public Service Hours 3-Year Average for AYE 2002 through AYE 2004
MSB 799 days (31.3%)
16.8 days / TT Fac
YGC 907 days (35.5%)
19.3 days / TT Fac Law
850 days (33.2%) 20.4 / TT Fac
Source: USM Faculty Workload Report
Annual Average of Contracts and Grants (in $1,000s) 3-Year Average for AYE 2002 through AYE 2004
MSB $3,116 (43.7%)
YGC $3,707 (52.0%)
Law $308 (4.3%)
Note: In $1,000s
The YGC faculty generate more than half of UB’s total grant/contract dollars.
– 6 –
Where Are We Now? Recently Established Programs
Growing and Changing With the Times
Thirteen new (13) programs established since 1998 (enrollment-based credit hours, Fall 2004). UnderGr: Health Systems Management (1998) – 775
UnderGr: Applied Info. Technology (1999) – 1,206
UnderGr: Forensic Science (2001) – 519
UnderGr: Community Studies and Civic Engagement (2003) – 99
UnderGr: Simulation and Digital Entertainment (2004) – 204
Masters: Negotiations & Conflict Management (1998) – 606
Masters: Human Services Administration (1999) – 494 (joint with Coppin State Univ.)
Masters: Health Systems Management (2002) – 319
Masters: Interaction Design & Info. Arch. (2002) – 156
Masters: MFA in Integrated Design (2003) – 27
Masters: MFA in Creative Writing and Publishing Arts (2003) – 108
Doctorate: Communications Design (1998) – 44
Doctorate: Public Administration (2000) – 183
These recent programs account for more than 30% of Fall 2004 graduate credit hours, and nearly 30% of undergraduate credit hours.
Faculty Over Time
YGC Faculty HeadCount AYE 2001 through AYE 2004
0
10
20
30
40
50
60
F a c u
lt y H
e a d
c o
u n
t
ntt HeadCnt 7 11 10.5 11.5
TT HeadCnt 46 45 50 46
AYE 01 AYE 02 AYE 03 AYE 04
Source: USM Faculty Workload Reports
ntt (contractual) faculty members now constitute 25% of YGC faculty.
– 7 –
Where Have We Been? YGC: A History of Growth
YGC Credit Hours
YGC Undergraduate Credit Hours AYE 2001 through AYE 2004
0
4,000
8,000
12,000
16,000
20,000
24,000
U n
d e rg
ra d
C re
d it
H o
u rs
YGC 22,097.0 22,606.0 22,234.0 22,704.5
AYE01 AYE02 AYE03 AYE04
YGC had a 2.7% increase in UnderGrad credit hours between AYE 2001 and AYE 2004 (following an 18.3% increase between AYE 1998 and 2001).
YGC Graduate Credit Hours AYE 2001 through AYE 2004
0
2,000
4,000
6,000
8,000
10,000
12,000
G ra
d u
a te
C re
d it
H o
u rs
YGC 8,228.0 10,861.0 10,741.0 11,893.5
AYE01 AYE02 AYE03 AYE04
YGC had a 44.5% increase in Graduate credit hours between AYE 2001 and AYE 2004 (following a 4.3% decline between AYE 1998 and 2001).
The Yale Gordon College has increased weighted credit hour production by nearly 20% in the last three years.
– 8 –
Dean’s Dreams
Budget Planning (help me to do my job)
With the rest of UB, the YGC shares responsibility for reducing/controlling expenditures and increasing efficiency to meet declines in State funding.
With the rest of UB, the YGC shares responsibility for increasing revenues.
Management: A budget (and budget process) that affords the Dean sufficient flexibility for College-level decision making, planning, and reallocation to meet conflicting needs and demands.
Predictability: An ability to anticipate out-year budgets, at least under a reasonable set of assumptions.
Other Budget Issues
Over time, incremental budgeting inevitably leads to disparities.
Correcting disparities requires an incremental reallocation over time.
The College’s must receive credit for summer tuition revenues, be held accountable for summer costs, and have the flexibility to use a reasonable proportion of excess revenues within the College.
Dean’s Promise
The YGC will live within its budget.
The YGC will continue to do our share – but to plan ahead and move forward we must know the “rules” – which behaviors will be rewarded, and how those rewards will be allocated.
We are prepared to be “entrepreneurial” – to take calculated risks – but successful endeavors must yield the anticipated rewards.
– 9 –
Challenges
Excessive Reliance on Adjuncts
In AYE 2004, approximately 40% of YGC organized class sections were taught by adjunct instructors.
Undergraduate Core Curriculum In AYE 2004, all 27 sections of Ideas in Writing were taught by adjunct faculty.
In AYE 2004, more than 70% of Ethical Issues and Arts & Ideas sections were taught by adjunct faculty.
The average adjunct instructor remuneration of $2,000/course is not sufficient to attract well-qualified individuals who are willing to teach more than one course.
Faculty Expectations
Pending increases in expected teaching workload require careful consideration of other faculty workload expectations.
Minimal support for development. The AYE 2005 budget includes less than $400 per faculty member for development
(travel & research).
This is especially problematic for not-yet-tenured TT faculty members.
No travel/development funds for ntt faculty members, staff, or adjuncts.
Note: the College has generally still managed to provide one course teaching reductions for “not-yet-tenured” TT faculty members.
Lack of “high quality” graduate assistants makes research more difficult. Deplorable state of graduate assistant stipends.
Also, implications for student “culture” in the classroom.
Quality
Increased enrollments have a price. After the increases experienced by the YGC over the last five years, enrollment
management efforts can not treat enrollment increases as if they are “on the margin.”
In the YGC, increasing enrollments can not be dealt with by increasing adjuncts.
See discussion below.
– 10 –
Where Do We Want To Go?
Strategic Crossroads: The Role of YGC at UB
It is not so much where we stand, as in what direction we are moving
– Oliver Wendell Holmes
Is YGC primarily a revenue generator for the University?
Where does quality fit in?
Yes, we need to accomplish both, but…
Simply saying “both” DODGES the question and avoids the hard choices. The “real” answer emerges from the choices we make as we allocate
scarce resources among competing needs.
The solution lies in program and resource DIFFERENTIATION.
– 11 –
Where Do We Want To Go? Strategic Vision
“Program” Differentiation Quality: ALL programs must meet reasonable instructional standards. All students deserve value for their investment; this is our ethical responsibility.
As an urban university, our charge is to meet the needs of a diverse student body – we must add value between the time a student enters and he or she leaves.
We must pay serious attention to measurement and assessing program outcomes.
Differentiate programs to meet different needs. Centers of Excellence (reputation and research)
Instructional programs (quality and growth)
Perhaps, “preparation/developmental” workshops, mentoring, etc. (a different quality emphasis)
Resource Differentiation – Students Create Value: ALL students must be better when they leave
than when they came.
Differentiate students: Encourage students to select programs in which they can successfully meet their needs. Access and opportunity
Evaluate students as part of the admissions process.
Provide guidance and mentoring in program selection and career choice.
Support student development needs: Ensure students have the skills they need to succeed at UB and in life. Address barriers to admission and graduation.
“Bootstrap” student quality for growth – it is access and opportunity.
“Make lemonade” – also use student evaluation information to identify and structure student development so they may truly garner the benefits of the instructional experience.
– 12 –
Where Do We Want To Go? Strategic Vision
Resource Differentiation – Faculty Productivity: ALL faculty members must make productive contributions
(and be valued for those contributions). YGC, as a whole, needs to produce in terms of teaching, basic and
applied research, and public service.
But, faculty members differ in terms of interests and talents.
Not all faculty members will or should contribute in the same way!
Differentiate faculty: allocate faculty members’ talents wisely. Good teachers
Productive scholars
National/international reputation
Grants
“Client-valued” public service
Contracts
This differentiation needs to occur at each level. Different performance mix by –
School/division;
Program within school/division;
Faculty members within program.
Resource Differentiation – Faculty ntt (contractual) instructors have an important role. Contractual instructors can bring special expertise to the classroom.
They could/should teach heavier course loads than TT faculty members.
They help to address diversity issues.
They afford moderate flexibility for enrollment changes over time.
Adjunct instructors have an important role. Adjunct instructors can bring “real world” expertise to the classroom.
They can reduce instructional costs by approximately 75%.
Improve relationships with external organizations.
They help to address diversity issues.
They afford flexibility for enrollment changes over time.
